Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
Year: 2012
Type: article
Study designs: Randomized Controlled Trial, Clinical Trial
DOI: 10.1002/tea.21004
Institutions: Wested, Vanderbilt University, University of California, Berkeley
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W1981456415