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Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching
11 references·1 citing·41 second hop
Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching (2000)Investigating the Engagement and Learning…Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Inquiry, Modeling, and Metaco…Designing a community of practice (1998)Designing a community of prac…Supported Inquiry Science (1997)Supported Inquiry ScienceThe learning environment as a site of science education reform (1995)The learning environment as a…National Science Education Standards (1995)National Science Education St…National Science Education Standards (1995)National Science Education St…Language and the Inquiry-Oriented Curriculum (1995)Language and the Inquiry-Orie…Classroom lessons: integrating cognitive theory and classroom practice (1995)Classroom lessons: integratin…Talking science: language, learning, and values (1991)Talking science: language, le…Children's ideas in science (1985)Children's ideas in scienceNational Council of Teachers of Mathematics (1979)National Council of Teachers …Teacher Talk during Whole–Class Lessons: Engagement Strategies to Support the Verbal Participation of Students with Learning Disabilities (2006)Teacher Talk during Whole–Cla…Statistical principles in experimental design. (1962)Apprenticeship in thinking: cognitive development in social context (1990)Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction (1998)Science Education for Students with Disabilities: a Review of Recent Research (1998)Teaching for Historical Understanding in Inclusive Classrooms (2001)Educating the reflective practitioner (1987)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Learning: Legitimate Peripheral Participation. (1994)Changing theories, changing practice: exploring early childhood teachers’ professional learning (2000)Scientific Thinking and Science Literacy (2007)Technology‐enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice (2007)Situated Cognition and the Culture of Learning (1989)Situated Learning (1991)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Teaching Courses Online: A Review of the Research (2006)Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007)Speech Acts (1969)Experience and Education (1986)Teacher as Researcher (1995)Learning in School Science: The Promises and Practices of Writing (1997)Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective (2008)The Interpretation of Cultures (2017)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Establishing the norms of scientific argumentation in classrooms (2000)Enhancing the quality of argumentation in school science (2004)Where's the evidence that active learning works? (2006)Distinction: A Social Critique of the Judgement of Taste* (2018)Problem Based Learning: An instructional model and its constructivist framework (1995)Enhancing teaching through constructive alignment (1996)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship (1999)Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004)Proposing a core set of instructional practices and tools for teachers of science (2012)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)
this work references cited by second hop

References

  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1995National Science Education Standards7,888 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 1985Children's ideas in science1,538 cited
  • 1998Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students1,393 cited
  • 1995Classroom lessons: integrating cognitive theory and classroom practice1,175 cited
  • 1995National Science Education Standards770 cited
  • 1998Designing a community of practice222 cited
  • 1995Language and the Inquiry-Oriented Curriculum99 cited
  • 1997Supported Inquiry Science96 cited
  • 1995The learning environment as a site of science education reform85 cited

Cited by

  • 2006Teacher Talk during Whole–Class Lessons: Engagement Strategies to Support the Verbal Participation of Students with Learning Disabilities37 cited

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