Funds of Knowledge and Relations as a Curriculum and Assessment Resource in Multicultural Primary Science Classrooms: A Case Study from Aotearoa New Zealand-Reference-Cited by-同舟云学术

Funds of Knowledge and Relations as a Curriculum and Assessment Resource in Multicultural Primary Science Classrooms: A Case Study from Aotearoa New Zealand

Published:2022 Issue: Volume: Page:1-32
ISSN:2197-1951
Container-title:Springer International Handbooks of Education
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Author:

Cowie Bronwen,Trevethan Helen

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-030-37743-4_59-2

Reference89 articles.

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2. Andrews J, Yee W, Greenhough P, Hughes M, Winter J (2005) Teachers’ funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: two teachers’ views of linking home and school. ZDM 37(2):72–80. https://doi.org/10.1007/BF02655716

3. Archer L, DeWitt J, Wong B (2014) Spheres of influence: what shapes young people’s aspirations at age 12/13 and what are the implications for education policy? J Educ Policy 29(1):58–85. https://doi.org/10.1080/02680939.2013.790079

4. Barab SA, Roth WM (2006) Curriculum-based ecosystems: supporting knowing from an ecological perspective. Educ Res 35(5):3–13. https://doi.org/10.3102/0013189X035005003

5. Bell B (2013) Learning in science: the Waikato research. RoutledgeFalmer, Milton Park/Abingdon

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