Designing Teaching Practice: A Case Study of Pro-c Creativity von Henning, John E, Mckeny, Timothy, Weade, Ginger, Dani, Danielle E, Rice, Linda J, Xenos, Anthony J

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Teachers' perceptions of their most significant change: source, impact, and process von Henning, John E., Rice, Linda J., Dani, Danielle E., Weade, Ginger, McKeny, Timothy

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Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers von Howley, Marged D., Howley, Aimee, Henning, John E., Gilla, Mary Beth, Weade, Ginger

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By Design: Professional Development School Partnerships at the Gladys W. and David H. Patton College of Education, Ohio University and Athens City Schools von Weade, Ginger, Kennedy, Marcy Keifer, Armstrong, Jennifer, Douglas, Maria, Hoisington, Liz, More, Stephanie, Mullins, Heidi, West, Lindsey, Helfrich, Sara, Kennedy, Chris, Miles, Tracy, Payne, Sue, Camara, Kristin, Lemanski, Laura, Henning, John, Martin, Carl

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When Content Becomes Process: Talking Knowledge into Meaning in a Fourth Grade Mathematics Lesson von Weade, Ginger

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EDITOR'S NOTE von Weade, Ginger

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The context of reflective practice

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The Context of Reflection von Ross, Dorene, Weade, Ginger

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On what can be learned by observing teaching von Weade, Ginger, Evertson, Carolyn M.

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