|
|
|
|
|
Linda L. Griffin
Linda L. Griffin is with Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, MA.
|
|
|
Articles:
| JTPE |
| |
Chapter 1. The Understanding and Development of Learners' Domain-Specific Knowledge: Introduction, (Volume 20, Issue 4, July) |
| |
Chapter 1: Introduction—The Roles and Process of Mentoring, (Volume 24, Issue 4, October) |
| |
Chapter 2. A Selected Review of the Literature on Development of Learners' Domain-Specific Knowledge, (Volume 20, Issue 4, July) |
| |
Chapter 2: Navigating the Mentoring Process in a Research-Based Teacher Development Project: A Situated Learning Perspective, (Volume 24, Issue 4, October) |
| |
Chapter 3. Middle School Students' Conceptions of Fitness: The Long Road to a Healthy Lifestyle, (Volume 20, Issue 4, July) |
| |
Chapter 4. Middle School Students' Conceptions of Soccer: Their Solutions to Tactical Problems, (Volume 20, Issue 4, July) |
| |
Chapter 5: PETE Mentoring as a Mosaic, (Volume 24, Issue 4, October) |
| |
Chapter 9. The Understanding and Development of Learners' Domain-Specific Knowledge: Concluding Comments, (Volume 20, Issue 4, July) |
| |
Experiences and Patterns of Change
in a Physical Education Teacher
Development Project, (Volume 27, Issue 3, July) |
| |
Instructional Ecology of a High School Volleyball Team, (Volume 17, Issue 4, July) |
| QUEST |
| |
Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations, (Volume 56, Issue 2, May) |
| JTPE |
| |
The Relationship Between Instructional
Alignment and the Ecology
of Physical Education, (Volume 27, Issue 3, July) |
|
|
|
|
