Advances in and implications of scientific research need to be communicated broadly, but few scientists receive training in communication/teaching of their findings.
To what extent have positions for science education specialists as change agents within science departments persisted and evolved over the past decade?
Summary and review of:
Johnson (2019). The Effects of English Learner Classification on High School Graduation and College Attendance.
AERA Open
April-June 2019, Vol. 5, No. 2, pp 1-23
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