Submissions from 2021
Using an observation protocol designed for integrated STEM instruction in K-12 science and engineering classrooms, Emily Dare, Joshua Ellis, Elizabeth Ring-Whalen, and Gillian Roehrig
Eliciting and Refining Conceptions of STEM Education: A Series of Activities for Professional Development, Emily Dare and Elizabeth Ring-Whalen
Empirical validation of a STEM observation instrument using exploratory factor analysis, Joshua Ellis, Emily Dare, Mark Rouleau, Elizabeth Ring-Whalen, and Gillian Roehrig
Preliminary exploratory factor analysis of a STEM observation instrument, Joshua Ellis, Emily Dare, Mark Rouleau, Elizabeth Ring-Whalen, and Gillian Roehrig
Read Brave: Art as Activism in Children’s Literature (and beyond) Panel Discussion, Suzanne Kaback
Various Essays, Suzanne Kaback
Examining the effects of race and gender on small group interactions through critical discourse, Khomson Keratithamkul, Gillian Roehrig, Jeanna Wieselmann, Emily Dare, and Elizabeth Ring-Whalen
Rubbing Elbows with Them: Building Capacity in STEM through Science and Engineering Fairs, Michele H. Koomen, Mary N. Hedenstrom, and Molly K. Moran
There are A Lot of Steps and Sometimes You Have to Start All Over: Independent Science Fair Projects and Science and Engineering Practices, Michele Hollingsworth Koomen, Mary Norell Hedenstrom, Greta Ferguson, and Kameryn Schaefer
Jo Jo Makoons: The Used-to-Be Best Friend, Dawn Quigley and Tara Audibert
The Rise of STEM Education: STEM Curriculum Development and Implementation, Gillian Roehrig, Emily Dare, Jeanna Wieselmann, and Elizabeth Ring-Whalen
Understanding Coherence and Integration in Integrated STEM Curriculum, Gillian Roehrig, Elizabeth Ring-Whalen, Emily Dare, and Jeanna Wieselmann
Combining discourse analysis approaches to critically examine power and positioning in small group STEM activities, Jeanna Wieselmann, Emily Dare, Khomson Keratithamkul, Elizabeth Ring-Whalen, and Gillian Roehrig
Tools for learning or tools for power? Middle school students' use of engineering tools, Jeanna Wieselmann, Emily Dare, Khomson Keratithamkul, Elizabeth Ring-Whalen, and Gillian Roehrig
Measurement Instruments of STEM Affective Learning: A Systematic Review, Jeanna Wieselmann, Emily Dare, Gillian Roehrig, and Elizabeth Ring-Whalen
"There are Other Ways to Help Besides Using the Stuff": Using Activity Theory to Understand Dynamic Student Participation in Small Group STEM Activities, Jeanna Wieselmann, Emily Dare, Gillian Roehrig, and Elizabeth Ring-Whalen
Discourse Analysis in Integrated STEM activities: Methods for examining power and positioning in small group interactions, Jeanna Wieselmann, Khomson Keratithamkul, Emily Dare, Elizabeth Ring-Whalen, and Gillian Roehrig
Submissions from 2020
Advancing Equity in Elementary Classroom Discussions, Kristi Bergeson, Elizabeth Fogarty, Suzy Kaback, Catherine Kelly, and Amy Smith
Collaborate for Impact to Advance Equity in Preservice Teacher Education, Kristi Bergeson, Elizabeth Fogarty, Suzy Kaback, Catherine Kelly, and Amy Smith
Preparing to observe integrated STEM education in K-12 classrooms, Emily Dare, Elizabeth Ring-Whalen, Joshua Ellis, and Gillian Roehrig
Toward a productive definition of technology in science and STEM education, Joshua Ellis, Elizabeth Ring-Whalen, Jeanna Wieselmann, and Gillian Roehrig
Perspectives on the role of technology in science education, Joshua Ellis, Jeanna Wieselmann, Gillian Roehrig, Emily Dare, and Elizabeth Ring-Whalen
