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Lee, S. C., Nugent, G., Kunz, G. M., Houston, J., & DeChenne-Peters, S. (2018). Case Study: Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers’ Inquiry Instruction in Rural Schools. Journal of Science Teacher Education, 29, 179-199.
https://doi.org/10.1080/1046560X.2018.1432226

has been cited by the following article:

• TITLE: Systematic Review: The Impact of Pedagogy on Equity in Science Education in Rural Schools

  AUTHORS: Justin Tukau Jalak, Nurfaradilla Mohamad Nasri

  KEYWORDS: Issues, Impacts Pedagogy, Equity, Science Education

  JOURNAL NAME: Creative Education, Vol.10 No.12, November 30, 2019

  ABSTRACT: The pedagogical impact on equity in science education is an interesting issue to be studied because it gives an overview of the delivery of science education to the community. The concept of equity in science education requires people to have equal rights for quality science education regardless of their geographical location, gender, and socio-economic factors. Systematic review was used to gather empirical studies on pedagogical issues related to science education. Systematic reading was done via databases such as Google Scholar, ERIC and SAGE. The articles were then filtered using PRISMA 2009 Flow Diagram before they went through another filtering process using the six elements in research that adapted from McDermott et al. (2004). Systematic research has found that teacher pedagogy influences the concept of equity in science education in rural schools. The previous studies found there is still a gap in rural school science education to meet science education standards. However, teachers and students are still positive in science learning because the effectiveness of science education depends on the wisdom of teachers in choosing teaching strategies.