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Hope K. Gerde, Gary E. Bingham, Melody Kung, Arianna E. Pikus & Hannah Etchison. (2023) STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices. Early Education and Development 34:5, pages 1147-1171.
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Byung-Yeol Park, Todd Campbell, Miriah Kelly, Ron Gray, Chester Arnold, Cary Chadwick, Laura M. Cisneros, David Dickson, David M. Moss, Laura Rodriguez, John C. Volin & Michael R. Willig. (2023) Improving NGSS focused model-based learning curriculum through the examination of students’ experiences and iterated models. Research in Science & Technological Education 41:3, pages 983-1007.
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James Deehan & Amy MacDonald. (2023) Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices. International Journal of Science Education 0:0, pages 1-23.
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Julianne A. Wenner & Michele Carney. (2023) “I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course. Journal of Science Teacher Education 0:0, pages 1-22.
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James Deehan, Amy MacDonald & Christopher Morris. (2022) A scoping review of interventions in primary science education. Studies in Science Education 0:0, pages 1-43.
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Deborah Hanuscin, Abby Whatley, Bridget Dahlman-Oeth, Paola Sanchez, Benjamin Dixon & Daniel Savage. (2022) Growing Understanding from a SPARK. Connected Science Learning 4:3.
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Gary W. Wright & Soonhye Park. (2022) The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review. Studies in Science Education 58:1, pages 95-136.
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James B. Short. (2021) Commentary: Making Progress on Curriculum Reform in Science Education through Purposes, Policies, Programs, and Practices. Journal of Science Teacher Education 32:7, pages 830-835.
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Okhee Lee & Todd Campbell. (2020) What Science and STEM Teachers Can Learn from COVID-19: Harnessing Data Science and Computer Science through the Convergence of Multiple STEM Subjects. Journal of Science Teacher Education 31:8, pages 932-944.
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Christine Lotter, Nathan Carnes, Jeff C. Marshall, Richard Hoppmann, Daniel A. Kiernan, Steven G. Barth & Christina Smith. (2020) Teachers’ Content Knowledge, Beliefs, and Practice after a Project-Based Professional Development Program with Ultrasound Scanning. Journal of Science Teacher Education 31:3, pages 311-334.
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Todd Campbell, Geeta Verma, Wayne Melville & Byung-Yeol Park. (2019) JSTE as a Forum for Engaging in Knowledge Generation and Discourses in Science Teacher Education, Equity and Justice-Focused Science Teacher Education, and Professional Learning for Science Teacher Education Scholars. Journal of Science Teacher Education 30:5, pages 429-433.
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