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Submissions from 2023

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Ancient Antimicrobials - An Inquiry-Based Look at the Social Context Behind Microbes, Akacia Halliday-Isaac and Brooke A. Whitworth

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Introduction to the Special Issue on Immunology, Colby Tofel-Grehl and Brooke A. Whitworth

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“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, Julianne A. Wenner and Michele Carney

Submissions from 2022

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Talking Is Thinking: Supporting Student Sense-Making Through Discourse and Assessment, Whitney Jackson, Lauren A. Simpson, and Brooke A. Whitworth

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Podcasts in Science Classrooms: Storytelling for All Ears!, Sumeet Kulkarni and Brooke A. Whitworth

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Science at the center: Meaningful science learning in a preschool classroom, Sara Raven and Julianne Wenner

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Drawing to improve metacomprehension accuracy, Keith W. Thiede, Katherine Wright, Sara Hagenah, Julianne Wenner, Jadelyn Abbott, and Angela Arechiga

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A mixed methods study of the challenges for geoscience majors in identifying potential careers and the benefits of a career awareness and planning course, Karen Viskupic

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Particulate Matters - Water Filtration and Solar Disinfection, Shelby A. Watson and Brooke A. Whitworth

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Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development, Brooke A. Whitworth, Lori Rubino-Hare, Francis Boateng, Anne Hamlin, Nena E. Bloom, and Eric Nolan

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Science Teacher Leadership: The Current Landscape and Paths Forward, Brooke A. Whitworth, Julianne Wenner, and Dorit Tubin

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Science Teacher Leadership - The Current Landscape and the Path Forward, Brooke A. Whitworth, Julianne Wenner, and Dorit Tubin

Submissions from 2021

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Using a Connected Learning Framework to Promote Democratic Education During a Transition to Online Learning, Abigail H. Baker and Jennifer L. Kassimer

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“Does Anyone Even Care That I’m Down Here?”: Creating Shared Values in a District-Wide Physical Education Professional Learning Community, Sara Hagenah, Julianne Wenner, KImberly Tucker, Tyler Johnson, Hannah Calvert, and Lindsey Turner

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No Bones About Art, Lydia Lytal, Brooke A. Whitworth, and Gail Morton

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The “Magic” of Density - A Unique Take on the 5E Lesson, Jacquelyn J. Mosely and Brooke A. Whitworth

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A Framework for Scientific Inquiry in Preschool, Gurupriya Ramanathan, Deborah Carter, and Julianne Wenner

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Airbags as Real-Life Applications for Science, Carly A. Rock and Brooke A. Whitworth

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Science Portfolios Embedding the Nature of Science, Lauren Simpson and Brooke A. Whitworth

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Going Viral- Using Technology in the Classroom to Show the Spreading of Viruses, Laura C. Todd and Brooke A. Whitworth

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Scaling Professional Development: Integrity of Implementation as a Measurement Approach, Brooke A. Whitworth, Lori Rubino-Hare, and Nena E. Bloom

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Examining Teacher Leadership as a Model for Improvement in Science Education, Brooke A. Whitworth, Shunderla Wilson, and Shelby Watson

Submissions from 2020

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Comics in the Classroom - What's at the center of the solar system?, Amee Jeanette Hennig, Allison Huff MacPherson, and Brooke A. Whitworth

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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

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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

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Do Not Disturb the Flow!, Shunderla Wilson and Brooke A. Whitworth

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Do Not Disturb the Flow! Smoking and the Cardiovascular System, Shunderla Wilson and Brooke A. Whitworth

Submissions from 2019

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(Mis)Alignments in Mentorship: Exploring Challenges to Preservice Science Teacher Preparation, Mandy Biggers, Alison Riley Miller, Laura Zangori, and Brooke A. Whitworth

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An Exploration of Supports for Increasing Classroom Physical Activity within Elementary Schools, Hannah G. Calvert, Julianne Wenner, and Lindsey Turner

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A community of practice model as a theoretical perspective for teacher leadership, Todd Campbell, Julianne Wenner, Latanya Brandon, and Molly Waszkelewicz

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Building Capacity in Teacher Preparation with Practitioner Inquiry: A Self-Study of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, and Julianne Wenner

