Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science-Reference-Cited by-同舟云学术

Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

Published:2024-05-07 Issue: Volume: Page:1-20
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Karaer Gamze¹^ORCID,Hwang Jihyun²,Chanlen Niphon³,Hand Brian⁴

Affiliation:

1. Department of Kinesiology and Educational Psychology, Washington State University, Pullman, WA, USA

2. Department of Mathematics Education, Korea National University of Education, Cheongju, South Korea

3. Compulsory Science, The Institute for the Promotion of Teaching Science and Technology, Bangkok, Thailand

4. Department of Teaching and Learning, The University of Iowa, Iowa City, IA, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2024.2348823

Reference41 articles.

1. A generative professional development program for the development of science teacher epistemic orientations and teaching practices

2. Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study

3. Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

4. Chanlen N. (2013). Longitudinal analysis of standardized test scores of students in the science writing heuristic approach (Publication No. 3608206) [Doctoral dissertation University of Iowa]. ProQuest Dissertations.

5. Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities