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Inquiry Science, Sheltered Instruction, and English Language Learners: Conflicting Pedagogies in Highly Diverse Classrooms

Over the past half century a great deal has changed in American education. Schools are no longer legally segregated, the number of students aged 25 years or younger has quadrupled, and currently one-fourth of all people in the United States are enrolled in school (US Census Bureau, 2001). Unfortunately, for all the money and expertise that has been invested in science education, especially during the National Science Foundation [NSF] heyday (Klopfer & Champagne, 1990), gaps persist in the science achievement between different cultural groups. The science education community seems unable to come to terms with the disparities in science learning of students from different cultural groups. ...

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