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Insights into Teachers’ Experiences Implementing Garden Based Learning: Characterizing the Relationship Between the Teacher and the Curriculum


by Sarah J. Selmer, Melissa J. Luna & James A. Rye — 2015


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Cite This Article as: Teachers College Record Volume 117 Number 9, 2015, p. 1-36
http://www.tcrecord.org ID Number: 18048, Date Accessed: 10/23/2017 3:49:00 AM
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About the Author
  • Sarah Selmer
    West Virginia University
    E-mail Author
    SARAH J. SELMER is an assistant professor of mathematics education in the Department of Curriculum and Instruction at West Virginia University. Her research interests include elementary teachers’ noticing and sense-making of students’ mathematical thinking and elementary teacher preparation and professional development in mathematics.
  • Melissa Luna
    West Virginia University
    E-mail Author
    MELISSA J. LUNA is an assistant professor of science education in the Department of Curriculum and Instruction at West Virginia University. Her research interests include elementary teachers’ noticing and sense-making of students’ scientific thinking and elementary teacher preparation and professional development in science. She recently co-authored: Russ, R. S., & Luna, M. J. (2013). Inferring teacher epistemological framing from local patterns in teacher noticing. Journal of Research in Science Teaching, 50(3), 284–314.
  • James Rye
    West Virginia University
    E-mail Author
    JAMES A. RYE is a professor of science education in the Department of Curriculum and Instruction at West Virginia University. His research interests include garden-based learning, concept mapping, and science-mathematics integration. He recently co-authored: Rye, J., Landenberger, R., & Warner T. (2013). Incorporating concept mapping in project-based learning: Lessons from watershed studies. Journal of Science Education and Technology, 22, 379–392. doi:10.1007/s10956-012-9400-1
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