References
- Adams, J.D., and P. Gupta. 2017. Informal science institutions and learning to teach: An examination of identity, agency, and affordances. Journal of Research in Science Teaching 54 (1): 121–138. https://doi.org/10.1002/tea.21270
- Cigdemoglu, C., and F. Köseoğlu. 2019. Improving science teachers’ views about scientific inquiry. Science and Education 28 (3): 439–469.
- Coburn, C.E., and W.R. Penuel. 2016. Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational researcher 45 (1): 48–54.
- Darling-Hammond, L., M.E. Hyler, and M. Gardner. 2017. Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
- Farrell, C.C., W.R. Penuel, A. Allen, E.R. Anderson, A.X. Bohannon, C.E. Coburn, and S.L. Brown. 2022. Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships. Educational Researcher 0013189X211069073.
- Heredia, S.C., M. Phillips, S. Stallings, T. Worsley, and J.H. Yu. 2022a. Defining science teacher leadership in practice. Paper presented at the annual conference for the Association for Science Teacher Educators in Greenville, SC, United States.
- Heredia, S.C., M. Phillips, S. Stallings, T. Worsley, and J.H. Yu. 2022b. Exploring boundary spanning as a theoretical framework to design for science teacher leader professional learning. Paper presented at the annual conference for the National Association for Research in Science Teaching (NARST) conference in Vancouver, BC, Canada.
- Luft, J.A., S.L. Dubois, J. Kaufmann, and L. Plank. 2016. Science teacher leadership: Learning from a three-year leadership program. Science Educator 25 (1): 1–9.
- National Research Council. 2009. Learning Science in Informal Environments: People, Places, and Pursuits. Washington, DC: The National Academies Press. https://doi.org/10.17226/12190.
- Phillips, M., D. Finkelstein, and S. Wever‐Frerichs. 2007. School site to museum floor: How informal science institutions work with schools. International Journal of Science Education 29 (12): 1489–1507.
- Riedy, R., K. Van Horne, P. Bell, B. Penuel, T. Neill, and S. Shaw. 2018. Mapping networks to help education leaders gain insights into complex educational systems. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences. https://repository.isls.org//handle/1/917
- Sgouros, G., and D. Stavrou. 2019. Teachers’ professional development in Nanoscience and nanotechnology in the context of a Community of Learners. International Journal of Science Education 41 (15): 2070–2093.
- Wenner, J.A., and T. Campbell. 2017. The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research 87 (1): 134–171.
- WestEd, Center for the Future of Teaching and Learning. 2018. Teacher leadership works: It builds, energizes, sustains. San Francisco, CA: WestEd.
- Yu, J.H. and S.C. Heredia. 2016. A hub for STEM learning. Connected Science Learning 1 (2).