Cite
HARVARD Citation
Tuttle, N. et al. (2016). Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy. Journal of science teacher education. 27 (7), pp. 717-745. [Online].
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Tuttle, N. et al. (2016). Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy. Journal of science teacher education. 27 (7), pp. 717-745. [Online].