| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
After this nothing happened
|
Alsop, Steve
|
|
2010
|
5 |
4 |
p. 1027-1045
|
artikel
|
| 2 |
Celebrating science education from people for people: a tribute to Wolff-Michael Roth
|
Lee, Yew-Jin
|
|
2010
|
5 |
4 |
p. 787-805
|
artikel
|
| 3 |
Excavating silences and tensions of agency|passivity in science education reform
|
Rivera Maulucci, Maria S.
|
|
2010
|
5 |
4 |
p. 985-991
|
artikel
|
| 4 |
Exposing the impact of opp(reg)ressive policies on teacher development and on student learning
|
Rodriguez, Alberto J.
|
|
2010
|
5 |
4 |
p. 923-940
|
artikel
|
| 5 |
Historical consideration of place: inviting multiple histories and narratives in place-based education
|
Lim, Miyoun
|
|
2010
|
5 |
4 |
p. 899-909
|
artikel
|
| 6 |
Intonational meaning in institutional settings: the role of syntagmatic relations
|
Wichmann, Anne
|
|
2010
|
5 |
4 |
p. 849-857
|
artikel
|
| 7 |
Place-based education: a transformative activist stance
|
Coughlin, Christine A.
|
|
2010
|
5 |
4 |
p. 911-921
|
artikel
|
| 8 |
Prosody and alignment: a sequential perspective
|
Szczepek Reed, Beatrice
|
|
2010
|
5 |
4 |
p. 859-867
|
artikel
|
| 9 |
Solidarity and conflict: aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences
|
Roth, Wolff-Michael
|
|
2010
|
5 |
4 |
p. 807-847
|
artikel
|
| 10 |
Stories of reform in science education: commentary on opp(reg)ressive policies and tempered radicals
|
Tytler, Russell
|
|
2010
|
5 |
4 |
p. 967-976
|
artikel
|
| 11 |
TEK talk: so what? Language and the decolonization of narrative gatekeepers of science education curriculum
|
Reis, Giuliano
|
|
2010
|
5 |
4 |
p. 1009-1026
|
artikel
|
| 12 |
Tempered radicals: elementary teachers’ narratives of teaching science within and against prevailing meanings of schooling
|
Carlone, Heidi B.
|
|
2010
|
5 |
4 |
p. 941-965
|
artikel
|
| 13 |
Towards a chronotopic theory of “place” in place-based education
|
Eijck, Michiel van
|
|
2010
|
5 |
4 |
p. 869-898
|
artikel
|
| 14 |
Toward the mark of empowering policies in elementary school science programs and teacher professional development
|
Mensah, Felicia Moore
|
|
2010
|
5 |
4 |
p. 977-983
|
artikel
|
| 15 |
van Eijck and Roth’s utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive
|
Mueller, Michael P.
|
|
2009
|
5 |
4 |
p. 993-1007
|
artikel
|
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