Items

• A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices

  DeBarger, A. H., Tate, E., Beauvineau, Y., Feng, M., Schank, P., Heck, T., & Williams, M. (2014, June). A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices. Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. The 11th International Conference of the Learning Sciences, Boulder, CO. https://repository.isls.org//handle/1/926
  

• Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning

  Debarger, A. H., Penuel, W. R., Moorthy, S., Beauvineau, Y., Kennedy, C. A., & Boscardin, C. K. (2017). Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning. Science Education, 101(1), 66–98. https://doi.org/10.1002/sce.21249
  

• Designing for Productive Adaptations of Curriculum Interventions

  Debarger, A. H., Choppin, J., Beauvineau, Y., & Moorthy, S. (2013). Designing for Productive Adaptations of Curriculum Interventions. Teachers College Record, 115(14), 298–319. https://doi.org/10.1177/016146811311501407