The Impact of Teacher Beliefs on Elementary Teachers' Use of Scaffolding in a Technology-rich, Inquiry-focused Classroom.

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dc.contributor.advisorEric Wiebe, Chairen_US
dc.contributor.advisorSarah Carrier, Memberen_US
dc.contributor.advisorMelissa Jones, Memberen_US
dc.contributor.advisorJane Lubischer, Memberen_US
dc.contributor.authorLewis, Lindsay Kristinen_US
dc.date.accepted2015-11-19en_US
dc.date.accessioned2015-11-26T10:02:00Z
dc.date.available2015-11-26T10:02:00Z
dc.date.defense2015-11-06en_US
dc.date.issued2015-11-06en_US
dc.date.released2015-11-26en_US
dc.date.reviewed2015-11-12en_US
dc.date.submitted2015-11-06en_US
dc.degree.disciplineScience Educationen_US
dc.degree.leveldissertationen_US
dc.degree.nameDoctor of Philosophyen_US
dc.identifier.otherdeg4817en_US
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.16/10742
dc.rightsen_US
dc.titleThe Impact of Teacher Beliefs on Elementary Teachers' Use of Scaffolding in a Technology-rich, Inquiry-focused Classroom.en_US

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