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Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice

Science education (Salem, Mass.), 2014-05, Vol.98 (3), p.487-516

Stroupe, David

2014

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“Everything That’s Hard Got Harder”: Preservice Teachers’ Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic

AERA open, 2023-01, Vol.9, p.23328584221139774-23328584221139774

2023

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Growing and Sustaining Student-Centered Science Classrooms

Harvard Education Press, 2023

Stroupe, David

2023

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Reframing Science Teaching and Learning: Students and Educators Co-developing Science Practices In and Out of School

Stroupe, David

1, 2017

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Naming and Disrupting Epistemic Injustice across Curated Sites of Learning

The Journal of the learning sciences, 2022-03, Vol.31 (2), p.317-334

Stroupe, David

2022

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Describing "Science Practice" in Learning Settings

Science education (Salem, Mass.), 2015-11, Vol.99 (6), p.1033-1040

STROUPE, DAVID

2015

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Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

Cognition and instruction, 2016-01, Vol.34 (1), p.51-77

Stroupe, David

2016

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Preparing Science Teachers through Practice-Based Teacher Education

Harvard Education Press, 2020

2020

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Ambitious Teachers’ Design and Use of Classrooms as a Place of Science

Science education (Salem, Mass.), 2017-05, Vol.101 (3), p.458-485

STROUPE, DAVID

2017

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Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards

Journal of research in science teaching, 2018-09, Vol.55 (7), p.1053-1075

2018

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Proposing a core set of instructional practices and tools for teachers of science

Science education (Salem, Mass.), 2012-09, Vol.96 (5), p.878-903

2012

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Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking

Journal of research in science teaching, 2016-11, Vol.53 (9), p.1316-1340

2016

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“It’s 1000 Degrees in Here When I Teach”: Providing Preservice Teachers With an Extended Opportunity to Approximate Ambitious Instruction

Journal of teacher education, 2018-05, Vol.69 (3), p.294-306

2018

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Classroom communities for everyone

Phi Delta Kappan, 2024-03, Vol.105 (6), p.32-37

2024

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Fostering students’ epistemic agency through the co‐configuration of moth research

Science education (Salem, Mass.), 2018-11, Vol.102 (6), p.1176-1200

2018

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Introduction to special issue: Epistemic tools in science education

Science education (Salem, Mass.), 2019-07, Vol.103 (4), p.948-951

2019

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What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers' knowledge and learning

Studies in Science Education, 2022-01, Vol.58 (1), p.49-80

2022

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The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation

Journal of teacher education, 2017-05, Vol.68 (3), p.251-261

2017

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Leaving the laboratory: Using Field Science to Disrupt and Expand Historically Enduring Narratives of Science Teaching and Learning

Science & education, 2022-08, Vol.31 (4), p.893-921

2022

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Working with and Shifting the System: A response to Elby's commentary

Journal of research in science teaching, 2019-04, Vol.56 (4), p.521-525

2019

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Sharing a Vision, Sharing Practices: How Communities of Educators Improve Teaching

Remedial and special education, 2019-11, Vol.40 (6), p.380-390

2019

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Rigor and Responsiveness in Classroom Activity

Teachers College record (1970), 2016, Vol.118 (5), p.1-58

2016

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Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies

Teaching and teacher education, 2022-01, Vol.109, p.103558, Article 103558

2022

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Becoming Ambitious: How a Practice-based Methods Course and "Macroteaching" Shaped Beginning Teachers' Critical Pedagogical Discourses

Journal of science teacher education, 2022-08, Vol.33 (6), p.683-702

2022

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Conducting Authentic Moth Research with Students to Encourage Scientific Inquiry

Science scope (Washington, D.C.), 2024-07, Vol.47 (4), p.56-62

2024

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Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice

“Everything That’s Hard Got Harder”: Preservice Teachers’ Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic

Growing and Sustaining Student-Centered Science Classrooms

Reframing Science Teaching and Learning: Students and Educators Co-developing Science Practices In and Out of School

Naming and Disrupting Epistemic Injustice across Curated Sites of Learning

Describing "Science Practice" in Learning Settings

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

Preparing Science Teachers through Practice-Based Teacher Education

Ambitious Teachers’ Design and Use of Classrooms as a Place of Science

Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards

Proposing a core set of instructional practices and tools for teachers of science

Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking

“It’s 1000 Degrees in Here When I Teach”: Providing Preservice Teachers With an Extended Opportunity to Approximate Ambitious Instruction

Classroom communities for everyone

Fostering students’ epistemic agency through the co‐configuration of moth research

Introduction to special issue: Epistemic tools in science education

What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers' knowledge and learning

The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation

Leaving the laboratory: Using Field Science to Disrupt and Expand Historically Enduring Narratives of Science Teaching and Learning

Working with and Shifting the System: A response to Elby's commentary

Sharing a Vision, Sharing Practices: How Communities of Educators Improve Teaching

Rigor and Responsiveness in Classroom Activity

Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies

Becoming Ambitious: How a Practice-based Methods Course and "Macroteaching" Shaped Beginning Teachers' Critical Pedagogical Discourses

Conducting Authentic Moth Research with Students to Encourage Scientific Inquiry

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