Thinking as Argument: A Theoretical Framework for Studying how Faculty Arrive at Their Deeply-held Beliefs About Inequity in Engineering
Thinking as Argument: A Theoretical Framework for Studying how Faculty Arrive at Their Deeply-held Beliefs About Inequity in Engineering
复制标题
作为论证的思考：研究教师如何达成他们对工程不平等的根深蒂固信念的理论框架
DOI：
--
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Grifski, J.
中科院分区：
文献类型：
--
作者：
Grifski, J.
