Πέμπτη, 2 Απριλίου 2015

Journal of Research in Science Teaching (JRST)

Journal of Research in Science Teaching (JRST)


 Vol. 52, n°4, 4/2015

 
  • Explorations of the structure–agency dialectic as a tool for framing equity in science education, Maria Varelas, John Settlage and Felicia Moore Mensah
  • Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher, Alberto J. Rodriguez
  • The structure-agency dialectic in contested science spaces: “Do earthworms eat apples?”, Justine M. Kane
  • Agency amidst formidable structures: How girls perform gender in science class, Heidi B. Carlone, Angela Johnson and Catherine M. Scott
  • Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment, Cory A. Buxton, Martha Allexsaht-Snider, Shakhnoza Kayumova, Rouhollah Aghasaleh, Youn-Jeng Choi and Allan Cohen
  • School leader enactments of the structure/agency dialectic via buffering, Julianne A. Wenner and John Settlage
  • A structure-agency perspective on young children's engagement in school science: Carlos's performance and narrative, Maria Varelas, Eli Tucker-Raymond and Kimberly Richards
  • Nature–culture constructs in science learning: Human/non-human agency and intentionality, Megan Bang and Ananda Marin
  • Fostering structurally transformative teacher agency through science professional development, Maria S. Rivera Maulucci, Jennie S. Brotman and Shoshana Sprague Fain
  • Preservice teacher agency concerning education for sustainability (EfS): A discursive psychological approach, Jenny Martin and Lyn Carter
  • The possibilities and limits of the structure–agency dialectic in advancing science for all, Kris D. Gutiérrez and Angela Calabrese Barton

http://onlinelibrary.wiley.com/doi/10.1002/tea.v52.4/issuetoc?campaign=woletoc

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