Principal instructional leadership practice and its effect on teachers’ reflective practices

Indicators for best classroom practices

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)
Original languageEnglish
Title of host publicationTeacher Professional Knowledge and Development for Reflective and Inclusive Practices
PublisherTaylor and Francis
Pages70-88
Number of pages19
ISBN (Electronic)9781315397696
ISBN (Print)9781138226456
DOIs
Publication statusPublished - Jan 1 2017

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leadership
classroom
teacher

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Amzat, I. H. (2017). Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices. In Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (pp. 70-88). Taylor and Francis. https://doi.org/10.4324/9781315397702

Principal instructional leadership practice and its effect on teachers’ reflective practices : Indicators for best classroom practices. / Amzat, Ismail Hussein.

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. Taylor and Francis, 2017. p. 70-88.

Research output: Chapter in Book/Report/Conference proceedingChapter

Amzat, IH 2017, Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices. in Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. Taylor and Francis, pp. 70-88. https://doi.org/10.4324/9781315397702
Amzat IH. Principal instructional leadership practice and its effect on teachers’ reflective practices: Indicators for best classroom practices. In Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. Taylor and Francis. 2017. p. 70-88 https://doi.org/10.4324/9781315397702
Amzat, Ismail Hussein. / Principal instructional leadership practice and its effect on teachers’ reflective practices : Indicators for best classroom practices. Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. Taylor and Francis, 2017. pp. 70-88
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