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Moving Toward Intuitive Knowledge: How do Practicing Teachers Make Use of Intuitive Knowledge in the Classroom?

dc.contributor.authorMaxwell, Darlene McLeod, 1952-
dc.creatorMaxwell, Darlene McLeod, 1952-en
dc.date.accessioned2015-08-05T09:44:03Zen
dc.date.available2015-08-05T09:44:03Zen
dc.date.issued1996en
dc.identifier.urihttp://hdl.handle.net/10150/565559en
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.titleMoving Toward Intuitive Knowledge: How do Practicing Teachers Make Use of Intuitive Knowledge in the Classroom?en
dc.typetexten
dc.typeDissertation-Reproduction (electronic)en
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.leveldoctoralen
thesis.degree.disciplineTeaching and Teacher Educationen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.nameEd.D.en
dc.description.noteThis item was digitized from a paper original and/or a microfilm copy. If you need higher-resolution images for any content in this item, please contact us at repository@u.library.arizona.edu.en
dc.identifier.bibrecord.b3395205xen
dc.identifier.callnumberE9791 1996 44en
refterms.dateFOA2018-09-09T21:47:57Z


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