Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy

Rebecca L. Hitea Science Education, Department of Curriculum & Instruction, College of Education, Texas Tech University, Lubbock, Texas, USACorrespondence[email protected]

https://orcid.org/0000-0002-6275-3804 View further author information

Levi Johnsonb Educational Leadership Policy, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USAView further author information

Jessica Gottliebb Educational Leadership Policy, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USAView further author information

Jon McNaughtanc Higher Education, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USAView further author information

Richard Carlos L. Velascod Mathematics Education, Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, Norman, Oklahoma, USAView further author information

Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy

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