Supporting teachers in data‐informed design

E-ISSN： 1467-8535|46|2|265-279

ISSN： 0007-1013

Source： BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Vol.46, Iss.2, 2015-03, pp. : 265-279

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Supporting Preservice Science Teachers' Ability to Attend and Respond to Student Thinking by Design

SCIENCE EDUCATION, Vol. 99, Iss. 5, 2015-09 ,pp. : 863-895

John Wiley & Sons Inc

Access to resources Recommend Favorite

Supporting Teachers of English Learners by Leveraging Students' Linguistic Strengths

THE READING TEACHER, Vol. 68, Iss. 6, 2015-03 ,pp. : 406-412

John Wiley & Sons Inc

Access to resources Recommend Favorite

Is engaging in evidence‐informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?

BRITISH EDUCATIONAL RESEARCH JOURNAL, Vol. 42, Iss. 5, 2016-10 ,pp. : 780-801

John Wiley & Sons Inc

Access to resources Recommend Favorite

Scripting and monitoring meet each other

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Vol. 46, Iss. 2, 2015-03 ,pp. : 330-343

John Wiley & Sons Inc

Access to resources Recommend Favorite

Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction

SCIENCE EDUCATION, Vol. 102, Iss. 2, 2018-03 ,pp. : 342-376

John Wiley & Sons Inc

Access to resources Recommend Favorite