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Teaching Science in Diverse Classrooms: Real Science for Real Students

Larkin, Douglas B.

1st edition., 2020

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Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

Science education (Salem, Mass.), 2022-09, Vol.106 (5), p.1054-1070

Larkin, Douglas B.

2022

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Attending to the public understanding of science education: A response to Furtak and Penuel

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1294-1300

Larkin, Douglas B.

2019

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A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity

Science education (Salem, Mass.), 2022-03, Vol.106 (2), p.335-363

2022

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The Role of Teacher Education Programs in Developing Teacher Candidates' Antiracist Stance on Teaching

Equity & excellence in education, 2024-04, Vol.57 (2), p.170-182

2024

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Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

Journal of research in science teaching, 2022-09, Vol.59 (7), p.1235-1273

2022

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Reasoning About Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis

Cognition and instruction, 2016-10, Vol.34 (4), p.285-322

2016

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Preparing teachers for students in juvenile justice settings

Contemporary justice review : CJR, 2020-10, Vol.23 (4), p.475-499

2020

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Putting Physics First: Three Case Studies of High School Science Department and Course Sequence Reorganization

School science and mathematics, 2016-04, Vol.116 (4), p.225-235

Larkin, Douglas B.

2016

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Without the Light of Evolution: A Case Study of Resistance and Avoidance in Learning to Teach High School Biology

Science education (Salem, Mass.), 2015-05, Vol.99 (3), p.549-576

2015

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10 things to know about mentoring student teachers

Phi Delta Kappan, 2013-04, Vol.94 (7), p.38-43

Larkin, Douglas B.

2013

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Implementing and sustaining science curriculum reform: A study of leadership practices among teachers within a high school science department

Journal of research in science teaching, 2009-09, Vol.46 (7), p.813-835

2009

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Teaching school finance to preservice teachers with a team-based simulation

Teaching and teacher education, 2019-10, Vol.85, p.1-12

2019

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Without the Light of Evolution: A Case Study of Resistance and Avoidance in Learning to Teach High School Biology: WITHOUT THE LIGHT OF EVOLUTION

Science education (Salem, Mass.), 2015-05, Vol.99 (3), p.549-576

2015

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10 Things to know about mentoring student teachers: student teaching is a critical period that can affect how a person performs in the classroom early on

Phi Delta Kappan, 2013-04, Vol.94 (7), p.38

Larkin, Douglas B

2013

Volltextzugriff (PDF)

Afterword: Good Reasons for Becoming a Science Teacher

Teaching Science in Diverse Classrooms, 2020, p.120-122

Larkin, Douglas B.

1, 2020

Volltextzugriff (PDF)

Introduction: Teaching Real Science to Real Students: On Being a Thoughtful Science Teacher and Doing a Good Job

Teaching Science in Diverse Classrooms, 2020, p.1-6

Larkin, Douglas B.

1, 2020

Volltextzugriff (PDF)

Deep Knowledge: Learning to Teach Science for Understanding and Equity. Teaching for Social Justice

Teachers College Press, 2013

Larkin, Douglas B

2013

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Structures and Strategies for Science Teacher Education in the Twenty-First Century

Teacher education & practice, 2014, Vol.27 (2-3), p.224

Larkin, Douglas B

2014

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Aiming for Culturally Relevant Science Teaching: An Argument for Meeting Our Students Where They Are

Teaching Science in Diverse Classrooms, 2020, p.9-15

Larkin, Douglas B.

1, 2020

Volltextzugriff (PDF)

Every Misconception a Shiny Pebble: Glimpsing Beautiful and Productive Extensions of Prior Knowledge

Teaching Science in Diverse Classrooms, 2020, p.21-23

Larkin, Douglas B.

1, 2020

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In Praise of Field Trips and Guest Speakers: Bringing the Inside-Out and the Outside-In for Science Learning

Teaching Science in Diverse Classrooms, 2020, p.61-67

Larkin, Douglas B.

1, 2020

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Mentoring New Science Teachers: Novices Get Better When We Support Them with Good Feedback

Teaching Science in Diverse Classrooms, 2020, p.88-95

Larkin, Douglas B.

1, 2020

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Eliciting Students’ Ideas: Student Ideas as the Raw Material of Science Teachers’ Work

Teaching Science in Diverse Classrooms, 2020, p.16-20

Larkin, Douglas B.

1, 2020

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Teaching at the Boundaries of Our Knowledge: Being Knowledgeable Enough About What We Teach to Not Feel Like a Fraud

Teaching Science in Diverse Classrooms, 2020, p.105-112

Larkin, Douglas B.

1, 2020

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Teaching Science in Diverse Classrooms: Real Science for Real Students

Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

Attending to the public understanding of science education: A response to Furtak and Penuel

A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity

The Role of Teacher Education Programs in Developing Teacher Candidates' Antiracist Stance on Teaching

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

Reasoning About Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis

Preparing teachers for students in juvenile justice settings

Putting Physics First: Three Case Studies of High School Science Department and Course Sequence Reorganization

Without the Light of Evolution: A Case Study of Resistance and Avoidance in Learning to Teach High School Biology

10 things to know about mentoring student teachers

Implementing and sustaining science curriculum reform: A study of leadership practices among teachers within a high school science department

Teaching school finance to preservice teachers with a team-based simulation

Without the Light of Evolution: A Case Study of Resistance and Avoidance in Learning to Teach High School Biology: WITHOUT THE LIGHT OF EVOLUTION

10 Things to know about mentoring student teachers: student teaching is a critical period that can affect how a person performs in the classroom early on

Afterword: Good Reasons for Becoming a Science Teacher

Introduction: Teaching Real Science to Real Students: On Being a Thoughtful Science Teacher and Doing a Good Job

Deep Knowledge: Learning to Teach Science for Understanding and Equity. Teaching for Social Justice

Structures and Strategies for Science Teacher Education in the Twenty-First Century

Aiming for Culturally Relevant Science Teaching: An Argument for Meeting Our Students Where They Are

Every Misconception a Shiny Pebble: Glimpsing Beautiful and Productive Extensions of Prior Knowledge

In Praise of Field Trips and Guest Speakers: Bringing the Inside-Out and the Outside-In for Science Learning

Mentoring New Science Teachers: Novices Get Better When We Support Them with Good Feedback

Eliciting Students’ Ideas: Student Ideas as the Raw Material of Science Teachers’ Work

Teaching at the Boundaries of Our Knowledge: Being Knowledgeable Enough About What We Teach to Not Feel Like a Fraud

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