url
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/4575
o:resource_class
	ire:JournalArticle
ire:id
	RUVA32QX
ire:class
	ire:JournalArticle
ire:year
	2019
ire:author
	Shirrell, Matthew
	Hopkins, Megan
	Spillane, James P.
ire:title
	Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs
ire:issn
	1941-5257
ire:doi
	https://doi.org/10.1080/19415257.2018.1452784 10.1080/19415257.2018.1452784
ire:url
	https://doi.org/10.1080/19415257.2018.1452784 Official Publisher's Webpage (Taylor & Francis)
ire:date
	2019
ire:dateAdded
	11/16/2022 18:03
ire:dateModified
	11/16/2022 18:03
ire:dateAccessed
	11/16/2022 18:03
ire:pages
	599-613
ire:issue
	4
ire:volume
	45
ire:catalog
	Taylor and Francis+NEJM
ire:extra
	Publisher: Routledge _eprint: https://doi.org/10.1080/19415257.2018.1452784
ire:status
	Published Text
ire:genre
	Empirical
ire:peer
	Yes
ire:keywords
	beliefs
	educational infrastructure
	mathematics
	practices
	professional learning
	Teachers
ire:resourceType
	Research/Scholarly Media
ire:inPublication
	Professional Development in Education
ire:apa
	Shirrell, M., Hopkins, M., & Spillane, J. P. (2019). Educational Infrastructure, Professional Learning, and Changes in Teachers’ Instructional Practices and Beliefs. Professional Development in Education, 45(4), 599–613. https://doi.org/10.1080/19415257.2018.1452784
ire:citedIn
	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:openAccess
	No

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