url
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/3998
o:resource_class
	ire:JournalArticle
ire:id
	W6Q57F2E
ire:class
	ire:JournalArticle
ire:year
	2010
ire:author
	Carlone, Heidi B.
	Haun-Frank, Julie
	Kimmel, Sue C.
ire:title
	Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling
ire:issn
	1871-1510
ire:doi
	https://doi.org/10.1007/s11422-010-9282-6 10.1007/s11422-010-9282-6
ire:url
	https://doi.org/10.1007/s11422-010-9282-6 Official Publisher's Webpage (Springer Link)
	https://core.ac.uk/download/pdf/345079666.pdf Open Access PDF (Open University CORE)
ire:date
	2010
ire:dateAdded
	9/26/2022 17:29
ire:dateModified
	9/26/2022 19:05
ire:dateAccessed
	9/26/2022 17:29
ire:pages
	941-965
ire:issue
	4
ire:volume
	5
ire:abbr
	Cult Stud of Sci Educ
ire:shortTitle
	Tempered radicals
ire:language
	en
ire:catalog
	Springer Link
ire:attachFile
	C:\Users\huynh\Zotero\storage\SGQC634C\Carlone et al. - 2010 - Tempered radicals elementary teachers’ narratives.pdf
ire:status
	Published Text
ire:genre
	Empirical
ire:peer
	Yes
ire:keywords
	discourse
	elementary science
	institutional meanings
	science education reform
	science teaching
ire:resourceType
	Research/Scholarly Media
ire:inPublication
	Cultural Studies of Science Education
ire:apa
	Carlone, H. B., Haun-Frank, J., & Kimmel, S. C. (2010). Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling. Cultural Studies of Science Education, 5(4), 941–965. https://doi.org/10.1007/s11422-010-9282-6
ire:citedIn
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2928 The Institution of Schooling
ire:openAccess
	Yes

--