Explicit instruction and next generation science standards aligned classrooms: A fit or a split?

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	149-154
Journal	Learning Disabilities Research & Practice
Volume	32
Issue number	3
DOIs	https://doi.org/10.1111/ldrp.12137
Publication status	Published - 2017

Access to Document

@article{3dd9a313c6f645bd929f49f6db22a4a7,

title = "Explicit instruction and next generation science standards aligned classrooms: A fit or a split?",

author = "Sarah Benson and William Therrien and CHarles Hughes and Jared Morris",

year = "2017",

doi = "10.1111/ldrp.12137",

language = "English",

volume = "32",

pages = "149--154",

journal = "Learning Disabilities Research \& Practice",

issn = "1540-5826",