Teachers’ Perception of Evidence-Based Practices in the Curriculum of Their Graduate Program
Agenda Number: Poster 135
Su-Je Cho, Holly Rittenhouse-Cea, and Kathleen Doyle, Fordham University, New York, NY
This study brought new approaches to curriculum design and strengthened pre-service teachers’ capacity to develop research-based classroom instruction by evaluating Evidence-Based Practices (EBPs) in curriculum.
Thursday, February 21, 2019 - 6:30pm to 8:00pm