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Margery D. Osborne Zembylas, Michalinos 2015-09-25T19:57:04Z 2015-09-25T19:57:04Z 10000-01-01 2000 2000 This work raises important questions that go beyond the meaning and interpretation of teachers' emotions: How can teachers' emotions become a legitimate topic in (science) education as well as in efforts for science curricular reform? Further, how can educational institutions (universities and schools) and elementary school science teachers themselves support their personal and professional emotional growth? Made available in DSpace on 2015-09-25T19:57:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9971237.pdf: 27870714 bytes, checksum: 9cea1c0b0858a6b0234e683981564257 (MD5) Previous issue date: 2000 Embargo set by: Seth Robbins for item 81703 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 342 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000. http://hdl.handle.net/2142/80421 (MiAaPQ)AAI9971237 eng Education, Teacher Training Emotions and Elementary School Science Teaching: Postmodernism in Practice text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.