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2018
Volume 32, Issue 1
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

Focuses on the way norming sessions can function as sites of professional development that generate both individual classroom-based inquiry and group inquiry among teachers. Explores the effect of a site-based and rhetorically based model of assessment that attempts to engage teachers in continuous collaborative inquiry directly related to their teaching.

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/content/journals/10.58680/ee19991537
1999-10-01
2024-06-15
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee19991537
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  • Article Type: Research Article
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