Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Eleanor Abrams"'
Autor:
Eleanor Abrams
The purpose of this text is to further flesh out some of the factors--specific dimensions of our n-dimensional hyperspace--important to inquiry in the classroom. As such, some of the of the factors have already been introduced, others will be new to
Autor:
Eleanor Abrams, Robin Ellwood
Publikováno v:
Cultural Studies of Science Education. 13:395-427
This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8040496d2edcdad2874625aca19b63e6
https://doi.org/10.1007/s11422-016-9769-x
https://doi.org/10.1007/s11422-016-9769-x
Autor:
Sameer Honwad, Claes Thelemarck, Elaine Marhefka, Eleanor Abrams, Ian Hanley, Ruth K. Varner, Robert T. Eckert, Michael S. Middleton, Erica Jablonski
Publikováno v:
Science Education in India ISBN: 9789811395925
The perception of separation between school and home/community is related to diminished achievement in school and lack of motivation to learn STEM subjects. The National Council of Educational Research and Training (NCERT) is among many research orga
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09701f186740b28f2530916817a4798d
https://doi.org/10.1007/978-981-13-9593-2_8
https://doi.org/10.1007/978-981-13-9593-2_8
Autor:
Eleanor Abrams, Michael Middleton
Publikováno v:
Cultural Studies of Science Education. 12:167-176
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e87f5a604726d5f1fe1300f0390cb6b3
https://doi.org/10.1007/s11422-016-9748-2
https://doi.org/10.1007/s11422-016-9748-2
Autor:
Eleanor Abrams, Juliann Dupuis
Publikováno v:
Cultural Studies of Science Education. 12:581-604
In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, “Indian Education for All
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d87b51d80c4318b78493119d45192f96
https://doi.org/10.1007/s11422-016-9728-6
https://doi.org/10.1007/s11422-016-9728-6
Autor:
Marlena Koper, Ruth K. Varner, Michael Middleton, Claes Thelemarck, Eleanor Abrams, Sameer Honwad, Robert T. Eckert, Erica Jablonski
Publikováno v:
Science Scope.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::026e8fbcdd87df088743be5e708aa050
https://doi.org/10.2505/4/ss17_040_05_24
https://doi.org/10.2505/4/ss17_040_05_24
Publikováno v:
International Journal of Science and Mathematics Education. 11:1-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96861f656515f84cad9950fd0805a870
https://doi.org/10.1007/s10763-012-9388-2
https://doi.org/10.1007/s10763-012-9388-2
Publikováno v:
International Journal of Science and Mathematics Education. 11:43-64
The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study condu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cbf98faf85a83bbf1dc59c2dcb819e3c
https://doi.org/10.1007/s10763-012-9365-9
https://doi.org/10.1007/s10763-012-9365-9
Publikováno v:
New Directions for Teaching and Learning. 2011:67-75
This chapter examines two case studies of student teaching interns to identify contextual factors that may enhance or inhibit their use of self-reflective practices.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::19ea749414a67b0f469492b155553462
https://doi.org/10.1002/tl.445
https://doi.org/10.1002/tl.445
Autor:
Lara M. Gengarelly, Eleanor Abrams
Publikováno v:
Journal of Science Education and Technology. 18:74-84
Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::07e9fcec47b3bdc969ee778c58f795f7
https://doi.org/10.1007/s10956-008-9134-2
https://doi.org/10.1007/s10956-008-9134-2