The role of collective sensemaking and science curriculum development within a research–practice partnership-Reference-Cited by-同舟云学术

登录注册会员服务联系我们

The role of collective sensemaking and science curriculum development within a research–practice partnership

Published:2021-08-13 Issue:6 Volume:105 Page:1202-1228
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Sci Educ

Author:

Marshall Stefanie L.¹^ORCID,Nazar Christina Restrepo²^ORCID,Ibourk Amal³^ORCID,McElhaney Kevin W.⁴

Affiliation:

1. Department of Curriculum and Instruction University of Minnesota‐Twin Cities Minneapolis Minnesota USA

2. Division of Curriculum & Instruction, Cal State Los Angeles California USA

3. School of Teacher Education Florida State University Tallahassee Florida USA

4. Learning Sciences Research, Digital Promise San Mateo California USA

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21676

Reference53 articles.

1. Standardized Achievement Tests and English Language Learners: Psychometrics Issues

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

3. Reform by the Book: What Is—or Might Be—the Role of Curriculum Materials in Teacher Learning and Instructional Reform?

4. Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?

Cited by 13 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. STEM leaders promoting resilience within equity-centered K-12 STEM education organizations;Frontiers in Education;2024-09-03

2. Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures;Science Education;2024-08-24

3. The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals;Review of Education;2024-03-04

4. Practical Research on Curriculum Development in Chinese Traditional Culture Universities with an Information Technology Background—Taking Wood Engraving Picture as an Example;Applied Mathematics and Nonlinear Sciences;2023-12-20

5. Why does teacher learning vary in professional development? Accounting for organisational conditions;Professional Development in Education;2023-11-24

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线，采集、加工和组织学术论文而形成的新型学术文献查询和分析系统，可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容，当前同舟云学术共收录了国内外主流学术期刊6万余种，收集的期刊论文及会议论文总量共计约1.5亿篇，并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询！咨询电话：010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号京ICP备18003416号-3