Defining characteristics of a new elementary science curriculum : variance among developers, teachers and practices in classrooms
New elementary science programmes have often been noticed to fail at the stage of implementation. It was hypothesized that part of such failures stemmed from discrepancies which existed between the developers and teachers in their perceptions of the new programmes. The purpose of this study was to d...
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| Language: | English |
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2010
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| Online Access: | http://hdl.handle.net/2429/23841 |