Middle School Science Teacher Experiences with Two Online Situated Technology Professional Development Programs: A Case Study.

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dc.contributor.advisorKevin Oliver, Chairen_US
dc.contributor.advisorJames Smith, Memberen_US
dc.contributor.advisorTamara Young, Memberen_US
dc.contributor.advisorEllen Vasu, Memberen_US
dc.contributor.authorWolfe, Terrance Jamesen_US
dc.date.accepted2014-02-11en_US
dc.date.accessioned2014-02-12T10:30:07Z
dc.date.available2014-02-12T10:30:07Z
dc.date.defense2013-11-26en_US
dc.date.issued2013-11-26en_US
dc.date.released2014-02-12en_US
dc.date.reviewed2013-12-08en_US
dc.date.submitted2013-11-26en_US
dc.degree.disciplineCurriculum & Instructionen_US
dc.degree.leveldissertationen_US
dc.degree.nameDoctor of Philosophyen_US
dc.identifier.otherdeg3117en_US
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.16/9216
dc.titleMiddle School Science Teacher Experiences with Two Online Situated Technology Professional Development Programs: A Case Study.en_US

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