Why are we learning this? Using mixed methods to understand teachers’ relevance statements and how they shape middle school students’ perceptions of science utility-Reference-Cited by-同舟云学术

Why are we learning this? Using mixed methods to understand teachers’ relevance statements and how they shape middle school students’ perceptions of science utility

Published:2019-04 Issue: Volume:57 Page:9-31
ISSN:0361-476X
Container-title:Contemporary Educational Psychology
language:en
Short-container-title:Contemporary Educational Psychology

Author:

Schmidt Jennifer A.,Kafkas Stephen S.,Maier Kimberly S.,Shumow Lee,Kackar-Cam Hayal Z.

Funder

National Science Foundation, United States

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Education

Reference90 articles.

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4. Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Doi: 10.5465/amr.1987.4306538.

5. Crafting a future in science: Tracking middle school girls’ identity work over time and space;Barton;American Educational Research Journal,2013

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