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Professional development aligned with AP Chemistry curriculum: Promoting science practices and facilitating enduring conceptual understanding
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Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
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Chemistry…
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Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
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Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
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Chemistry…
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Pedagogical Chemistry Sensemaking: A Novel Conceptual Framework to Facilitate Pedagogical Sensemaking in Model-based Lesson Planning
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Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work
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Chemistry
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Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
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Chemistry…
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Investigating How Teachers' Formative Assessment Practices Change Across a Year
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Chemistry
Assessment…
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A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
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Chemistry…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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Chemistry
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Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
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Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
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Chemistry…
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Applying the VisChem Approach in High School Classrooms: Chemical Learning Outcomes and Limitations
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Chemistry…