Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Tesha Sengupta-Irving"'
Publikováno v:
Journal of the Learning Sciences. :1-39
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9cd9b6426b23e6a98d143f26c1c3fd22
https://doi.org/10.1080/10508406.2022.2114833
https://doi.org/10.1080/10508406.2022.2114833
Autor:
Amrullah Amrullah, Lovy Herayanti, Tesha Sengupta-Irving, Yeo Sook Fern, Fathoroni Fathoroni, Imran Imran
Publikováno v:
Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021) ISBN: 9782494069206
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b0eb490fc6a6fc8b56e77d2404a8c06b
https://doi.org/10.2991/978-2-494069-21-3_1
https://doi.org/10.2991/978-2-494069-21-3_1
Autor:
Tesha Sengupta-Irving
Publikováno v:
Anthropology & Education Quarterly. 52:187-208
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b3264fa9880c1347c074e949d0bde1d8
https://doi.org/10.1111/aeq.12378
https://doi.org/10.1111/aeq.12378
Publikováno v:
Urban Education. :004208592311706
This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals’ retrospective and prospective accounts, conveyed in interviews ( n = 9), are dominated by neoliberal paradigms an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f8747ff5235b4879747be3110f7a83e9
https://doi.org/10.1177/00420859231170636
https://doi.org/10.1177/00420859231170636
Publikováno v:
Cognition and Instruction, vol 37, iss 3
When we proposed this special issue, it was in response to an invitation extended in this journal by Philip, Bang, and Jackson (2018) for the learning sciences to examine the “cultural and politica...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1b233a0a88f0f474d41ba3cce6796ced
https://doi.org/10.1080/07370008.2019.1624552
https://doi.org/10.1080/07370008.2019.1624552
Publikováno v:
Cognition and Instruction, vol 39, iss 1
Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit fro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6eb94733e36ea7d6a5f8922942125d55
https://escholarship.org/uc/item/7tw77116
https://escholarship.org/uc/item/7tw77116
Publikováno v:
Stem and the Social Good ISBN: 9781003089414
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::06d63fc0d8af53d7a83d8eeb0404609d
https://doi.org/10.4324/9781003089414-1
https://doi.org/10.4324/9781003089414-1
Publikováno v:
Stem and the Social Good ISBN: 9781003089414
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::343142de11e9d6135ea7eb60558fb7d8
https://doi.org/10.4324/9781003089414-5
https://doi.org/10.4324/9781003089414-5
Publikováno v:
Race Ethnicity and Education, vol 22, iss 4
This paper problematizes the enduring conscription of STEM learning in discourses of U.S. global ascendancy, neoliberalism and militarism. Drawing on ethnographic data, we explore how girls of color make meaning of their everyday experiences in two s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::44b25eb1c864b3a4a6b3a5e245b1d1fa
https://escholarship.org/uc/item/9dj05674
https://escholarship.org/uc/item/9dj05674
Publikováno v:
Cognition and Instruction, vol 37, iss 3
Engle and Conant’s productive disciplinary engagement (PDE) framework has significantly advanced the study of learning in mathematics and science. This artilce revisits PDE through the lens of critical education research. Our analysis synthesizes t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c9efa1c120d4d229438869400cc66a54
https://escholarship.org/uc/item/454586q0
https://escholarship.org/uc/item/454586q0