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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)


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