url
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2899
o:resource_class
	ire:JournalArticle
ire:author
	Hopkins, Megan
	Spillane, James P.
ire:title
	Conceptualizing Relations Between Instructional Guidance Infrastructure (IGI) and Teachers’ Beliefs About Mathematics Instruction: Regulative, Normative, and Cultural-Cognitive Considerations
ire:issn
	1573-1812
ire:doi
	https://doi.org/10.1007/s10833-015-9257-1 10.1007/s10833-015-9257-1
ire:url
	https://doi.org/10.1007/s10833-015-9257-1 Official Publisher's Webpage (Springer Link)
	https://www.researchgate.net/publication/284076002_Conceptualizing_relations_between_instructional_guidance_infrastructure_IGI_and_teachers'_beliefs_about_mathematics_instruction_Regulative_normative_and_cultural-cognitive_considerations Full-text PDF Shared by Author (ResearchGate)
ire:date
	2015-11-01
ire:pages
	421-450
ire:issue
	4
ire:volume
	16
ire:language
	en
ire:status
	Published Text
ire:genre
	Theoretical
ire:peer
	Yes
ire:resourceType
	Research/Scholarly Media
ire:inPublication
	Journal of Educational Change
ire:apa
	Hopkins, M., & Spillane, J. P. (2015). Conceptualizing Relations Between Instructional Guidance Infrastructure (IGI) and Teachers’ Beliefs About Mathematics Instruction: Regulative, Normative, and Cultural-Cognitive Considerations. Journal of Educational Change, 16(4), 421–450. https://doi.org/10.1007/s10833-015-9257-1
ire:citedIn
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2500 The Policy Context of United States Educational Innovation and Improvement
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2926 The Work of Improvement
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2941 Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts
ire:approachConcept
	Infrastructure
ire:openAccess
	Yes

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