Citations (16)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (2)
Lachlan Forsyth & Lynette Schaverien. (2005) Emergent Collectivity: teachers as interdependent e-designers of professional development in K-6 Science and Technology. Journal of In-Service Education 31:4, pages 635-656.
Read now
Read now
Lynette Schaverien & Mark Cosgrove. (2000) A biological basis for generative learning in technology-and-science Part II: Implications for technology-and-science education. International Journal of Science Education 22:1, pages 13-35.
Read now
Read now
Articles from other publishers (14)
LARA K. SMETANA, JULIANNE WENNER, JOHN SETTLAGE & D. BETSY MCCOACH. (2016) Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement. Science Education 100:1, pages 78-95.
Crossref
Crossref
Erika Löfström & Eve Eisenschmidt. (2009) Novice teachers' perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education 25:5, pages 681-689.
Crossref
Crossref
Jo Blase. 2009. International Handbook of Research on Teachers and Teaching. International Handbook of Research on Teachers and Teaching
171
181
.
Grace Onchwari & Jared Keengwe. (2008) The Impact of a Mentor-coaching Model on Teacher Professional Development. Early Childhood Education Journal 36:1, pages 19-24.
Crossref
Crossref
William R. Penuel, Willow Sussex, Christine Korbak & Christopher Hoadley. (2016) Investigating the Potential of Using Social Network Analysis in Educational Evaluation. American Journal of Evaluation 27:4, pages 437-451.
Crossref
Crossref
Barry J. Fishman & Elizabeth A. Davis. 2012. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences
535
550
.
Shu Ching Yang & Shu Fang Liu. (2004) Case study of online workshop for the professional development of teachers. Computers in Human Behavior 20:6, pages 733-761.
Crossref
Crossref
Betty Achinstein & Adele Barrett. (2022) (Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice. Teachers College Record: The Voice of Scholarship in Education 106:4, pages 716-746.
Crossref
Crossref
Betty Achinstein & Adele Barrett. (2022) (Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice. Teachers College Record: The Voice of Scholarship in Education 106:4, pages 716-746.
Crossref
Crossref
Lachlan Forsyth & Lynette Schaverien. (2003) Re-presenting collective learning. ACM SIGGROUP Bulletin 24:3, pages 25-31.
Crossref
Crossref
Jian Wang & Sandra J. Odell. (2016) Mentored Learning to Teach According to Standards-Based Reform: A Critical Review. Review of Educational Research 72:3, pages 481-546.
Crossref
Crossref
L. Schaverien. (2002) Learning about e-learning: some insights into a postgraduate learning community. Learning about e-learning: some insights into a postgraduate learning community.
Brian P. Coppola. (2002) Full Human Presence: A Guidepost to Mentoring Undergraduate Science Students. New Directions for Teaching and Learning 2001:85, pages 57-73.
Crossref
Crossref
Sarah J. Stein, Campbell J. Mcrobbie & Ian Ginns. (2000) Recognising Uniqueness in the Technology Key Learning Area: The Search for Meaning. International Journal of Technology and Design Education 10:2, pages 105-123.
Crossref
Crossref