{"department":[{"_id":"611"}],"type":"journal_article","keyword":["Education"],"date_created":"2023-07-26T08:55:26Z","publication":"Teaching and Teacher Education","doi":"10.1016/j.tate.2023.104270","language":[{"iso":"eng"}],"article_number":"104270","intvolume":"       132","date_updated":"2025-06-02T12:59:11Z","publication_status":"published","author":[{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia","full_name":"Bruns, Julia","id":"72183"},{"first_name":"Maike","last_name":"Hagena","full_name":"Hagena, Maike"},{"full_name":"Gasteiger, Hedwig","first_name":"Hedwig","last_name":"Gasteiger"}],"publication_identifier":{"issn":["0742-051X"]},"year":"2023","title":"Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?","citation":{"mla":"Bruns, Julia, et al. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i>, vol. 132, 104270, Elsevier BV, 2023, doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","bibtex":"@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}, volume={132}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>}, number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023} }","ama":"Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>. 2023;132. doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?,” <i>Teaching and Teacher Education</i>, vol. 132, Art. no. 104270, 2023, doi: <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>, <i>132</i>, Article 104270. <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>","chicago":"Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i> 132 (2023). <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>.","short":"J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023)."},"volume":132,"user_id":"72183","_id":"46155","publisher":"Elsevier BV","status":"public"}