url
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/4237
o:resource_class
	ire:JournalArticle
ire:id
	7UXTY6PM
ire:class
	ire:JournalArticle
ire:year
	2017
ire:author
	Munter, Charles
	Correnti, Richard
ire:title
	Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
ire:issn
	0195-6744
ire:doi
	10.1086/689928
ire:url
	https://www.journals.uchicago.edu/doi/abs/10.1086/689928 Official Publisher's Webpage (The University of Chicago Press Journals)
ire:date
	2017
ire:dateAdded
	10/12/2022 15:39
ire:dateModified
	10/12/2022 15:39
ire:dateAccessed
	10/12/2022 15:39
ire:pages
	171-202
ire:issue
	2
ire:volume
	123
ire:catalog
	journals.uchicago.edu (Atypon)
ire:extra
	Publisher: The University of Chicago Press
ire:status
	Published Text
ire:genre
	Empirical
ire:peer
	Yes
ire:resourceType
	Research/Scholarly Media
ire:inPublication
	American Journal of Education
ire:apa
	Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928
ire:citedIn
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2931 Classroom Teaching and Learning as the Focus for Improvement Research
ire:openAccess
	No

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