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Teachers’ Autonomy-Relevant Practices Within an Inquiry-Based Science Curricular Context: Extending the Range of Academically Significant Autonomy-Supportive Practices


by Toni Kempler Rogat, Shelly Anne Witham & Clark A. Chinn — 2014


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Cite This Article as: Teachers College Record Volume 116 Number 7, 2014, p. 1-46
http://www.tcrecord.org ID Number: 17489, Date Accessed: 10/22/2017 12:50:09 AM
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About the Author
  • Toni Rogat
    Rutgers University
    E-mail Author
    TONI KEMPLER ROGAT is an assistant professor of educational psychology at Rutgers University. Her research focuses on understanding motivation and regulatory processes in small collaborative group and whole-class instructional contexts, particularly inquiry-based science learning environments.
  • Shelly Witham
    Rutgers University
    E-mail Author
    SHELLY ANNE WITHAM is a graduate student in the Department of Educational Psychology at Rutgers University and a full-time high school earth science teacher. Her research interests include teacher practices and student motivation in science classrooms
  • Clark Chinn
    Rutgers University
    E-mail Author
    CLARK CHINN is a professor of educational psychology at Rutgers University. His research focuses on epistemic cognition, argumentation, promoting growth in reasoning, conceptual change, and collaborative learning.
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