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"There are times you just want to ge...

Pierce, Erika Lyn Pietrzak.

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"There are times you just want to get by": The influences on a first-year history teacher's instruction and theories of teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"There are times you just want to get by": The influences on a first-year history teacher's instruction and theories of teaching./
Author:	Pierce, Erika Lyn Pietrzak.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1312.
Contained By:	Dissertation Abstracts International65-04A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3131437

"There are times you just want to get by": The influences on a first-year history teacher's instruction and theories of teaching.
Pierce, Erika Lyn Pietrzak.

"There are times you just want to get by": The influences on a first-year history teacher's instruction and theories of teaching. - 201 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1312.

Thesis (Ph.D.)--University of Virginia, 2004.

The general purpose of this study was to find out the influences on the instructional and curricular decisions and actions of a first-year history teacher during the first nine weeks of the school year. In addition, the study served as an attempSubjects--Topical Terms:

1019148
Education, Social Sciences.

"There are times you just want to get by": The influences on a first-year history teacher's instruction and theories of teaching.
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100 1 $a Pierce, Erika Lyn Pietrzak. $3 1950304
245 1 0 $a "There are times you just want to get by": The influences on a first-year history teacher's instruction and theories of teaching.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1312.
500 $a Adviser: Stephanie van Hover.
502 $a Thesis (Ph.D.)--University of Virginia, 2004.
520 $a The general purpose of this study was to find out the influences on the instructional and curricular decisions and actions of a first-year history teacher during the first nine weeks of the school year. In addition, the study served as an attemp
520 $a The data analysis resulted in the development of a framework to understand the influences on the instructional and curricular decisions and action of this teacher. Specifically, the teacher was influenced by one of three lenses when thinking abo
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