Citations (28)
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Ai-Chu Elisha Ding. (2023) Supporting multilingual learners’ science learning from the multimodal perspective: the case of a VR-Enhanced science unit. Journal of Research on Technology in Education 0:0, pages 1-21.
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Cheng Yong Tan, Xiaoou Hong, Lin Gao & Qiongjiang Song. (2023) Meta-analytical insights on school SES effects. Educational Review 0:0, pages 1-29.
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Yuanze Zhu. (2022) Reading matters more than mathematics in science learning: an analysis of the relationship between student achievement in reading, mathematics, and science. International Journal of Science Education 44:1, pages 1-17.
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Sara María González-Betancor & Alexis Jorge López-Puig. (2021) Student achievement in primary education: region matters more than school. Compare: A Journal of Comparative and International Education 51:8, pages 1118-1137.
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Erasmos Charamba. (2020) Translanguaging: developing scientific scholarship in a multilingual classroom. Journal of Multilingual and Multicultural Development 41:8, pages 655-672.
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Paula Elosua & Paul De Boeck. (2020) Educational assessment issues in linguistically diverse contexts: a case study using a generalised linear mixed model. Language, Culture and Curriculum 33:3, pages 305-318.
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Alison L. Bailey. (2020) The discourse of explicitness: Mathematics explanatory talk and self-assessment by Spanish-speaking emergent bilingual students in elementary classrooms. Theory Into Practice 59:1, pages 64-74.
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Annika Karlsson, Pia Nygård Larsson & Anders Jakobsson. (2019) Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education 41:15, pages 2049-2069.
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Erasmos Charamba & Kufakunesu Zano. (2019) Effects of translanguaging as an intervention strategy in a South African Chemistry classroom. Bilingual Research Journal 42:3, pages 291-307.
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Kathelijne Jordens, Kris Van den Branden & Koen Van Gorp. (2018) Multilingual islands in a monolingual sea: language choice patterns during group work. International Journal of Bilingual Education and Bilingualism 21:8, pages 943-955.
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Paula Elosua & Maria Egaña. (2017) Socioeconomic patterns and educational performance based on language-of-instruction models in the Basque Autonomous Community. Journal of Multilingual and Multicultural Development 38:8, pages 686-698.
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Lore Van Praag, Peter A.J. Stevens & Mieke Van Houtte. (2016) ‘No more Turkish music!’ The acculturation strategies of teachers and ethnic minority students in Flemish schools. Journal of Ethnic and Migration Studies 42:8, pages 1353-1370.
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Andreas Nehring, Kathrin H. Nowak, Annette Upmeier zu Belzen & Rüdiger Tiemann. (2015) Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables. International Journal of Science Education 37:9, pages 1343-1363.
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Articles from other publishers (15)
Lydiah Kananu Kiramba & Erasmos Charamba. (2023) Translanguaging in a Multilingual Chemistry Classroom: Framing Epistemic Access in Science. Journal of Educational Studies 2023:si1, pages 6-30.
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Jantien Smit, Lucía Beatriz Chisari, Maria Kouns, Anne Bergliot Øyehaug, Elwin Savelsbergh & Maaike Hajer. (2023) Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program. European Journal of STEM Education 8:1, pages 07.
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Jaana Nehez, Annika Karlsson & Petra Svensson Källberg. (2023) Försök till transspråkande undervisning. Educare:1, pages 183-215.
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Allan B. I. Bernardo, Macario O. CordelIIII, Marissa Ortiz Calleja, Jude Michael M. Teves, Sashmir A. Yap & Unisse C. Chua. (2023) Profiling low-proficiency science students in the Philippines using machine learning. Humanities and Social Sciences Communications 10:1.
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Larry J. Grabau, Jari Lavonen & Kalle Juuti. (2021) Finland, A Package Deal: Disciplinary Climate in Science Classes, Science Dispositions and Science Literacy. Sustainability 13:24, pages 13857.
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Annika Karlsson, Pia Nygård Larsson & Anders Jakobsson. (2019) The continuity of learning in a translanguaging science classroom. Cultural Studies of Science Education 15:1, pages 1-25.
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Sven Sierens, Stef Slembrouck, Koen Van Gorp, Orhan Agirdag & Piet Van Avermaet. (2019) Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach. Applied Psycholinguistics 40:05, pages 1269-1297.
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Angela Fitzgerald. (2019) Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting. Teaching and Teacher Education 82, pages 96-105.
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E. Van Laere & J. van Braak. (2017) Auditory support in linguistically diverse classrooms: factors related to bilingual text-to-speech use. Journal of Computer Assisted Learning 33:1, pages 79-95.
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Evelien Van Laere, Orhan Agirdag & Johan van Braak. (2016) Supporting science learning in linguistically diverse classrooms: Factors related to the use of bilingual content in a computer-based learning environment. Computers in Human Behavior 57, pages 428-441.
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