Citations (17)
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Sarah El Halwany & Steve Alsop. (2023) Complexities of care in a college microbiology laboratory. International Journal of Science Education 0:0, pages 1-19.
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Lauren A. J. Kirby & Christopher L. Thomas. (2022) High-impact teaching practices foster a greater sense of belonging in the college classroom. Journal of Further and Higher Education 46:3, pages 368-381.
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PhillipA. Towndrow. (2008) Critical Reflective Practice as a Pivot in Transforming Science Education: A report of teacher‐researcher collaborative interactions in response to assessment reforms. International Journal of Science Education 30:7, pages 903-922.
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Wayne Melville & John Wallace. (2007) Workplace as Community: Perspectives on Science Teachers’ Professional Learning. Journal of Science Teacher Education 18:4, pages 543-558.
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PhilipM. Keys. (2005) Are teachers walking the walk or just talking the talk in science education?. Teachers and Teaching 11:5, pages 499-516.
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Articles from other publishers (12)
Alberto Bellocchi. (2021) Science students' social bonds and knowledge construction. Journal of Research in Science Teaching 59:5, pages 746-778.
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Madeleine Dobson & Samantha Owen. 2021. Reimagining the Academy. Reimagining the Academy
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Alberto Bellocchi, James P. Davis, Rebecca E. Olson & Subhashni D. Appanna. (2019) Understanding social bonds during science inquiry using V-Note software. Cultural Studies of Science Education 14:3, pages 769-796.
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Wendy Emo. (2015) Teachers’ motivations for initiating innovations. Journal of Educational Change 16:2, pages 171-195.
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Andrea Velasquez, Richard West, Charles Graham & Richard Osguthorpe. (2013) Developing caring relationships in schools: a review of the research on caring and nurturing pedagogies. Review of Education 1:2, pages 162-190.
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Anton Puvirajah, Geeta Verma & Horace Webb. (2012) Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice. Cultural Studies of Science Education 7:2, pages 375-408.
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Carlos Bañas, Constantino Ruiz & Vicente Mellado. (2011) Un programa de investigación – acción con profesorado de secundaria sobre la enseñanza – aprendizaje de la energía. Educación Química 22:4, pages 332-339.
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Carlos Bañas, Rosa Pavón, Constantino Ruiz & Vicente Mellado. (2011) Un programa de investigación-acción con profesores de secundaria sobre la enseñanza-aprendizaje de la energía: un estudio de caso. Revista Brasileira de Ensino de Física 33:3.
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Wayne Melville. (2008) Mandated curriculum change and a science department: A superficial language convergence?. Teaching and Teacher Education 24:5, pages 1185-1199.
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Wayne Melville & John Wallace. (2007) Metaphorical duality: High school subject departments as both communities and organizations. Teaching and Teacher Education 23:7, pages 1193-1205.
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Vicente Mellado, Constantino Ruiz, María Luisa Bermejo & Roque Jiménez. (2006) Contributions from the Philosophy of Science to the Education of Science Teachers. Science & Education 15:5, pages 419-445.
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Janet Verjovsky & Guillermina Waldegg. (2005) Analyzing beliefs and practices of a Mexican high school biology teacher. Journal of Research in Science Teaching 42:4, pages 465-491.
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