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Mentoring science educators for equity‐centered futures

Science education (Salem, Mass.), 2022-09, Vol.106 (5), p.1172-1177

Settlage, John

2022

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On Acknowledging PCK's Shortcomings

Journal of science teacher education, 2013-02, Vol.24 (1), p.1-12

Settlage, John

2013

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Explorations of the structure-agency dialectic as a tool for framing equity in science education

Journal of research in science teaching, 2015-04, Vol.52 (4), p.439-447

2015

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Equity‐centered science education: The origin story of this special issue

Science education (Salem, Mass.), 2022-09, Vol.106 (5), p.1013-1020

2022

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Humanistic science education: Updating our collective consciousness and offering fresh consideration

Science education (Salem, Mass.), 2022-05, Vol.106 (3), p.479-481

2022

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Doors labeled as times: Frames of observing and understanding

Science education (Salem, Mass.), 2017-09, Vol.101 (5), p.677-680

2017

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Doors labeled as times: Frames of observing andￂ understanding

Science education (Salem, Mass.), 2017-09, Vol.101 (5), p.677

2017

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Conceptions of natural selection: a snapshot of the sense-making process

Journal of research in science teaching, 1994-05, Vol.31 (5), p.449-457

Settlage Jr, John

1994

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Epistemic tools for science classrooms: The continual need to accommodate and adapt

Science education (Salem, Mass.), 2019-07, Vol.103 (4), p.1112-1119

2019

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Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Cultural studies of science education, 2011-12, Vol.6 (4), p.803-836

Settlage, John

2011

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Messages in a Bottles: Valuable Insights from and by Researchers

Science education (Salem, Mass.), 2017-01, Vol.101 (1), p.5-7

2017

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Messages in a Bottles: Valuable Insights from and by Researchers: MESSAGES IN A BOTTLES

Science education (Salem, Mass.), 2017-01, Vol.101 (1), p.5-7

2017

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A Forum for the Science Education Community's Continual Self-Renewal

Science education (Salem, Mass.), 2016-11, Vol.100 (6), p.957-960

2016

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College Student Persistence in Scientific Disciplines: Cultural and Social Capital as Contributing Factors

International journal of science and mathematics education, 2016-01, Vol.14 (Suppl 1), p.169-186

2016

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From the Editors' Desk: From the Editors' Desk

Science education (Salem, Mass.), 2016-09, Vol.100 (5), p.787-790

2016

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From the Editors' Desk

Science education (Salem, Mass.), 2016-09, Vol.100 (5), p.787-790

2016

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From the Editors' Desk

Science education (Salem, Mass.), 2016-09, Vol.100 (5), p.787-790

2016

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Demythologizing Science Teacher Education: Conquering the False Ideal of Open Inquiry

Journal of science teacher education, 2007-08, Vol.18 (4), p.461-467

Settlage, John

2007

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School leader enactments of the structure/agency dialectic via buffering

Journal of research in science teaching, 2015-04, Vol.52 (4), p.503-515

2015

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An invitation into an ongoing conversation: Revealing different perspectives on some of the fundamental assumptions of the work of Science Educators

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1277-1279

2019

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School leader enactments of the structure/agency dialectic via buffering: PRINCIPAL BUFFERING IN SCIENCE-SUCCESSFUL SCHOOLS

Journal of research in science teaching, 2015-04, Vol.52 (4), p.503-515

2015

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Equitizing Engineering Education by Valuing Children’s Assets: Including Empathy and an Ethic of Care when Considering Trade-offs after Design Failures

Journal of pre-college engineering education research, 2021-05, Vol.11 (1)

2021

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Writing worth reading: Science methods textbooks and science education articles

Science education (Salem, Mass.), 2018-05, Vol.102 (3), p.447-451

2018

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Equitizing Engineering Education by Valuing Children's Assets: Including Empathy and an Ethic of Care When Considering Tradeoffs after Design Failures

Journal of pre-college engineering education research, 2021, Vol.11 (1), p.46

2021

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Explorations of the structure-agency dialectic as a tool for framing equity in science education: STRUCTURE-AGENCY DIALECTIC AND EQUITY

Journal of research in science teaching, 2015-04, Vol.52 (4), p.439-447

2015

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Mentoring science educators for equity‐centered futures

On Acknowledging PCK's Shortcomings

Explorations of the structure-agency dialectic as a tool for framing equity in science education

Equity‐centered science education: The origin story of this special issue

Humanistic science education: Updating our collective consciousness and offering fresh consideration

Doors labeled as times: Frames of observing and understanding

Doors labeled as times: Frames of observing andￂ understanding

Conceptions of natural selection: a snapshot of the sense-making process

Epistemic tools for science classrooms: The continual need to accommodate and adapt

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Messages in a Bottles: Valuable Insights from and by Researchers

Messages in a Bottles: Valuable Insights from and by Researchers: MESSAGES IN A BOTTLES

A Forum for the Science Education Community's Continual Self-Renewal

College Student Persistence in Scientific Disciplines: Cultural and Social Capital as Contributing Factors

From the Editors' Desk: From the Editors' Desk

From the Editors' Desk

From the Editors' Desk

Demythologizing Science Teacher Education: Conquering the False Ideal of Open Inquiry

School leader enactments of the structure/agency dialectic via buffering

An invitation into an ongoing conversation: Revealing different perspectives on some of the fundamental assumptions of the work of Science Educators

School leader enactments of the structure/agency dialectic via buffering: PRINCIPAL BUFFERING IN SCIENCE-SUCCESSFUL SCHOOLS

Equitizing Engineering Education by Valuing Children’s Assets: Including Empathy and an Ethic of Care when Considering Trade-offs after Design Failures

Writing worth reading: Science methods textbooks and science education articles

Equitizing Engineering Education by Valuing Children's Assets: Including Empathy and an Ethic of Care When Considering Tradeoffs after Design Failures

Explorations of the structure-agency dialectic as a tool for framing equity in science education: STRUCTURE-AGENCY DIALECTIC AND EQUITY

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