Found: 16
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The SAEBL Checklist: Science classroom assessments that work for emergent bilingual learners.
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- Science Teacher, 2020, v. 87, n. 9, p. 38, doi. 10.1080/00368555.2020.12293542
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- Article
A VIRTUOUS CYCLE.
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- Science Teacher, 2016, v. 83, n. 2, p. 36, doi. 10.2505/4/tst16_083_02_36
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- Article
Exploring Teachers' Informal Formative Assessment Practices and Students' Understanding in the Context of Scientific Inquiry.
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- Journal of Research in Science Teaching, 2007, v. 44, n. 1, p. 57, doi. 10.1002/tea.20163
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- Article
Exploring the influence of learning progressions in two teacher communities.
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- Journal of Research in Science Teaching, 2014, v. 51, n. 8, p. 982, doi. 10.1002/tea.21156
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- Article
Linking a learning progression for natural selection to teachers' enactment of formative assessment.
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- Journal of Research in Science Teaching, 2012, v. 49, n. 9, p. 1181, doi. 10.1002/tea.21054
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- Article
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis.
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- Review of Educational Research, 2012, v. 82, n. 3, p. 300, doi. 10.3102/0034654312457206
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- Article
Exploring the influence of plant and animal item contexts on student response patterns to natural selection multiple choice items.
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- Evolution: Education & Outreach, 2016, v. 9, n. 1, p. 1, doi. 10.1186/s12052-016-0061-z
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- Article
Questioning Cycle: Making Students' Thinking Explicit During Scientific Inquiry.
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- Science Scope, 2005, v. 28, n. 4, p. 22
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- Article
A deficit in shared practice: Reflections on Latour's "Down to Earth".
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- Science Education, 2020, v. 104, n. 1, p. 100, doi. 10.1002/sce.21556
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- Article
Science‐as‐practice and the status of knowledge: A response to Osborne.
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- Science Education, 2019, v. 103, n. 5, p. 1301, doi. 10.1002/sce.21541
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- Article
Coming to terms: Addressing the persistence of "hands‐on" and other reform terminology in the era of science as practice.
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- Science Education, 2019, v. 103, n. 1, p. 167, doi. 10.1002/sce.21488
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- Article
Confronting dilemmas posed by three-dimensional classroom assessment: Introduction to a virtual issue of Science Education.
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- Science Education, 2017, v. 101, n. 5, p. 854, doi. 10.1002/sce.21283
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- Article
Investigating the Link Between Learning Progressions and Classroom Assessment.
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- Science Education, 2014, v. 98, n. 4, p. 640, doi. 10.1002/sce.21122
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- Article
Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts.
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- Science Education, 2008, v. 92, n. 5, p. 799, doi. 10.1002/sce.20270
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- Article
The Problem with Answers: An Exploration of Guided Scientific Inquiry Teaching.
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- Science Education, 2006, v. 90, n. 3, p. 453, doi. 10.1002/sce.20130
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- Article
Exploring the Utility of Sequential Analysis in Studying Informal Formative Assessment Practices.
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- Educational Measurement: Issues & Practice, 2017, v. 36, n. 1, p. 28, doi. 10.1111/emip.12143
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- Article