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期刊名：Professional development in education

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ISSN：1941-5257

e-ISSN：1941-5265

IF/分区：3.1/Q1

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共收录本刊相关文章索引728条
Clinical Trial Case Reports Meta-Analysis RCT Review Systematic Review
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Improving primary mathematics teaching and learning [0.03%]
Wallis, Rachel Wallis
Professional Development in Education. 2014;40(2):325-326. DOI:10.1080/19415257.2013.788850 2014
The Professional Development of Early Years Educators: a Special Issue of Professional Development in Education [0.03%]
Professional Development in Education. 2014;40(1):182-182. DOI:10.1080/19415257.2013.871103 2014
Effects of in‐service training on early intervention practitioners’ use of family‐systems intervention practices in the USA [0.03%]
Dunst, Carl J.; Trivette, Carol M.; Deal et al. Dunst et al.
Professional Development in Education. 2011;37(2):181-196. DOI:10.1080/19415257.2010.527779 2011
Transformative professional learning: embedding critical literacies in the classroom [0.03%]
Sangster, Pauline; Stone, Kelly; Anderson et al. Sangster et al.
Professional Development in Education. 2013;39(5):615-637. DOI:10.1080/19415257.2012.751617 2013
Professional development for conceptual change: extending the paradigm to teaching reading comprehension in US schools [0.03%]
Hollenbeck, Amy Feiker; Kalchman, Mindy Hollenbeck
Professional Development in Education. 2013;39(5):638-655. DOI:10.1080/19415257.2012.728535 2013
Learning to be a person in society [0.03%]
Arthur, James Arthur
Professional Development in Education. 2010;36(3):541-541. DOI:10.1080/19415250903211357 2010
Connecting reflective practice, dialogic protocols, and professional learning [0.03%]
Nehring, James; Laboy, Wilfredo T.; Catarius et al. Nehring et al.
Professional Development in Education. 2010;36(3):399-420. DOI:10.1080/19415250903102432 2010
From humble beginnings: evolving mentoring within professional development for academic staff [0.03%]
Donnelly, Roisin; McSweeney, Fiona Donnelly
Professional Development in Education. 2011;37(2):259-274. DOI:10.1080/19415257.2010.509933 2011
Reassessing the impact of teaching assistants: how research challenges practice and policy [0.03%]
Jackson, Coleen R. Jackson
Professional Development in Education. 2013;39(1):159-162. DOI:10.1080/19415257.2012.717686 2013
Are we realising the full potential of teachers’ professional learning in schools in England? Policy issues and recommendations from a national study [0.03%]
Pedder, David; Opfer, V. Darleen Pedder
Professional Development in Education. 2011;37(5):741-758. DOI:10.1080/19415257.2011.614812 2011