Science and language integration with English learners: A conceptual framework guiding instructional materials development.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 317, doi. 10.1002/sce.21498
- By:
- Publication type:
- Article
Works matching IS 00368326 AND DT 2019 AND VI 103 AND IP 2
Results: 10
1
2
Learning to notice science concepts in engineering activities and transfer situations.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 440, doi. 10.1002/sce.21496
- By:
- Publication type:
- Article
3
Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 389, doi. 10.1002/sce.21495
- By:
- Publication type:
- Article
4
Do you see what I‐SEA? A Rasch analysis of the psychometric properties of the Inventory of Student Evolution Acceptance.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 287, doi. 10.1002/sce.21494
- By:
- Publication type:
- Article
5
Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 264, doi. 10.1002/sce.21490
- By:
- Publication type:
- Article
6
"Do I feel threatened? No... I'm learning!"—Affective and relational dynamics in science professional development.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 338, doi. 10.1002/sce.21489
- By:
- Publication type:
- Article
7
Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 241, doi. 10.1002/sce.21487
- By:
- Publication type:
- Article
8
Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 362, doi. 10.1002/sce.21486
- By:
- Publication type:
- Article
9
How do middle school girls of color develop STEM identities? Middle school girls' participation in science activities and identification with STEM careers.
- Published in:
- Science Education, 2019, v. 103, n. 2, p. 418, doi. 10.1002/sce.21492
- By:
- Publication type:
- Article
10
Issue Information.
- Published in:
- 2019
- Publication type:
- Table of Contents