Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary students

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Social Problem Solving Through Science: An Approach to Critical, Place-Based, Science Teaching and Learning (2010, background): “This standards-based approach to teaching has done little to reduce achievement gaps on test results across demographic subgroups ( Lee, Deaktor, Enders, & Lambert, 2008 ), one of the stated goals of the No Child Left Behind (2002) legislation that has largely been responsible for driving this ins”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, methodology): “Lee et al. (2008c) JRST—”