Okhwa Lee
Dados Biográficos
| ID | 89899 |
|---|---|
| NOME | Okhwa Lee |
| PRENOMES | Okhwa |
| SOBRENOME | Lee |
| ASSINATURA | LEE O |
| AFILIAÇÕES | University of Miami |
| ORCID | 0000-0003-3551-1583 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 43 |
| TOTAL DE CITAÇÕES | 209 |
| TOTAL COMO AUTOR | 43 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1993 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 8 |
Teacher Professional Learning to Promote Science and Language Integration With Multilingual Learners
Contemporary science instruction guided by the Next Generation Science Standards (NGSS) requires instructional shifts, driving an urgent need for curriculum‐based professional development (PD). This urgency is compounded by the growing population of multilingual learners (MLs), necessitating PD that effectively integrates science and language learning. While NGSS‐based PD programs are emerging, few studies have examined the impacts of such progra…
STEM Education With a Focus on Equity and Justice
The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we describe traditional approaches, contemporary approaches, and our proposed future approach in science and STEM education with a focus on equity and justice. First, we begin with conceptual framing for equ…
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
Justice‐centered STEM education with multilingual learners to address societal challenges
We propose a conceptual framework for STEM education that is centered around justice for minoritized groups. Justice‐centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to societal challenges disproportionately impacting minoritized groups. We articulate the affordances of justice‐centered STEM education for one minoritized student group that has been…
English language proficiency standards aligned with content standards
The Next Generation Science Standards (NGSS) provide a vision for contemporary science education with all students, including the fast‐growing population of multilingual learners in the United States K‐12 context. The shifts heralded by the NGSS have resulted in significant changes to English language proficiency (ELP) or English language development (ELD) standards so they better align with content standards and support all students, including m…
A Flawed Policy Metaphor
Purpose: Although the science, technology, engineering, and math (STEM) pipeline has been the most common policy framework to understand why ethnoracial disparities are some of the most glaring, few studies have empirically assessed whether the relationship between early academic preparation, such as for standardized tests, grades, and coursework, and later outcomes is the same across racial/ethnic groups. Research Methods/Approach: This study us…
On the Nature and Utility of Crosscutting Concepts
The crosscutting concepts (CCCs) are a collection of ideas that span the science and engineering disciplines. While various standards documents have identified similar sets of ideas in the past, calls for their explicit inclusion into science and engineering instruction began in earnest only about a decade ago. When these calls began, the research base on the teaching and learning of the CCCs was limited; in the intervening years, educators have …
Teacher professional development programs integrating science and language with multilingual learners
As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for P…
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching , 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification…
The role of phenomena and problems in science and STEM education
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Wida English Language Development Standards Framework, 2020 Edition
In December 2020, the WIDA Consortium released the WIDA English Language Development Standards Framework, 2020 Edition . In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is grappling with multiple theoretical perspectives on how to provide an equitable education to the nation’s fast‐grow…
Asset‐oriented framing of science and language learning with multilingual learners
Student Perceptions of Teaching Quality in Five Countries
This study examines measurement invariance of student perceptions of teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands (n students = 6,738), South Africa (n students = 3,422), South Korea (n students = 6,997) and Spain (n students = 4,676). The administered questionnaire was the My Teacher Questionnaire (MTQ). Student perceived teachers’ teaching quality was estimated using the partial credit model (PCM…
English Learners in STEM Subjects
With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report. The purpose here is to elevate these constructs and perspectives for discussion among the broader education research community. First, we provide an overview of the unique contribut…
Aligning English Language Proficiency Standards With Content Standards
The Every Student Succeeds Act of 2015 mandates that English language proficiency (ELP) standards align with content standards. As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards. The overarching question is how to align ELP standards with academically rigorous and language-…
English Language Proficiency Standards Aligned With Content Standards
As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how cur…
Common Core State Standards for ELA/Literacy and Next Generation Science Standards
As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed. Analysis of bot…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Negotiating a Sense of Identity in a Foreign Land
As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded …
Leveraging cultural resources through teacher pedagogical reasoning
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
The National Research Council (2011) released "A Framework for K-12 Science Education" that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article …
Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English language and literacy development, as well as academic achievement across subject areas. This article …
This Issue
Integrating Science And English Proficiency For English Language Learners
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are…
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
The National Research Council (2011) released "A Framework for K-12 Science Education" that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article …
Science for All, including Students from Non-English-Language Backgrounds
Standards-based reform across subject areas has an overarching goal of achieving high academic standards for all students. Although much is known about what constitutes high academic standards, little attention has been given to the attainment of educational equity for all students. In this article, we propose the notion of instructional congruence as a way of making academic content accessible, meaningful, and relevant for diverse learners. Alth…
Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners
This paper describes the results of a teacher professional development intervention aimed at enabling teachers to promote science and literacy achievement for culturally and linguistically diverse elementary students. This paper has two objectives: (a) to examine teachers' initial beliefs and practices about teaching English language and literacy in science and (b) to examine the impact of the intervention on teachers' beliefs and practices. The …
English Learners in STEM Subjects
With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report. The purpose here is to elevate these constructs and perspectives for discussion among the broader education research community. First, we provide an overview of the unique contribut…
Improving science inquiry with elementary students of diverse backgrounds
This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools repr…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Integrating Science And English Proficiency For English Language Learners
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are…
English Language Proficiency Standards Aligned With Content Standards
As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how cur…
Common Core State Standards for ELA/Literacy and Next Generation Science Standards
As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed. Analysis of bot…
Dilemmas in Scaling Up Innovations in Elementary Science Instruction With Nonmainstream Students
In the climate of standards-based instruction and accountability, scaling up educational innovations is necessary to bring about system-wide improvements. As a result of fundamental tensions involving effective educational policies and practices for diverse student groups, scaling up is especially challenging in multilingual, multicultural, and inner-city settings. In this article, grounded in the instructional congruence framework, the authors h…
Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English language and literacy development, as well as academic achievement across subject areas. This article …
Science inquiry and student diversity
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on eva…
Promoting Science Literacy with English Language Learners Through Instructional Materials Development
In spite of reform efforts, opportunities for all students to learn science remain illusive. Recent studies indicate that science curricula do not meet students' learning needs. Research-based curricula focusing on science inquiry with English language learners (ELLs) have yet to be developed. To encourage development of appropriate science materials, this paper discusses the learning needs of specific groups of ELLs and their teachers. First, we…
Task Engagement and Conceptual Change in Middle School Science Classrooms
Science educators have long been concerned that many students fail to engage in academic tasks with the goal of achieving better understanding of science. This study examined two research questions. First, what patterns of students’ task engagement emerge as they work on science classroom tasks? Second, how are patterns of students’ task engagement related to factors involving their cognition (i.e., knowledge and achievement), motivation (e.g., g…
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Science for All
Scientific and technological literacy are important learning outcomes the nation has committed to develop in order to maintain a globally competitive economy. Students who bring to school diverse languages and cultures provide a rich resource of experiences on which to develop a scientifically literate work force. Unfortunately, in spite of the national commitment to “science for all,” the process of promoting scientific literacy has not yet been…
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
Negotiating a Sense of Identity in a Foreign Land
As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded …
Teachers' Roles in Promoting Science Inquiry with Students from Diverse Language Backgrounds
At the beginning of the year, I had all the students work in small groups to do activities because in my science methods class, I had been taught to set up groups like that to promote inquiry. When students worked in little groups, neither they nor I really knew what they were doing. As the year progressed, I could see the students learned better when we did things together as a whole group. I know how to help them focus and learn when we are all…
Justice‐centered STEM education with multilingual learners to address societal challenges
We propose a conceptual framework for STEM education that is centered around justice for minoritized groups. Justice‐centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to societal challenges disproportionately impacting minoritized groups. We articulate the affordances of justice‐centered STEM education for one minoritized student group that has been…
Wida English Language Development Standards Framework, 2020 Edition
In December 2020, the WIDA Consortium released the WIDA English Language Development Standards Framework, 2020 Edition . In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is grappling with multiple theoretical perspectives on how to provide an equitable education to the nation’s fast‐grow…
Aligning English Language Proficiency Standards With Content Standards
The Every Student Succeeds Act of 2015 mandates that English language proficiency (ELP) standards align with content standards. As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards. The overarching question is how to align ELP standards with academically rigorous and language-…
Leveraging cultural resources through teacher pedagogical reasoning
Development of a knowledge base for Esol teacher education
A teacher's bounded rationality in middle school science
Task Engagement and Conceptual Change in Middle School Science Classrooms
Science educators have long been concerned that many students fail to engage in academic tasks with the goal of achieving better understanding of science. This study examined two research questions. First, what patterns of students’ task engagement emerge as they work on science classroom tasks? Second, how are patterns of students’ task engagement related to factors involving their cognition (i.e., knowledge and achievement), motivation (e.g., g…
Science for All
Scientific and technological literacy are important learning outcomes the nation has committed to develop in order to maintain a globally competitive economy. Students who bring to school diverse languages and cultures provide a rich resource of experiences on which to develop a scientifically literate work force. Unfortunately, in spite of the national commitment to “science for all,” the process of promoting scientific literacy has not yet been…
Teachers' voices in program evaluation and improvement
