Justine M. Kane, Ph.D.
Affiliations: | 2009 | University of Illinois at Chicago, Chicago, IL, United States |
Area:
Curriculum and Instruction Education, Elementary Education, Sciences Education, Developmental PsychologyGoogle:
"Justine Kane"Mean distance: (not calculated yet)
Parents
Sign in to add mentor| Maria Varelas | grad student | 2009 | University of Illinois, Chicago | |
| (Young African American children constructing identities in an urban integrated science-literacy classroom.) | ||||
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Publications
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| Varelas M, Menig E, Wilson A, et al. (2019) Intermingling of identities: a Black student in a middle-school science class Cultural Studies of Science Education. 1-28 |
| Kane JM. (2016) Young African American boys narrating identities in science Journal of Research in Science Teaching. 53: 95-118 |
| Kane JM. (2015) The structure-agency dialectic in contested science spaces: "do earthworms eat apples?" Journal of Research in Science Teaching. 52: 461-473 |
| Varelas M, Martin DB, Kane JM. (2013) Content learning and identity construction: A framework to strengthen African American Students' mathematics and science learning in Urban Elementary Schools Human Development. 55: 319-339 |
| Bell P, Tzou C, Bricker L, et al. (2012) Contents Vol. 55, 2012 Human Development. 55 |
| Varelas M, Kane JM, Wylie CD. (2012) Young Black Children and Science: Chronotopes of Narratives around Their Science Journals. Journal of Research in Science Teaching. 49: 568-596 |
| Kane JM. (2012) Young African American children constructing academic and disciplinary identities in an urban science classroom Science Education. 96: 457-487 |
| Varelas M, Kane JM, Wylie CD. (2011) Young African American Children's Representations of Self, Science, and School: Making Sense of Difference. Science Education. 95: 824-851 |
| Varelas M, Pappas CC, Tucker-Raymond E, et al. (2010) Drama activities as ideational resources for primary-grade children in urban science classrooms Journal of Research in Science Teaching. 47: 302-325 |
| Varelas M, Pappas CC, Kane JM, et al. (2008) Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation Science Education. 92: 65-95 |