As more teachers are using both the Common Core State Standards and the Next Generation Science Standards, they will increasingly be confronted with a challenge: The standards in literacy and science—and the research literature in the two fields—disagree about when and how students learn to form arguments.

In a new article for Educational Researcher, Okhee Lee, a professor of education at New York University, suggests that standards writers and researchers need to consider the confusing and mostly unexamined situation teachers are in and figure out how to change it.

Click here to read the article in Education Week (April 25, 2017) registration required

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