Works matching IS 00224308 AND DT 1998 AND VI 35 AND IP 4
Results: 14
Response to Karen Meyer: Reflections on being female in school science.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 473, doi. 10.1002/(SICI)1098-2736(199804)35:4<473::AID-TEA17>3.0.CO;2-A
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Reflections on being female in school science: Toward a praxis of teaching science.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 463, doi. 10.1002/(SICI)1098-2736(199804)35:4<463::AID-TEA16>3.0.CO;2-A
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Response from the feminist classroom: A response to Maralee Mayberry.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 461, doi. 10.1002/(SICI)1098-2736(199804)35:4<461::AID-TEA15>3.0.CO;2-C
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Reproductive and resistant pedagogies: The comparative roles of collaborative learning and...
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 443, doi. 10.1002/(SICI)1098-2736(199804)35:4<443::AID-TEA14>3.0.CO;2-A
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A response to Margery Osborne: Teacher as knower and learner: Reflections on situated knowledge...
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 441, doi. 10.1002/(SICI)1098-2736(199804)35:4<441::AID-TEA13>3.0.CO;2-C
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Teacher as knower and learner: Reflections on situated knowledge in science teaching.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 427, doi. 10.1002/(SICI)1098-2736(199804)35:4<427::AID-TEA12>3.0.CO;2-6
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Mechanisms of differentiation: A Response to Roth and McGinn.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 423, doi. 10.1002/(SICI)1098-2736(199804)35:4<423::AID-TEA11>3.0.CO;2-A
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Undelete science education:/Lives/work/voices.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 399, doi. 10.1002/(SICI)1098-2736(199804)35:4<399::AID-TEA10>3.0.CO;2-5
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Teaching with difference: A response to Angela Calabrese Barton: Teaching science with homeless...
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 395, doi. 10.1002/(SICI)1098-2736(199804)35:4<395::AID-TEA9>3.0.CO;2-L
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Teaching science with homeless children: Pedagogy, representation, and identity.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 379, doi. 10.1002/(SICI)1098-2736(199804)35:4<379::AID-TEA8>3.0.CO;2-N
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Science literacy through the lens of critical feminist interpretive frameworks.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 375, doi. 10.1002/(SICI)1098-2736(199804)35:4<375::AID-TEA7>3.0.CO;2-N
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Marginalized discourses and scientific literacy.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 365, doi. 10.1002/(SICI)1098-2736(199804)35:4<365::AID-TEA6>3.0.CO;2-O
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Reaction to `disrupting hegenomic writing practices in school science.'
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 363, doi. 10.1002/(SICI)1098-2736(199804)35:4<363::AID-TEA5>3.0.CO;2-O
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Disrupting hegemonic writing practices in school science: Contesting the right way to write.
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- Journal of Research in Science Teaching, 1998, v. 35, n. 4, p. 345, doi. 10.1002/(SICI)1098-2736(199804)35:4<345::AID-TEA4>3.0.CO;2-Q
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