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Download full textCourson, Susan K.; Zembal-Saul, Carla M. – 2002
This multi-participant case study used a phenomenological lens to understand the ways that science teachers make sense of implementing instructional innovations following their participation in a year-long biotechnology professional development program. Sources of data included a series in-depth interviews used to collect teachers' stories of…
Descriptors: Biotechnology, Educational Change, Elementary Secondary Education, Professional Development
