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Refinado por: Base de dados/Biblioteca: Wiley Online Library remover
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Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters
Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters
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Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

Weeth Feinstein, Noah ; Kirchgasler, Kathryn L

Science education (Salem, Mass.), 2015, Vol.99 (1), p.121-144 [Periódico revisado por pares]

New York: Blackwell Publishing Ltd

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2
Effects of a peer competition-based mobile learning approach on students' affective domain exhibition in social studies courses
Effects of a peer competition-based mobile learning approach on students' affective domain exhibition in social studies courses
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Effects of a peer competition-based mobile learning approach on students' affective domain exhibition in social studies courses

Hwang, Gwo-Jen ; Chang, Shao-Chen

British journal of educational technology, 2016-11, Vol.47 (6), p.1217-1231 [Periódico revisado por pares]

Coventry: Blackwell Publishing Ltd

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3
How the notion of epistemic injustice can mitigate polarization in a conversation about cultural, ethnic, and racial categorizations
How the notion of epistemic injustice can mitigate polarization in a conversation about cultural, ethnic, and racial categorizations
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How the notion of epistemic injustice can mitigate polarization in a conversation about cultural, ethnic, and racial categorizations

Åberg, Ingvill Bjørnstad

Journal of philosophy of education, 2023-08, Vol.57 (4-5), p.983-1003 [Periódico revisado por pares]

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4
Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom
Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom
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Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom

Hernandez Garcia, Mina ; Schleppegrell, Mary J. ; Monte‐Sano, Chauncey Monte‐Sano, Chauncey

Journal of adolescent & adult literacy, 2021-02, Vol.64 (4), p.449-454 [Periódico revisado por pares]

Hoboken: Blackwell Publishing Ltd

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5
Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies
Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies
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Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies

La Croix, Leslie ; Vesely, Colleen K. ; Steen, Bweikia F.

The Reading teacher, 2024-03, Vol.77 (5), p.632-641 [Periódico revisado por pares]

Newark: Blackwell Publishing Ltd

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6
Improving Reading Comprehension and Social Studies Knowledge in Middle School
Improving Reading Comprehension and Social Studies Knowledge in Middle School
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Improving Reading Comprehension and Social Studies Knowledge in Middle School

Vaughn, Sharon ; Swanson, Elizabeth A. ; Roberts, Greg ; Wanzek, Jeanne ; Stillman-Spisak, Stephanie J. ; Solis, Michael ; Simmons, Deborah

Reading research quarterly, 2013-01, Vol.48 (1), p.77-93 [Periódico revisado por pares]

Newark: Blackwell Publishing Ltd

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7
Transformative disciplinary learning in history and social studies: Lessons from a high autonomy curriculum in New Zealand
Transformative disciplinary learning in history and social studies: Lessons from a high autonomy curriculum in New Zealand
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Transformative disciplinary learning in history and social studies: Lessons from a high autonomy curriculum in New Zealand

Wood, Bronwyn E. ; Sheehan, Mark

Curriculum journal (London, England), 2021-09, Vol.32 (3), p.495-509 [Periódico revisado por pares]

Wiley

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8
Teaching Controversial Issues: A Pragmatic View of the Criterion Debate
Teaching Controversial Issues: A Pragmatic View of the Criterion Debate
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Teaching Controversial Issues: A Pragmatic View of the Criterion Debate

Saetra, Emil

Journal of philosophy of education, 2019-05, Vol.53 (2), p.323-339 [Periódico revisado por pares]

Oxford: Wiley-Blackwell

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9
Reflections on Designing Curriculum to Interrogate Social Studies
Reflections on Designing Curriculum to Interrogate Social Studies
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Reflections on Designing Curriculum to Interrogate Social Studies

Monte‐Sano, Chauncey ; Quince, Christine

Journal of adolescent & adult literacy, 2021-03, Vol.64 (5), p.575-580 [Periódico revisado por pares]

Hoboken: Blackwell Publishing Ltd

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10
Authenticity, aims and authority: Navigating youth participatory action research in the classroom
Authenticity, aims and authority: Navigating youth participatory action research in the classroom
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Authenticity, aims and authority: Navigating youth participatory action research in the classroom

Rubin, Beth C. ; Ayala, Jennifer ; Zaal, Mayida

Curriculum inquiry, 2017-03, Vol.47 (2), p.175-194 [Periódico revisado por pares]

Routledge

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