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Fang Cui Gujarati Himali Osinaga Faith Hsia Victor Cheney Marcos A. Kharel Madan K. 《Research on Chemical Intermediates》2021,47(9):3673-3690
Research on Chemical Intermediates - A routine release of slow-degrading agrochemicals in the environment has resulted in their gradual accumulation posing a major threat both to the terrestrial... 相似文献
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This qualitative case study guided by portraiture examines the relationships between three early career elementary teachers’ beliefs about themselves in relation to mathematics (mathematics identities) and their classroom practices. Through autobiographical inquiry, reflective practice, classroom observations, interviews, and artifacts, findings show that all three second grade teachers appeared to have an “inverse” relationship between their mathematics identities and their classroom practices. In this relationship, as negative as they felt about themselves with regards to mathematics, they expended that much more effort to ensure that their students would have positive experiences with it and not be stigmatized by it as they had been. Accountability to schools, students, and parents, to increase student achievement appeared to play an important role in this relationship. Implications for preservice teacher education, inservice professional development, and research on beliefs and practices are discussed. 相似文献
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