Being professional: accountability and authority in teachers' responses to science curriculum reform (2015)
Attributed to:
The Enactment and Impact of Key Stage 4 Science Education Reforms
funded by
ESRC
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1080/03057267.2014.1001629
Publication URI: http://dx.doi.org/10.1080/03057267.2014.1001629
Type: Journal Article/Review
Parent Publication: Studies in Science Education
Issue: 1
ISSN: 0305-7267