The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction

Liliana Maggioni; Meghan M. Parkinson

doi:10.1007/s10648-008-9081-8

The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction

Liliana Maggioni
, Meghan M. Parkinson

University of Maryland, College Park

Producción científica: Article › revisión exhaustiva

Idioma original	English
Páginas (desde-hasta)	445-461
Número de páginas	17
Publicación	Educational Psychology Review
Volumen	20
N.º	4
DOI	https://doi.org/10.1007/s10648-008-9081-8
Estado	Published - dic 2008
Publicado de forma externa	Sí

ASJC Scopus Subject Areas

Education
Developmental and Educational Psychology

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10.1007/s10648-008-9081-8

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