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Preservice Teachers’ Uptake and Understanding of Funds of Knowledge in Elementary Science
16 references·0 citing·26 second hop
Preservice Teachers’ Uptake and Understanding of Funds of Knowledge in Elementary Science (2012)Preservice Teachers’ Uptake and Understan…Handbook of Research on Science Education (2013)Handbook of Research on Scien…Studying Teacher Education (2009)Studying Teacher EducationTaking science to school: learning and teaching science in grades K-8 (2008)Taking science to school: lea…Mathematics teachers’ “learning to notice” in the context of a video club (2007)Mathematics teachers’ “learni…Funds of Knowledge: Theorizing practices in households, communities, and classrooms. (2005)Funds of Knowledge: Theorizin…Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse (2004)Working toward third space in…Learning for Life in the 21st Century (2002)Learning for Life in the 21st…An Introduction to Discourse Analysis: Theory and Method (1999)An Introduction to Discourse …Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms (1992)Funds of knowledge for teachi…Situated Learning (1991)Situated LearningQualitative evaluation and research methods, 2nd ed. (1990)Qualitative evaluation and re…Qualitative evaluation and research methods (1990)Qualitative evaluation and re…Qualitative evaluation and research methods (1990)Qualitative evaluation and re…Students’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)THE DISCOVERY OF GROUNDED THE…Growing up literate : learning from inner-city families (1988)Rousing minds to life: teaching, learning, and schooling in social context (1989)Creating zones of possibilities: Combining social contexts for instruction (1990)Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015)Implications for educational practice of the science of learning and development (2019)Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory (2007)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)Diversity, Group Identity, and Citizenship Education in a Global Age (2008)Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates (2009)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A threat in the air: How stereotypes shape intellectual identity and performance. (1997)How Many Interviews Are Enough? (2005)Document Analysis as a Qualitative Research Method (2009)Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research (2013)Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness (2003)Using thematic analysis in psychology (2006)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)The qualitative content analysis process (2008)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
this work references cited by second hop

References

  • 1968THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.7546,516 cited
  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning35,317 cited
  • 1990Qualitative evaluation and research methods24,203 cited
  • 1990Qualitative evaluation and research methods17,943 cited
  • 1990Qualitative evaluation and research methods, 2nd ed.8,420 cited
  • 1992Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms7,812 cited
  • 1999An Introduction to Discourse Analysis: Theory and Method6,084 cited
  • 2013Handbook of Research on Science Education4,501 cited
  • 2005Funds of Knowledge: Theorizing practices in households, communities, and classrooms.3,702 cited
  • 2008Taking science to school: learning and teaching science in grades K-82,480 cited
  • 2004Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse1,370 cited
  • 1982Students’ preconceptions in introductory mechanics1,258 cited
  • 2009Studying Teacher Education1,250 cited
  • 2007Mathematics teachers’ “learning to notice” in the context of a video club

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1,225 cited
  • 2002Learning for Life in the 21st Century524 cited
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