Abstract
The current curricula for science, math, and technology for secondary schools reflect an increasing emphasis on deeper or more rigorous content and higher-order cognitive processing. Many teachers struggle to simultaneously develop and implement instruction at the mandated curriculum level and meet the needs of diverse learners in the classroom.
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Srinivasan, P. (2015). Assesments in STEM SOS. In: Sahin, A. (eds) A Practice-based Model of STEM Teaching. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-019-2_8
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DOI: https://doi.org/10.1007/978-94-6300-019-2_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-019-2
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