Not Driven By High-Stakes Tests: Exploring Science Assessment and College Readiness of Students From An Urban Portfolio Community High School.
This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of c...
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| Language: | English |
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2017
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| Online Access: | https://doi.org/10.7916/D8TM7PHB |