In spite of the many ways that schools have changed to accommodate students not yet proficient in English, obstacles still exist that limit students' opportunities to receive adequate instruction. This paper describes the role of evaluation in developing a program to prepare Teachers of English to Speakers of Other Languages (TESOL). The teachers' voices presented in this paper suggest the importance of considering their contributions in refining…
Development of a knowledge base for Esol teacher education
Science for All, including Students from Non-English-Language Backgrounds
Standards-based reform across subject areas has an overarching goal of achieving high academic standards for all students. Although much is known about what constitutes high academic standards, little attention has been given to the attainment of educational equity for all students. In this article, we propose the notion of instructional congruence as a way of making academic content accessible, meaningful, and relevant for diverse learners. Alth…
Teachers' Roles in Promoting Science Inquiry with Students from Diverse Language Backgrounds
At the beginning of the year, I had all the students work in small groups to do activities because in my science methods class, I had been taught to set up groups like that to promote inquiry. When students worked in little groups, neither they nor I really knew what they were doing. As the year progressed, I could see the students learned better when we did things together as a whole group. I know how to help them focus and learn when we are all…
Research news and Comment
Science Knowledge, World Views, and Information Sources in Social and Cultural Contexts
This study examined children's views of the world after they personally experienced a natural disaster—specifically, Hurricane Andrew in South Florida during the summer of 1992. The study addressed three issues: (a) children's knowledge of the hurricane; (b) children's views of the world, especially the causality of the hurricane; and (c) children's sources of information in social and cultural contexts. The study was conducted in the early sprin…
Promoting Science Literacy with English Language Learners Through Instructional Materials Development
In spite of reform efforts, opportunities for all students to learn science remain illusive. Recent studies indicate that science curricula do not meet students' learning needs. Research-based curricula focusing on science inquiry with English language learners (ELLs) have yet to be developed. To encourage development of appropriate science materials, this paper discusses the learning needs of specific groups of ELLs and their teachers. First, we…
Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners
This paper describes the results of a teacher professional development intervention aimed at enabling teachers to promote science and literacy achievement for culturally and linguistically diverse elementary students. This paper has two objectives: (a) to examine teachers' initial beliefs and practices about teaching English language and literacy in science and (b) to examine the impact of the intervention on teachers' beliefs and practices. The …
Dilemmas in Scaling Up Innovations in Elementary Science Instruction With Nonmainstream Students
In the climate of standards-based instruction and accountability, scaling up educational innovations is necessary to bring about system-wide improvements. As a result of fundamental tensions involving effective educational policies and practices for diverse student groups, scaling up is especially challenging in multilingual, multicultural, and inner-city settings. In this article, grounded in the instructional congruence framework, the authors h…
Improving science inquiry with elementary students of diverse backgrounds
This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools repr…
Friendships of Indonesian, South Korean, and U.S. college students
The friendships of college students in the United States ( n = 61), Indonesia ( n = 56), and South Korea ( n = 35) were assessed to evaluate the H. C. Triandis, R. Bontempo, M. J. Villareal, M. Asai, and N. Lucca (1988) hypothesis that the friendships of individuals in collectivist cultures are more intimate and less extensive than those in individualistic cultures. Students rated the qualities of their friendships, reported the identity and char…
Science inquiry and student diversity
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on eva…
The Educational Reform Rating Rubric
The Educational Reform Rating Rubric is an evaluation tool created to manage, organize, and integrate qualitative and quantitative data collected on school reform programs. The rubric is based on seven key indicators, including collective participation, principal leadership, teacher and instructional quality, parental involvement, student outcomes, project support, and school environment. The Educational Reform Rating Rubric holds promise for eff…
The Role of Language in Academic and Social Transition of Haitian Children and Their Parents to Urban U.S. Schools
This study explores the role that language plays in the academic and social transition of Haitian children and parents to urban U.S. schools across multiple school settings, demographic groups, and languages. Semistructured individual interviews and focus groups were conducted with groups of 12 Haitian American teachers, 12 Haitian parents of grade school children, and 12 Haitian students who had gone to school both in Haiti and in the US. Using …
Science Writing Achievement Among English Language Learners
As part of our professional development intervention, this study examined third-grade ELL students' writing achievement that included “form” (i.e., conventions, organization, and style/voice) and “content” (i.e., specific knowledge and understanding of science) in expository science writing. The study included six treatment schools from a large urban school district. Data were collected from three different groups of students over 3 separate year…
Leveraging cultural resources through teacher pedagogical reasoning
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
The National Research Council (2011) released "A Framework for K-12 Science Education" that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article …
Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English language and literacy development, as well as academic achievement across subject areas. This article …
This Issue
Integrating Science And English Proficiency For English Language Learners
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are…
Negotiating a Sense of Identity in a Foreign Land
As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded …
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Psychology (36 obras) · Mathematics education (34 obras) · Pedagogy (29 obras) · Sociology (26 obras) · Science Education and Pedagogy (22 obras) · Computer Science (15 obras) · Science education (15 obras) · Political science (13 obras) · Second Language Learning and Teaching (13 obras) · Educational Strategies and Epistemologies (12 obras)