Rationale

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014411 Teaching Slides

014412 student artifact

014420 Invitation for teaching 64 hours

014430 Publications generated from teaching

•    Zhai, X., Li, M., & Guo, Y. (2018). How learning progression-based formative assessment influences teachers’ instructional design: A case study of two teachers’ energy instruction. International Journal of Science Education. doi.org/10.1080/09500693.2018.1512772