dc.contributor.editor | Baker, Paul | en_US |
dc.date.accessioned | 2010-06-28T18:11:42Z | |
dc.date.available | 2010-06-28T18:11:42Z | |
dc.date.issued | 1994 | en_US |
dc.identifier.uri | http://digital.library.wisc.edu/1793/45227 | |
dc.description.tableofcontents | 1. What do science teachers teach?: How teachers' assumptions influence their teaching. 2. New math courses help more kids: "Bridge" courses break the cycle of failure. 3. Shaping a call to action: Public information activities play role in restructuring schools. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison | en_US |
dc.rights | No copyright is claimed on the contents of WCER Highlights. In reproducing articles, please use the following credit: Reprinted with permission from WCER Highlights, published by the Wisconsin Center for Education Research, UW-Madison School of Education. | en_US |
dc.title | WCER Research Highlights, Vol. 6 No. 3, Summer 1994 | en_US |
dc.type | Journal issue | en_US |