Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development

Publisher: John Wiley & Sons Inc

E-ISSN: 1098-2736|52|6|735-762

ISSN: 0022-4308

Source: JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol.52, Iss.6, 2015-08, pp. : 735-762

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Abstract