Grapin, Scott E, Haas, Alison, McCoy, N’Dyah, and Lee, Okhee. Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making. Retrieved from https://par.nsf.gov/biblio/10512682. Journal of Science Teacher Education 34.5 Web. doi:10.1080/1046560X.2022.2130254.

Grapin, Scott E, Haas, Alison, McCoy, N’Dyah, & Lee, Okhee. Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making. Journal of Science Teacher Education, 34 (5). Retrieved from https://par.nsf.gov/biblio/10512682. https://doi.org/10.1080/1046560X.2022.2130254

Grapin, Scott E, Haas, Alison, McCoy, N’Dyah, and Lee, Okhee. "Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making". Journal of Science Teacher Education 34 (5). Country unknown/Code not available: Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2022.2130254. https://par.nsf.gov/biblio/10512682.

@article{osti_10512682,
place = {Country unknown/Code not available}, title = {Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making}, url = {https://par.nsf.gov/biblio/10512682}, DOI = {10.1080/1046560X.2022.2130254}, abstractNote = {}, journal = {Journal of Science Teacher Education}, volume = {34}, number = {5}, publisher = {Journal of Science Teacher Education}, author = {Grapin, Scott E and Haas, Alison and McCoy, N’Dyah and Lee, Okhee}, }