1.When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies

作　　者：Eugene Judson

出　　处：Education Policy Analysis Archives. 2012 ;20(0):26.

出版社：Arizona State University

文章 ID：185361034

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2.Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies

作　　者：Eugene Judson ;Lydia Ross ;James Middleton 等

出　　处：International Journal of Engineering Pedagogy. 2017 ;7(2):65-78.doi:10.3991/ijep.v7i2.6808

出版社：International Society for Engineering Education (IGIP) in cooperation with Kassel University Press GmbH

文章 ID：197686658

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3.Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies

作　　者：Eugene Judson ;Lydia Ross ;James Middleton 等

出　　处：International Journal of Engineering Pedagogy. 2017 ;7(2):65-78.doi:10.3991/ijep.v7i2.6808

出版社：International Society for Engineering Education (IGIP) in cooperation with Kassel University Press GmbH

文章 ID：254938792

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4.Understanding How Educators Make Sense of Content Standards

作　　者：Eugene Judson ;Kathryn N. Hayes ;Kristi Glassmeyer

出　　处：American Journal of Educational Research. 2020 ;8(11):812-821.doi:10.12691/education-8-11-1

出版社：Science and Education Publishing

文章 ID：256818194

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5.A Social Network Analysis of Engineering Faculty Connections: Their Impact on Faculty Student-Centered Attitudes and Practices

作　　者：James A. Middleton ;Stephen Krause ;Eugene Judson 等

出　　处：Education Sciences. 2022 ;12(2):108.doi:10.3390/educsci12020108

出版社：MDPI Publishing

文章 ID：1037007941

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6.Variations among Next Generation Science Standards and Other NRC Framework-Based Science Standards: Differences in Layout, Typography, and What Teachers Notice

作　　者：Eugene Judson

出　　处：Education Sciences. 2022 ;12(5):330.doi:10.3390/educsci12050330

出版社：MDPI Publishing

文章 ID：1037830111

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