Ausgabe 3/2011
Inhalt (4 Artikel)
Exploring a Model of Situated Professional Development: Impact on Classroom Practice
Jonathan Singer, Christine Lotter, Robert Feller, Harry Gates
Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development
Randy Yerrick, Danielle Beatty-Adler
The Effective Research-Based Characteristics of Professional Development of the National Science Foundation’s GK-12 Program
Peter C. Cormas, James P. Barufaldi
Developing a Web-Based Mechanism for Assessing Teacher Science Content Knowledge
Al Byers, Susan Koba, Greg Sherman, Joan Scheppke, Roger Bolus