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Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between “science and all” by paying particular attention to the development of theExpand
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Molecular characterisation of congenital glaucoma in a consanguineous Canadian community: a step towards preventing glaucoma related blindness.
Glaucoma is a leading cause of irreversible blindness in Canada. Congenital glaucoma usually manifests during the first years of life and is characterised by severe visual loss and autosomalExpand
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A Science Lesson Plan Analysis Instrument for Formative and Summative Program Evaluation of a Teacher Education Program.
TLDR
We have developed, validated, and piloted the Science Lesson Plan Analysis Instrument (SLPAI) for quantitative evaluation of teacher-generated multi-day lesson plans. Expand
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More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional developmentExpand
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Critical Pedagogy of Place: A Framework for Understanding Relationships Between People in (Contested) Shared Places
In Pauline Chinn and David Hana’ike’s chapter exploring the role of place, culture,­ and situated learning on teacher agency in science, Pauline and David employ Cultural Historical Activity TheoryExpand
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Eye-rollers, risk-takers, and turn sharks : Target students in a professional science education program
In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voiceExpand
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Using Video in Science Teacher Education: An Analysis of the Utilization of Video-Based Media by Teacher Educators and Researchers
In this chapter, we examine trends involving video usage in science teacher education and science education research. We trace developments in video technologies and explore examples of the ways inExpand
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Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom
This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborativeExpand
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