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There are 15540 results for: content related to: Urban schools' teachers enacting project-based science

  1. Enacting reform-based science materials: The range of teacher enactments in reform classrooms

    Journal of Research in Science Teaching

    Volume 42, Issue 3, March 2005, Pages: 283–312, Rebecca M. Schneider, Joseph Krajcik and Phyllis Blumenfeld

    Version of Record online : 31 JAN 2005, DOI: 10.1002/tea.20055

  2. Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform

    Journal of Research in Science Teaching

    Volume 45, Issue 8, October 2008, Pages: 922–939, Robert Geier, Phyllis C. Blumenfeld, Ronald W. Marx, Joseph S. Krajcik, Barry Fishman, Elliot Soloway and Juanita Clay-Chambers

    Version of Record online : 29 AUG 2008, DOI: 10.1002/tea.20248

  3. Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform

    Journal of Research in Science Teaching

    Volume 41, Issue 10, December 2004, Pages: 1063–1080, Ronald W. Marx, Phyllis C. Blumenfeld, Joseph S. Krajcik, Barry Fishman, Elliot Soloway, Robert Geier and Revital Tali Tal

    Version of Record online : 1 NOV 2004, DOI: 10.1002/tea.20039

  4. Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 46, Issue 9, November 2009, Pages: 977–998, Carrie J. Beyer, Cesar Delgado, Elizabeth A. Davis and Joseph Krajcik

    Version of Record online : 29 JUL 2009, DOI: 10.1002/tea.20293

  5. Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum

    Journal of Research in Science Teaching

    Volume 41, Issue 7, September 2004, Pages: 669–692, Ann E. Rivet and Joseph S. Krajcik

    Version of Record online : 23 JUL 2004, DOI: 10.1002/tea.20021

  6. A Partial List of the Empirical Theoretical Literature on Subject-Specific Pedagogy

    School Science and Mathematics

    Volume 101, Issue 2, February 2001, Pages: 61–80, Norman G. Lederman

    Version of Record online : 17 MAR 2010, DOI: 10.1111/j.1949-8594.2001.tb18008.x

  7. Influence of Guided Cycles of Planning, Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations

    Journal of Research in Science Teaching

    Volume 37, Issue 4, April 2000, Pages: 318–339, Carla Zembal-Saul, Phyllis Blumenfeld and Joseph Krajcik

    Version of Record online : 24 AUG 2000, DOI: 10.1002/(SICI)1098-2736(200004)37:4<318::AID-TEA3>3.0.CO;2-W

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    Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy

    Science Education

    Volume 92, Issue 1, January 2008, Pages: 1–32, Joseph Krajcik, Katherine L. McNeill and Brian J. Reiser

    Version of Record online : 13 NOV 2007, DOI: 10.1002/sce.20240

  9. An analysis of the supports and constraints for scientific discussion in high school project-based science

    Science Education

    Volume 94, Issue 3, May 2010, Pages: 395–427, Nonye M. Alozie, Elizabeth Birr Moje and Joseph S. Krajcik

    Version of Record online : 9 SEP 2009, DOI: 10.1002/sce.20365

  10. Elementary student teachers' science content representations

    Journal of Research in Science Teaching

    Volume 39, Issue 6, August 2002, Pages: 443–463, Carla Zembal-Saul, Joseph Krajcik and Phyllis Blumenfeld

    Version of Record online : 1 JUL 2002, DOI: 10.1002/tea.10032

  11. Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers

    Science Education

    Volume 97, Issue 6, November 2013, Pages: 936–972, KATHERINE L. McNEILL and AMANDA M. KNIGHT

    Version of Record online : 10 OCT 2013, DOI: 10.1002/sce.21081

  12. Learning Environments

    Chapter

    Handbook of Child Psychology

    Phyllis C. Blumenfeld, Ronald W. Marx and Christopher J. Harris

    Published Online : 1 JUN 2007, DOI: 10.1002/9780470147658.chpsy0408

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    Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice

    Science Education

    Volume 91, Issue 6, November 2007, Pages: 1010–1030, Minchi C. Kim, Michael J. Hannafin and Lynn A. Bryan

    Version of Record online : 25 JUN 2007, DOI: 10.1002/sce.20219

  14. Performance of students in project-based science classrooms on a national measure of science achievement

    Journal of Research in Science Teaching

    Volume 39, Issue 5, May 2002, Pages: 410–422, Rebecca M. Schneider, Joseph Krajcik, Ronald W. Marx and Elliot Soloway

    Version of Record online : 12 APR 2002, DOI: 10.1002/tea.10029

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    Inscriptional practices in two inquiry-based classrooms: A case study of seventh graders' use of data tables and graphs

    Journal of Research in Science Teaching

    Volume 43, Issue 1, January 2006, Pages: 63–95, Hsin-Kai Wu and Joseph S. Krajcik

    Version of Record online : 28 NOV 2005, DOI: 10.1002/tea.20092

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    Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena

    Science Education

    Volume 93, Issue 2, March 2009, Pages: 233–268, Katherine L. McNeill

    Version of Record online : 26 AUG 2008, DOI: 10.1002/sce.20294

  17. Design-based science and student learning

    Journal of Research in Science Teaching

    Volume 41, Issue 10, December 2004, Pages: 1081–1110, David Fortus, R. Charles Dershimer, Joseph Krajcik, Ronald W. Marx and Rachel Mamlok-Naaman

    Version of Record online : 3 NOV 2004, DOI: 10.1002/tea.20040

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    Beginning elementary teachers' beliefs about the use of anchoring questions in science: A longitudinal study

    Science Education

    Volume 94, Issue 2, March 2010, Pages: 365–387, Cory T. Forbes and Elizabeth A. Davis

    Version of Record online : 7 OCT 2009, DOI: 10.1002/sce.20370

  19. Students' Understanding of the Particulate Nature of Matter

    School Science and Mathematics

    Volume 103, Issue 1, January 2003, Pages: 28–44, Jonathan E. Singer, Revital (Tali) Tal and Hsin-Kai Wu

    Version of Record online : 17 MAR 2010, DOI: 10.1111/j.1949-8594.2003.tb18111.x

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    The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices

    Science Education

    Volume 94, Issue 5, September 2010, Pages: 855–887, David E. Kanter and Spyros Konstantopoulos

    Version of Record online : 1 MAR 2010, DOI: 10.1002/sce.20391