Science Education
Vol. 104, n°3, 5/2020
- A framework for science classroom assessment task design for emergent bilingual learners, Caitlin G. McC. Fine, Erin M. Furtak
- Questioning the prevailing narrative about elementary science teachers: An analysis of the experiences of science teacher enthusiasts, Leslie U. Bradbury, Rachel E. Wilson
- An analysis of science instruction for the science practices: Examining coherence across system levels and components in current systems of science education in K‐8 schools, Kevin Cherbow, Megan T. McKinley, Katherine L. McNeill, Rebecca Lowenhaupt
- Developing and supporting the Next Generation Science Standards: The role of policy entrepreneurs, Ian Hardy, Todd Campbell
- Critical science agency and power hierarchies: Restructuring power within groups to address injustice beyond them, Kathleen Schenkel, Angela Calabrese Barton
- Evaluating a learning progression for the solar system: Progress along gravity and dynamical properties dimensions, Julia D. Plummer, Christopher Palma, KeriAnn Rubin, Alice Flarend, Yann Shiou Ong, Chrysta Ghent, Timothy Gleason, Scott McDonald, Brandon Botzer, Tanya Furman
- Next generation sheltered instruction to support multilingual learners in secondary science classrooms, Cory A. Buxton, Linda Caswell
- Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development, Sara C. Heredia
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