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PROFESSIONAL DEVELOPMENT OF PMRI TEACHERS FOR INTRODUCING SOCIAL NORMS
PROFESSIONAL DEVELOPMENT OF PMRI TEACHERS FOR INTRODUCING SOCIAL NORMS
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PROFESSIONAL DEVELOPMENT OF PMRI TEACHERS FOR INTRODUCING SOCIAL NORMS

Putri, Ratu Ilma Indra ; Dolk, Maarten ; Zulkardi, Zulkardi

IndoMS-journal on mathematics education, 2015-01, Vol.6 (1), p.11-19 [Periódico revisado por pares]

Indonesian Mathematical Society

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42
Task Adaptations as a Function of Content Knowledge: A Functional Analysis
Task Adaptations as a Function of Content Knowledge: A Functional Analysis
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Task Adaptations as a Function of Content Knowledge: A Functional Analysis

Iserbyt, P. ; Coolkens, R. ; Loockx, J. ; Vanluyten, K. ; Martens, J. ; Ward, P.

Research quarterly for exercise and sport, 2020-10, Vol.91 (4), p.539-550 [Periódico revisado por pares]

United States: Routledge

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43
Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development
Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development
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Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development

Whitworth, Brooke A. ; Rubino-Hare, Lori ; Boateng, Francis ; Hamlin, Anne ; Bloom, Nena E. ; Nolan, Eric

International journal of science education, 2022-02, Vol.44 (3), p.379-415 [Periódico revisado por pares]

London: Routledge

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44
Who’s There? Characterizing Interaction in Virtual Classrooms
Who’s There? Characterizing Interaction in Virtual Classrooms
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Who’s There? Characterizing Interaction in Virtual Classrooms

Willermark, Sara

Journal of educational computing research, 2021-10, Vol.59 (6), p.1036-1055 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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45
P307 Dissemination of good practice: an italian project to contrast cyberbullying
P307 Dissemination of good practice: an italian project to contrast cyberbullying
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P307 Dissemination of good practice: an italian project to contrast cyberbullying

Pulvirenti, Giuliana ; Michele Vismara, Marco Flavio ; Vismara, Stefano Alessandro ; Vismara, Roberta Elisabetta ; Meschesi, Viviana ; Moroni, Valeria ; Lavano, Serena Maria ; Toaff, Joseph ; Rapetto, Umberto ; Cemicetti, Riccardo ; Settanni, Chiara ; Zepponi, Barbara ; Landolfi, Nicola ; Valentini, Antonio ; Marotta, Rosa

Archives of disease in childhood, 2019-06, Vol.104 (Suppl 3), p.A280 [Periódico revisado por pares]

London: BMJ Publishing Group LTD

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46
Individual and Contextual Factors Associated with Classroom Teachers' Intentions to Implement Classroom Physical Activity
Individual and Contextual Factors Associated with Classroom Teachers' Intentions to Implement Classroom Physical Activity
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Individual and Contextual Factors Associated with Classroom Teachers' Intentions to Implement Classroom Physical Activity

McLoughlin, Gabriella M ; Calvert, Hannah G ; Turner, Lindsey

Grantee Submission, 2023-02, Vol.20 (4), p.3646 [Periódico revisado por pares]

Switzerland: MDPI AG

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47
Decentring the 'resilient teacher': exploring interactions between individuals and their social ecologies
Decentring the 'resilient teacher': exploring interactions between individuals and their social ecologies
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Decentring the 'resilient teacher': exploring interactions between individuals and their social ecologies

Oldfield, Jeremy ; Ainsworth, Steph

Cambridge journal of education, 2022-07, Vol.52 (4), p.409-430 [Periódico revisado por pares]

Cambridge: Routledge

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48
Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies
Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies
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Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies

Hsieh, Fu-Pei ; Lin, Huann-shyang ; Liu, Shu-Chiu ; Tsai, Chun-Yen

Research in science education (Australasian Science Education Research Association), 2021-12, Vol.51 (6), p.1569-1592 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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49
Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise
Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise
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Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise

Correnti, Richard ; Matsumura, Lindsay Clare ; Walsh, Marguerite ; Zook-Howell, Dena ; Bickel, Donna DiPrima ; Yu, Baeksan

Reading research quarterly, 2021-07, Vol.56 (3), p.519-558 [Periódico revisado por pares]

Newark: Wiley

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50
Scaling professional learning and development: preparing professional learning and development providers to lead power of data teacher workshops
Scaling professional learning and development: preparing professional learning and development providers to lead power of data teacher workshops
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Scaling professional learning and development: preparing professional learning and development providers to lead power of data teacher workshops

Whitworth, Brooke A. ; Rubino-Hare, Lori ; Bloom, Nena E. ; Walker, Megan C. ; Arendt, Kayla R.

International journal of science education, 2020-01, Vol.42 (1), p.1-24 [Periódico revisado por pares]

London: Routledge

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Deste Autor:

  1. McCallon, E
  2. Rios, M
  3. Rodrigues, L
  4. Davis, L
  5. Abílio, F

Neste Assunto:

  1. Workshops
  2. Teachers
  3. Teaching Methods
  4. Teacher Workshops
  5. Social Sciences

  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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