https://orcid.org/0000-0001-6529-7827
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Abstract
A study of the classrooms of core-content secondary teachers highlights the need to develop and categorize more rigorous, higher-order questions that cognitively challenge and engage students.
Online Supplemental Material
The appendices referenced in this research article are available at https://doi.org/10.1801.1935505.
Additional information
Notes on contributors
Kristoffer R. Barikmo
Kristoffer Barikmo is an Instructional Coach at Shawnee Mission East High School in the Shawnee Mission School District. He is a National Board-Certified Social Studies Teacher and focuses his research on teacher leadership and curriculum and instruction. Email: [email protected]