https://orcid.org/0000-0003-0300-1490
Citations (8)
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Evelyn Abagayle Boyd, Kelly Best Lazar & Matthew Voigt. (2023) Humanizing geoscience education research through participant-driven visual representation. Journal of Geoscience Education 0:0, pages 1-9.
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Kelly R. Maguire. (2023) Pre-service teachers’ reflections on content knowledge through microteaching. Reflective Practice 24:2, pages 153-167.
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Geeta Verma, Todd Campbell, Wayne Melville & Byung-Yeol Park. (2022) Science Teacher Education and a Sociopolitical Turn: The Implications for Democratic Citizenship, and Environmental and Social Justice. Journal of Science Teacher Education 33:5, pages 459-465.
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Alberto J. Rodriguez, Sheron Mark & Christina Restrepo Nazar. (2022) Gazing Inward in Support of Critical Scientific Literacy. Journal of Science Teacher Education 33:2, pages 125-130.
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Lisa M. Marco-Bujosa, Katherine L. McNeill & Audrey A. Friedman. An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”. Journal of Science Teacher Education 0:0, pages 1-20.
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Articles from other publishers (3)
Muhammad Asif, Rabia Zahid, Misbah Firdous, Ahsan Zahid, Uzma Bashir & Muhammad Hasnain. 2023. Cases on Teaching Pharmacology to Complementary and Alternative Medicine Students. Cases on Teaching Pharmacology to Complementary and Alternative Medicine Students
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Betzabé Torres Olave, Sara Tolbert & Alejandra Frausto Aceves. (2023) Reflecting on Freire: a praxis of radical love and critical hope for science education. Cultural Studies of Science Education 18:1, pages 1-20.
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Cierra Kaler-Jones. (2022) “I rewrote their story and you can, too”: Black girls’ artistic freedom dreams to create new worlds. Frontiers in Education 7.
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