每年研究成果
每年研究成果
- 2結果
搜尋結果
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2024
THE ROLE OF EXPERTS’ NORMS OF INSTRUCTIONAL QUALITY FOR ASSESSING TEACHER NOTICING: Revealing culture-specific and interculturally shared norms of mathematics education in Germany and Taiwan
Lindmeier, A., Paul, J. F., Wang, T. Y., Hsieh, F. J. & Dreher, A., 2024 1月 1, Teacher Professional Vision: Empirical Perspectives: Volume 2. Taylor and Francis, 卷 2. p. 64-82 19 p.研究成果: 書貢獻/報告類型 › 篇章
3 引文 斯高帕斯（Scopus） -
2017
Effects of Job Motives, Teacher Knowledge, and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan, and the United States
Blömeke, S., Houang, R. T., Hsieh, F. J. & Wang, T. Y., 2017 1月 1, International Handbook of Teacher Quality and Policy. Taylor and Francis, p. 374-387 14 p.研究成果: 書貢獻/報告類型 › 篇章
24 引文 斯高帕斯（Scopus）