url
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/5219
o:resource_class
	ire:JournalArticle
ire:id
	3567C4W5
ire:class
	ire:JournalArticle
ire:year
	2011
ire:author
	Windschitl, Mark
	Thompson, Jessica
	Braaten, Melissa
ire:title
	Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?
ire:issn
	0161-4681
ire:doi
	https://doi.org/10.1177/016146811111300702 10.1177/016146811111300702
ire:url
	https://journals.sagepub.com/doi/10.1177/016146811111300702 Official Publisher's Webpage (SAGE Journals)
ire:date
	2011
ire:dateAdded
	4/10/2023 20:48
ire:dateModified
	4/10/2023 20:48
ire:dateAccessed
	4/10/2023 20:48
ire:pages
	1311-1360
ire:issue
	7
ire:volume
	113
ire:shortTitle
	Ambitious Pedagogy by Novice Teachers
ire:language
	en
ire:catalog
	SAGE Journals
ire:extra
	Publisher: SAGE Publications
ire:attachFile
	C:\Users\huynh\Zotero\storage\EABPH2RM\Windschitl et al. - 2011 - Ambitious Pedagogy by Novice Teachers Who Benefit.pdf
ire:status
	Published Text
ire:genre
	Empirical
ire:peer
	Yes
ire:resourceType
	Research/Scholarly Media
ire:inPublication
	Teachers College Record
ire:apa
	Windschitl, M., Thompson, J., & Braaten, M. (2011). Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? Teachers College Record, 113(7), 1311–1360. https://doi.org/10.1177/016146811111300702
ire:openAccess
	No

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