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This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on January 1, 1999. The length of the article is 6054 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on January 1, 1999. The length of the article is 6054 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the supplier: There is growing support for integrating mathematics and science instruction in the middle grades, although research in this area is incomplete. An investigation into this concept utilized the conceptual framework of a mathematics/science continuum to guide case studies of integrated middle school instruction. Results suggest teachers involved in such instruction require strong content preparation for both disciplines, and the coursework requires models that will balance the two disciplines.

Citation Details
Title: Theoretical and Empirical Investigations of Integrated Mathematics and Science Education in the Middle Grades With Implications for Teacher Education.
Author: Mary Ann Huntley
Publication: Journal of Teacher Education (Refereed)
Date: January 1, 1999
Publisher: Corwin Press, Inc.
Volume: 50 Issue: 1 Page: 57(1)

Distributed by Thomson Gale

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