STEM-Focused Academies in Urban Schools: Tensions and Possibilities.
- Published in:
- Journal of the Learning Sciences, 2017, v. 26, n. 3, p. 376, doi. 10.1080/10508406.2017.1314215
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- Publication type:
- Article
Works matching IS 1050-8406 AND VI 26 AND IP 3 AND DT 2017
Results: 7
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Disciplinary Identity as Analytic Construct and Design Goal: Making Learning Sciences Matter.
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- Journal of the Learning Sciences, 2017, v. 26, n. 3, p. 525, doi. 10.1080/10508406.2017.1336026
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- Article
3
Expanding Visions of How People Learn: The Centrality of Identity Repertoires.
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- Journal of the Learning Sciences, 2017, v. 26, n. 3, p. 517, doi. 10.1080/10508406.2017.1336022
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- Publication type:
- Article
4
Special Issue: Designing Learning Environments for Equitable Disciplinary Identification.
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- Journal of the Learning Sciences, 2017, v. 26, n. 3, p. 367, doi. 10.1080/10508406.2017.1336021
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- Publication type:
- Article
5
Youth Disciplinary Identification During Participation in Contemporary Project-Based Science Investigations in School.
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- Journal of the Learning Sciences, 2017, v. 26, n. 3, p. 437, doi. 10.1080/10508406.2017.1330689
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- Publication type:
- Article
6
Digital Youth Divas: Exploring Narrative-Driven Curriculum to Spark Middle School Girls’ Interest in Computational Activities.
- Published in:
- Journal of the Learning Sciences, 2017, v. 26, n. 3, p. 477, doi. 10.1080/10508406.2017.1307199
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- Publication type:
- Article
7
Fighting for Desired Versions of a Future Self: How Young Women Negotiated STEM-Related Identities in the Discursive Landscape of Educational Opportunity.
- Published in:
- Journal of the Learning Sciences, 2017, v. 26, n. 3, p. 407, doi. 10.1080/10508406.2017.1294985
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- Publication type:
- Article