Yamil Ernesto Ruiz
Biographic Data
| ID | 6553224 |
|---|---|
| NAME | Yamil Ernesto Ruiz |
| GIVEN NAMES | Yamil Ernesto |
| FAMILY NAME | Ruiz |
| SIGNATURE | RUIZ Y E |
| AFFILIATIONS | Clemson University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity
Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs partic…
Science teachers’ implementation of science and engineering practices in different instructional settings
This article explores science teachers' implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers' instructional practices were collected ove…
No prominent works on this page.
Science teachers’ implementation of science and engineering practices in different instructional settings
This article explores science teachers' implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers' instructional practices were collected ove…
Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity
Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs partic…
Science education (2 works) · Science Education and Pedagogy (2 works) · Computer Science (1 work) · Context (archaeology (1 work) · Cultural capital (1 work) · Educational Environments and Student Outcomes (1 work) · Educational Strategies and Epistemologies (1 work) · Equity (law) (1 work) · Exploratory research (1 work) · Face (sociological concept (1 work)