Exploring how museums can support science teacher leaders as boundary spanners.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 106, doi. 10.1002/sce.21906
- By:
- Publication type:
- Article
Works matching IS 00368326 AND DT 2025 AND VI 109 AND IP 1
Results: 13
1
2
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 128, doi. 10.1002/sce.21905
- By:
- Publication type:
- Article
3
How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 82, doi. 10.1002/sce.21904
- By:
- Publication type:
- Article
4
Designing and leading justice‐centered informal STEM education: A framework for core equitable practices.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 27, doi. 10.1002/sce.21903
- By:
- Publication type:
- Article
5
Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 59, doi. 10.1002/sce.21902
- By:
- Publication type:
- Article
6
Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 305, doi. 10.1002/sce.21901
- By:
- Publication type:
- Article
7
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 266, doi. 10.1002/sce.21900
- By:
- Publication type:
- Article
8
Practical measures of science teacher learning: Conceptualizing organizational functions and affordances.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 238, doi. 10.1002/sce.21895
- By:
- Publication type:
- Article
9
"This isn't school, you know": Designing for science teachers' sensemaking of STEM ecosystems.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 212, doi. 10.1002/sce.21893
- By:
- Publication type:
- Article
10
How do organizational conditions inform teachers' equity self‐efficacy and implementation during professional development?
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 178, doi. 10.1002/sce.21892
- By:
- Publication type:
- Article
11
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 3, doi. 10.1002/sce.21890
- By:
- Publication type:
- Article
12
Racialized spatial imaginaries: Authoring an elementary school teacher of engineering identity.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 157, doi. 10.1002/sce.21887
- By:
- Publication type:
- Article
13
Issue Information.
- Published in:
- Science Education, 2025, v. 109, n. 1, p. 1, doi. 10.1002/sce.21879
- Publication type:
- Article