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The Science Project Portfolio, Joan Hedman and Brooke A. Whitworth

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Reaching for the Future - Building a professional trajectory, Julie A. Luft and Brooke A. Whitworth

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A Lesson in Geospatial Inquiry, Eric Nolan, Brooke A. Whitworth, and Lori Rubino-Hare

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Modeling for Ecological Engineering, Lauren Simpson and Brooke A. Whitworth

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Drawings as Diagnostic Cues for Metacomprehension Judgment, Keith Thiede, Katherine L. Wright, Sarah Hagenah, and Julianne Wenner

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Increasing Science Teacher Candidates’ Ability To Become Lifelong Learners Through A Professional Online Learning Community, William Veal, Kathy Malone, Julianne Wenner, Michael Odell, and S. Maxwell Hines

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Social Capital: A Key Ingredient in the Development of Physical Activity Leadership, Julianne Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson, and Lindsey Turner

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Fraught With Friction, Brittany Westman and Brooke A. Whitworth

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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

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Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions, Wenshu Li, Richard M. Bennett, Taimi Olsen, and Rachel McCord

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Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers, Julie Luft, Brooke A. Whitworth, Amanda Berry, Shannon Navy, and Vanessa Kind

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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

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A Better Way of Farming, Stephanie Rains and Brooke A. Whitworth

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Focused Video Reflections in Concert With Practice-Based Structures to Support Elementary Teacher Candidates in Learning to Teach Science, Julianne Wenner and Julie Kittleson

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Exploring practices of science coordinators participating in targeted professional development, Brooke A. Whitworth, Jennifer L. Maeng, and Randy L. Bell

Submissions from 2017

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Out in the Field - Learning About Plant Diversity, Stephani Beyea and Brooke A. Whitworth

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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

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The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature, Julianne Wenner and Todd Campbell

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Two Departments, Two Models of Interdisciplinary Peer Learning, Julianne Wenner and Paul J. Simmonds

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Supporting the Supporters: Professional Development for Science Coordinators, Brooke A. Whitworth, Randy L. Bell, Jennifer L. Maeng, and Amanda L. Gonczi

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Investigating the role of a district science coordinator, Brooke A. Whitworth, Jennifer L. Maeng, Lindsay B. Wheeler, and Jennifer L. Chiu

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Is It Engineering or Not?, Brooke A. Whitworth and Lindsay B. Wheeler

Submissions from 2016

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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

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Intentional Process for Intentional Space: Higher Education Classroom Spaces for Learning, Taimi Olsen and Stanley Guffey

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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

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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

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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

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STEM Learning in Your Own Backyard, Brooke A. Whitworth, Stephanie Beyea, and Melora Purell

Submissions from 2015

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Examining Elementary School Science Achievement Gaps Using an Organizational and Leadership Perspective, John Settlage, Malcolm B. Butler, Julianne Wenner, Lara K. Smetana, and Betsy McCoach

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Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement, Lara K. Smetana, Julianne Wenner, John Settlage, and D. Betsy McCoach

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School leader enactments of the structure/agency dialectic via buffering, Julianne Wenner and John Settlage

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Professional Development and Teacher Change: The Missing Leadership Link, Brooke A. Whitworth and Jennifer L. Chiu

Submissions from 2014

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A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution, Kathrin F. Stanger-Hall and Julianne Wenner

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Engineering Design Challenge, Lindsay B. Wheeler, Brooke A. Whitworth, and Amanda L. Gonczi

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Pre-Service Teachers’ Use of Visualizations in the Science Classroom: A Case Study, Brooke A. Whitworth and Jennifer L. Chiu

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Kinesthetic Investigations in the Physics Classroom, Brooke A. Whitworth, Jennifer L. Chiu, and Randy L. Bell

Submissions from 2013

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Physics Portfolios: A picture of student understanding, Brooke A. Whitworth and Randy L. Bell

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Teacher's Toolkit: Differentiating Inquiry, Brooke A. Whitworth, Jennifer L. Maeng, and Randy L. Bell

Submissions from 2001

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Team Learning: A Pilot Study, Brooke A. Whitworth, Robert Evans, and Terry Howerton