Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity
<p>Mathematics and science are often combined in early childhood education programs into a single methods course. This can lead to an integrated view of the two, thus neglecting their conceptual, procedural, and epistemological differences. To promote their foundational integrities, we, one ma...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2012-06-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | http://josotl.indiana.edu/article/view/2021 |
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