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Rigor and Responsiveness in Classroom Activity

Abstract

"This paper challenges the notion that rigor and responsiveness are attributes of curricula or individual teachers. Rigorous curriculum is necessary but not sufficient for ambitious and equitable science learning experiences; the interactions within the classroom are essential for sustaining the highest quality of scientific practice and sense-making. The data supported the development of a framework that articulates incremental differences in supporting students explanatory rigor and three dimensions of responsiveness. We describe implications for using this framework in the design of teacher programs and professional development models."

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