Year |
Citation |
Score |
2019 |
Varelas M, Menig E, Wilson A, Kane J. Intermingling of identities: a Black student in a middle-school science class Cultural Studies of Science Education. 1-28. DOI: 10.1007/S11422-019-09966-3 |
0.696 |
|
2016 |
Kane JM. Young African American boys narrating identities in science Journal of Research in Science Teaching. 53: 95-118. DOI: 10.1002/Tea.21247 |
0.485 |
|
2015 |
Kane JM. The structure-agency dialectic in contested science spaces: "do earthworms eat apples?" Journal of Research in Science Teaching. 52: 461-473. DOI: 10.1002/Tea.21206 |
0.448 |
|
2013 |
Varelas M, Martin DB, Kane JM. Content learning and identity construction: A framework to strengthen African American Students' mathematics and science learning in Urban Elementary Schools Human Development. 55: 319-339. DOI: 10.1159/000345324 |
0.695 |
|
2012 |
Bell P, Tzou C, Bricker L, Baines AD, Nasir NS, Snyder CR, Shah N, Ross KM, Bang M, Warren B, Rosebery AS, Medin D, Varelas M, Martin DB, Kane JM, et al. Contents Vol. 55, 2012 Human Development. 55. DOI: 10.1159/000346212 |
0.628 |
|
2012 |
Varelas M, Kane JM, Wylie CD. Young Black Children and Science: Chronotopes of Narratives around Their Science Journals. Journal of Research in Science Teaching. 49: 568-596. DOI: 10.1002/Tea.21013 |
0.719 |
|
2012 |
Kane JM. Young African American children constructing academic and disciplinary identities in an urban science classroom Science Education. 96: 457-487. DOI: 10.1002/Sce.20483 |
0.491 |
|
2011 |
Varelas M, Kane JM, Wylie CD. Young African American Children's Representations of Self, Science, and School: Making Sense of Difference. Science Education. 95: 824-851. DOI: 10.1002/Sce.20447 |
0.726 |
|
2010 |
Varelas M, Pappas CC, Tucker-Raymond E, Kane J, Hankes J, Ortiz I, Keblawe-Shamah N. Drama activities as ideational resources for primary-grade children in urban science classrooms Journal of Research in Science Teaching. 47: 302-325. DOI: 10.1002/Tea.20336 |
0.721 |
|
2008 |
Varelas M, Pappas CC, Kane JM, Arsenault A, Hankes J, Cowan BM. Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation Science Education. 92: 65-95. DOI: 10.1002/Sce.20232 |
0.711 |
|
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