Citations (32)
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Kathryn N. Hayes, Linda Preminger & Christine L. Bae. (2024) Why does teacher learning vary in professional development? Accounting for organisational conditions. Professional Development in Education 50:1, pages 108-128.
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Juan Quílez. (2021) Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives. International Journal of Science Education 43:9, pages 1459-1482.
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Melanie Williams & K.-S. Tang. (2020) The implications of the non-linguistic modes of meaning for language learners in science: a review. International Journal of Science Education 42:7, pages 1041-1067.
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Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
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Okhee Lee, Lorena Llosa, Feng Jiang, Corey O’Connor & Alison Haas. (2016) School Resources in Teaching Science to Diverse Student Groups: An Intervention’s Effect on Elementary Teachers’ Perceptions. Journal of Science Teacher Education 27:7, pages 769-794.
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Kathryn N. Hayes, Christine S. Lee, Rachelle DiStefano, Dawn O’Connor & Jeffery C. Seitz. (2016) Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS. Journal of Science Teacher Education 27:2, pages 137-164.
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Sarah J. Carrier. (2013) Elementary Preservice Teachers’ Science Vocabulary: Knowledge and Application. Journal of Science Teacher Education 24:2, pages 405-425.
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Ester Alake-Tuenter, Harm
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Neporcha Cone. (2009) A Bridge to Developing Efficacious Science Teachers of All Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity. Journal of Science Teacher Education 20:4, pages 365-383.
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Articles from other publishers (22)
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Garima Bansal. (2021) The hegemony of English in science education in India: a case study exploring impact of teacher orientation in translating policy in practice. Cultural Studies of Science Education 17:2, pages 439-466.
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Melanie Williams, Kok-Sing Tang & Mihye Won. (2019) ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school. Asia-Pacific Science Education 5:1.
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Margaret M. Yacobucci. 2018. Confronting Prior Conceptions in Paleontology Courses. Confronting Prior Conceptions in Paleontology Courses.
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Lucy Rader-Brown & Aimee Howley. (2014) Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners. Teachers College Record: The Voice of Scholarship in Education 116:4, pages 1-34.
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Ester Alake-Tuenter, Harm J.A. Biemans, Hilde Tobi & Martin Mulder. (2013) Inquiry-based science teaching competence of primary school teachers: A Delphi study. Teaching and Teacher Education 35, pages 13-24.
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Cory Buxton & Eugene F. Provenzo, Jr. (2011) “Natural Philosophy” as a Foundation for Science Education in an Age of High‐Stakes Accountability. School Science and Mathematics 111:2, pages 47-55.
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