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The paper examines data collected from teaching an introductory college physics class offered at a public high school. Assessment of student achievement demonstrates that students are able to perform at a college level. Nonetheless this achievement is not recognized by the institutions supporting this experimental course. Analysis of detailed daily notes begins to answer why and how students are marginalized in this educational system. Particularly, three themes of structural, normative and epistemological discontinuity detail why these students or institutions fail.
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