What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum || Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners
Helen Timperley and Adrienne Alton-LeeVolume:
32
Year:
2008
Language:
english
Journal:
Review of Research in Education
DOI:
10.2307/20185120
File:
PDF, 5.55 MB
english, 2008