APA (7th ed.) Citation

Rushton, G. T., Lotter, C., & Singer, J. (2011). Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice. Journal of Science Teacher Education, 22(1), 23. https://doi.org/10.1007/s10972-010-9224-x

Chicago Style (17th ed.) Citation

Rushton, Gregory T., Christine Lotter, and Jonathan Singer. "Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice." Journal of Science Teacher Education 22, no. 1 (2011): 23. https://doi.org/10.1007/s10972-010-9224-x.

MLA (9th ed.) Citation

Rushton, Gregory T., et al. "Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice." Journal of Science Teacher Education, vol. 22, no. 1, 2011, p. 23, https://doi.org/10.1007/s10972-010-9224-x.