W. Harwood

Education · 2007

A researcher in the Science corpus: 1 paper; trusts 1 researcher and is trusted by 3 researchers here, as inferred from the citation graph.

Subfields

• Education — 12 citations into it; #7,850 of 11,309 by trust here, #7,187 by citations
• Developmental and Educational Psychology — 7 citations into it; #5,839 of 8,223 by trust here, #5,471 by citations

Whom W. Harwood trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Chin-Chung Tsai

Who trusts W. Harwood overall

1. Daniel Capps

Papers from W. Harwood's perspective

Ordered by how strongly the researchers W. Harwood trusts endorse each paper. Same corpus, a different order for every researcher.

1. Embracing the essence of inquiry: New roles for science teachers
2. Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers
3. Nested epistemologies: Science teachers' beliefs of teaching, learning and science
4. Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations
5. Teachers' scientific epistemological views: The coherence with instruction and students' views***
6. Mind in society: The development of higher psychological processes. L. S. Vygotsky.
7. Learning how to teach.
8. Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice
9. Situated Cognition and the Culture of Learning
10. Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science

Their papers

• The influence of core teaching conceptions on teachers' use of inquiry teaching practices (2007) — 295 citations