Submissions from 2021
Using a Connected Learning Framework to Promote Democratic Education During a Transition to Online Learning, Abigail H. Baker and Jennifer L. Kassimer
Airbags as Real-Life Applications for Science, Carly A. Rock and Brooke A. Whitworth
Submissions from 2020
Comics in the Classroom - What's at the center of the solar system?, Amee Jeanette Hennig, Allison Huff MacPherson, and Brooke A. Whitworth
The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction, Jennifer L. Maeng, Brooke A. Whitworth, Randy L. Bell, and Donna R. Sterling
Teamwork Makes the Dream Work: Using Team-Based Learning in the Science Classroom, Virginia J. Moore, Elizabeth Mitchell Prewitt, Amber Jean Carpenter-McCullough, and Brooke A. Whitworth
Do Not Disturb the Flow!, Shunderla Wilson and Brooke A. Whitworth
Do Not Disturb the Flow! Smoking and the Cardiovascular System, Shunderla Wilson and Brooke A. Whitworth
Submissions from 2019
(Mis)Alignments in Mentorship: Exploring Challenges to Preservice Science Teacher Preparation, Mandy Biggers, Alison Riley Miller, Laura Zangori, and Brooke A. Whitworth
The Science Project Portfolio, Joan Hedman and Brooke A. Whitworth
Reaching for the Future - Building a professional trajectory, Julie A. Luft and Brooke A. Whitworth
A Lesson in Geospatial Inquiry, Eric Nolan, Brooke A. Whitworth, and Lori Rubino-Hare
Modeling for Ecological Engineering, Lauren Simpson and Brooke A. Whitworth
Fraught With Friction, Brittany Westman and Brooke A. Whitworth
Scaling professional learning and development: preparing professional learning and development providers to lead power of data teacher workshops, Brooke A. Whitworth, Lori Rubino-Hare, Nena E. Bloom, Megan C. Walker, and Kayla R. Arendt
Submissions from 2018
Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions, Wenshu Li, Richard M. Bennett, Taimi Olsen, and Rachel McCord
Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers, Julie Luft, Brooke A. Whitworth, Amanda Berry, Shannon Navy, and Vanessa Kind
Supporting elementary teachers’ enactment of nature of science instruction: a randomized controlled trial, Jennifer L. Maeng, Randy L. Bell, Tyler St. Clair, Amanda L. Gonczi, and Brooke A. Whitworth
A Better Way of Farming, Stephanie Rains and Brooke A. Whitworth
Exploring practices of science coordinators participating in targeted professional development, Brooke A. Whitworth, Jennifer L. Maeng, and Randy L. Bell
Submissions from 2017
Out in the Field - Learning About Plant Diversity, Stephani Beyea and Brooke A. Whitworth
Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial, Jennifer L. Maeng, Brooke A. Whitworth, Amanda L. Gonczi, Shannon L. Navy, and Lindsay B. Wheeler
Supporting the Supporters: Professional Development for Science Coordinators, Brooke A. Whitworth, Randy L. Bell, Jennifer L. Maeng, and Amanda L. Gonczi
Investigating the role of a district science coordinator, Brooke A. Whitworth, Jennifer L. Maeng, Lindsay B. Wheeler, and Jennifer L. Chiu
Is It Engineering or Not?, Brooke A. Whitworth and Lindsay B. Wheeler
Submissions from 2016
Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?, Amanda L. Gonczi, Jennifer L. Maeng, Randy L. Bell, and Brooke A. Whitworth
Intentional Process for Intentional Space: Higher Education Classroom Spaces for Learning, Taimi Olsen and Stanley Guffey
Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, and James C. Sample
Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, and James C. Sample
Characterizing Teaching Assistants’ Knowledge and Beliefs Following Professional Development Activities within an Inquiry-Based General Chemistry Context, Lindsay B. Wheeler, Jennifer L. Maeng, and Brooke A. Whitworth
STEM Learning in Your Own Backyard, Brooke A. Whitworth, Stephanie Beyea, and Melora Purell
Submissions from 2015
Professional Development and Teacher Change: The Missing Leadership Link, Brooke A. Whitworth and Jennifer L. Chiu
Submissions from 2014
Engineering Design Challenge, Lindsay B. Wheeler, Brooke A. Whitworth, and Amanda L. Gonczi
Pre-Service Teachers’ Use of Visualizations in the Science Classroom: A Case Study, Brooke A. Whitworth and Jennifer L. Chiu
Kinesthetic Investigations in the Physics Classroom, Brooke A. Whitworth, Jennifer L. Chiu, and Randy L. Bell
Submissions from 2013
Physics Portfolios: A picture of student understanding, Brooke A. Whitworth and Randy L. Bell
Teacher's Toolkit: Differentiating Inquiry, Brooke A. Whitworth, Jennifer L. Maeng, and Randy L. Bell
Submissions from 2001
Team Learning: A Pilot Study, Brooke A. Whitworth, Robert Evans, and Terry Howerton