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The Educational Forum Volume 88, 2024 - Issue 2
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Reports

Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy

Rebecca L. Hitea Science Education, Department of Curriculum & Instruction, College of Education, Texas Tech University, Lubbock, Texas, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6275-3804View further author information
ORCID Icon,
Levi Johnsonb Educational Leadership Policy, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USAView further author information
,
Jessica Gottliebb Educational Leadership Policy, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USAView further author information
,
Jon McNaughtanc Higher Education, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USAView further author information
&
Richard Carlos L. Velascod Mathematics Education, Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, Norman, Oklahoma, USAView further author information
Pages 151-169 | Received 19 Oct 2022, Accepted 21 Jan 2023, Published online: 26 Jul 2023

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