Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions von Krist, Christina (Stina), Shim, Soo‐Yean

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Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices von Shim, Soo‐Yean, Thompson, Jessica

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“Protected Teaching Spaces”: Opportunities and Constraints When Teaching for the edTPA von Lohwasser, Karin, Long, Caroline, Shim, Soo-Yean, Windschitl, Mark

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Learning to teach science during the clinical experience: Agency, opportunity, and struggle von Windschitl, Mark, Lohwasser, Karin, Tasker, Tammy, Shim, Soo‐Yean, Long, Caroline

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Framing negotiation: Dynamics of epistemological and positional framing in small groups during scientific modeling von Shim, Soo‐Yean, Kim, Heui‐Baik

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Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP von Thompson, Jessica, Richards, Jennifer, Shim, Soo-Yean, Lohwasser, Karin, Von Esch, Kerry Soo, Chew, Christine, Sjoberg, Bethany, Morris, Ann

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Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning von Shim, Soo-Yean, Krist, Christina

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Correction to: Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning von Shim, Soo‑Yean, Krist, Christina

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Agree/Disagree T-charts von Shim, Soo-Yean, Thompson, Jessica, Richards, Jennifer, Vaa, Kitten

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