Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency-Reference-Cited by-同舟云学术

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Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency

Published:2024-07-19 Issue: Volume: Page:1-21
ISSN:0046-1520
Container-title:Educational Psychologist
language:en
Short-container-title:Educational Psychologist

Author:

Bae Christine Lee¹^ORCID,Matewos Ananya M.²^ORCID,Fife John¹^ORCID

Affiliation:

1. Department of Foundations of Education, Virginia Commonwealth University

2. Amherst H. Wilder Foundation

Funder

National Science Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/00461520.2024.2370549

Reference193 articles.

1. Whose meanings belong?: Marginality and the role of microexclusions in middle school inquiry science

2. Negotiating status hierarchies in middle school inquiry science: implications for marginal non-participation

3. The Manichean division in children’s experience: Developmental psychology in an anti-Black world

4. Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science

5. Language and Agency

同舟云学术

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2.学术分析学术分析

3.人才评估人才评估

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