Return to search

The role of teachers' pedagogical and subject-matter knowledge in planning and enacting science-inquiry instruction and in assessing students' science-inquiry learning

No description available.
Identiferoai:union.ndltd.org:mcgill.ca/oai:escholarship.mcgill.ca:1544bt443
Date January 2012
CreatorsBirlean, Camelia
ContributorsBruce M Shore (Internal/Supervisor)
PublisherMcGill University
Source SetsMcGill University
Languagehttp://id.loc.gov/vocabulary/iso639-2/eng
Detected LanguageEnglish
TypeThesis
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
RelationPid: 106249

Page generated in 0.0017 seconds