NGSS and the New Role for Physics Teachers: Reflections of Preservice Physics Teachers as Windows on the Learning, Development and Enduring of Science Practices

Text Registration

NGSS and the New Role for Physics Teachers: Reflections of Preservice Physics Teachers as Windows on the Learning, Development and Enduring of Science Practices

Status

Published

on 27 Jul 2020

Year of Creation

2020

Marianne Vanier

Registration Number

TX0008901931

on 27 Jul 2020

The U.S. Copyright record (Registration Number: TX0008901931) dated 27 Jul 2020, pertains to an electronic file (eService) titled "NGSS and the New Role for Physics Teachers: Reflections of Preservice Physics Teachers as Windows on the Learning, Development and Enduring of Science Practices" created in 2020. The copyright holder is Marianne Vanier, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Marianne Vanier.

Marianne Vanier

Application Details

Registration Number

TX0008901931

Registration Date

7/27/2020

Year of Creation

2020

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Personal Authors

Marianne Vanier

Notes

Rights Note: Mark Dill, ProQuest, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: NGSS and the New Role for Physics Teachers: Reflections of Preservice Physics Teachers as Windows on the Learning, Development and Enduring of Science Practices

Author Statement: Marianne Vanier Citizenship: not known Authorship: text

Notes

Rights Note: Mark Dill, ProQuest, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: NGSS and the New Role for Physics Teachers: Reflections of Preservice Physics Teachers as Windows on the Learning, Development and Enduring of Science Practices

Author Statement: Marianne Vanier Citizenship: not known Authorship: text

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