Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making-Reference-Cited by-同舟云学术

Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making

Published:2023-07-04 Issue:5 Volume:34 Page:522-543
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Grapin Scott E.¹,Haas Alison²,McCoy N’Dyah¹,Lee Okhee²

Affiliation:

1. Department of Teaching and Learning, School of Education and Human Development, University of Miami, Coral Gables, Florida, USA

2. Department of Teaching and Learning, New York University, New York, New York, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2022.2130254

Reference85 articles.

1. Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards

2. Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

3. Desettling Expectations in Science Education

4. Banilower, E., Smith, P. S., Malzahn, K., Plumley, C., Gordon, E. & Hayes, M. (2018). Report of the 2018 national survey of science and mathematics educators plus. Horizon Research, Inc. http://horizon-research.com/NSSME/2018-nssme/research-products/reports/technical-report

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