Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development Article

Hazari, Zahra, Cass, Cheryl, Beattie, Carrie. (2015). Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development . JOURNAL OF RESEARCH IN SCIENCE TEACHING, 52(6), 735-762. 10.1002/tea.21214

cited authors

  • Hazari, Zahra; Cass, Cheryl; Beattie, Carrie

sustainable development goals

authors

publication date

  • August 1, 2015

published in

keywords

  • ACHIEVEMENT
  • EDUCATION
  • EXPERIENCES
  • Education & Educational Research
  • LITERACY
  • MOTIVATION
  • PARTICIPATION
  • SCIENCE
  • STEREOTYPES
  • Social Sciences
  • attitudes
  • sociocultural issues
  • student empowerment
  • teacher

Digital Object Identifier (DOI)

publisher

  • WILEY

start page

  • 735

end page

  • 762

volume

  • 52

issue

  • 6