Chemistry Teacher Isolation, Contextual Characteristics, and Student Performance-Reference-Cited by-同舟云学术

Chemistry Teacher Isolation, Contextual Characteristics, and Student Performance

Published:2019-09-12 Issue:11 Volume:96 Page:2383-2392
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Padwa Linda¹²,Kelly Angela M.¹³^ORCID,Sheppard Keith¹²

Affiliation:

1. Institute for STEM Education, Stony Brook University, Stony Brook, New York 11794, United States

2. Department of Biochemistry & Cell Biology, Stony Brook University, Stony Brook, New York 11794, United States

3. Department of Physics & Astronomy, Stony Brook University, Stony Brook, New York 11794, United States

Funder

Division of Undergraduate Education

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.9b00392

Reference60 articles.

1. National Center for Education Statistics.The Condition of Education: High School Coursetaking. https://nces.ed.gov/programs/coe/indicator_cod.asp?referer=raceindicators (accessed Aug 31, 2019).

2. Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools

3. Physics teachers’ perspectives on factors that affect urban physics participation and accessibility

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