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      Assessing equity beyond knowledge- and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms

      Author(s): , ,
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      Journal: Journal of Research in Science Teaching
      Publisher: Wiley-Blackwell

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          Learning Lessons

          Hugh Mehan (1979)
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            Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom

            Randi A. Engle, Faith Conant (2010)
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              Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity

              A. Prusak, A. Sfard (2005)
              Article 0 comments Cited 163 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Title: Journal of Research in Science Teaching
                Abbreviated Title: J. Res. Sci. Teach.
                Publisher: Wiley-Blackwell
                ISSN: 00224308
                Publication date Created: May 2011
                Publication date (Print): May 2011
                Volume: 48
                Issue: 5
                Pages: 459-485
                Article
                DOI: 10.1002/tea.20413
                SO-VID: 3f67be08-08c2-4494-bcc6-96fe2ffad693
                Copyright © © 2011
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                http://doi.wiley.com/10.1002/tdm_license_1.1

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