Educational (dis)continuities: coordinating physics instruction in pre-college and university

Noah Finkelstein

This paper examines the structural and ideological challenges of coordinating high schooland university physics instruction. I present the results of an experimental study to offera university level physics class in a local high school. The following paper documents student success and how student achievement is bound to a broader framework -- the coordination among different institutional partners, and reconciliation of their differing cultural norms.

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