STEWART, T. A.; HOUCHENS, G. W. Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice. Qualitative Research in Education, [S. l.], v. 3, n. 1, p. 51–82, 2014. DOI: 10.4471/qre.2014.36. Disponível em: https://www.hipatiapress.com/hpjournals/index.php/qre/article/view/680. Acesso em: 20 apr. 2024.