What’s Working and What Isn’t? Looking at Survey Results Related to Program Effectiveness across 14 Universities., Yasemin Gunpinar and Robert Mackin
Advancing Equity in Elementary Classroom Discussions, Suzanne Kaback
Collaborate for Impact to Advance Equity in Preservice Teacher Education, Suzanne Kaback
TeachingWorks Certificate in Practice Based Approaches to Methods Instruction in Teacher Education_Information Sheet.docx, Suzanne Kaback
Science Fair was One of the Highlights of My Middle School Life: Using Science Fair to Develop NGSS Practices, Cynthia Welsh, Mary Hedenstrom, and Michele Hollingsworth Koomen
I just do what the boys tell me: Exploring small group student interactions in an integrated STEM unit, Jeanna Wieselmann, Emily Dare, Elizabeth Ring-Whalen, and Gillian Roehrig
Discourse analysis in integrated STEM activities: Methods for exploring power dynamics in small group interactions, Jeanna Wieselmann, Khomson Keratithamkul, Emily Dare, Elizabeth Ring-Whalen, and Gillian Roehrig
Supporting students in small group engineering activities: An exploration of teacher moves, Jeanna Wieselmann, Elizabeth Ring-Whalen, Emily Dare, and Gillian Roehrig
Submissions from 2019
“Your classroom library must represent your students”: Preservice teachers’ knowledge of and intention to use diverse literature for children, Catherine Kelly
Breaking Through the Noise: Literacy Teachers in the Face of Accountability, Evaluation, and Reform, Catherine Kelly, Sara Miller, Karen Kleppe Graham, Chelsea Bahlmann Bollinger, Sherry Sanden, and Michael McManus
I Didn't Know What Real Science Was or What It Could Be: Citizen Science and Interest in STEM Education and Careers, Michele Hollingsworth Koomen, Mary Norell Hedenstrom, Molly Moran, and Karen S. Oberhauser
Are You Prepared? Collaboration across Institutions on Implementing the New ILA Literacy Standards in Teacher Preparation Programs, Deb Peterson, Bonnie Houck, Madeleine Heins-Israelson, Catherine Kelly, Lisa Krall, Amy Smith, and Joan Sax-Bendix
Gender Studies in Contemporary Indigenous Literature, Dawn Quigley
Native American Heroes, Dawn Quigley
Expert and Novice Technological Literacy, David Stricker
Water a Precious Gift 2019.pdf, Natasha Yates
YATES Closure TPC19 FINAL.pptx, Natasha Yates
How can closure activities end my lessons with a lasting impression?, Natasha L. Yates
Submissions from 2018
Tips to becoming and being an anti-bias montessori teacher., Olivia Christensen
Enhancing the observation skills of adult learners., Olivia Christensen and J. Branch
What might become of "phenomena" in the post-human turn... thus far?, Olivia Christensen, M. Vagle, S. Sterner, and T. Leitl
Examining the relationship between NES basic skills tests performance and teacher candidate success., Yasemin Gunpinar, D. R. Stricker, and M. R. Rice
Ada Lovelace, Horace Pippin, Eugenie Clark, Roy Choi: what’s your SEL superpower?, Suzanne Kaback
edTPA on-boarding: Connection, clarifying, and collaborating with our cooperating teachers., Suzanne Kaback, N. Napierala, and J. Carroll
Getting better teachers: the critical role school administrators play giving feedback to teacher preparation programs., Kevin Mackin and M. Sato
Apple in the middle., Dawn Quigley
Indigenous identity construction: Enacted upon us, or within us?, Dawn Quigley
Red Semiotics: An Indigenous-Centered Analytic Coding and Interpretation of Images in Children’s Books about Native Americans., Dawn Quigley
Reaching Native American Students in the English Classroom., Dawn Quigley, M. Harper, M. Rendon, and J. Knutson
Native YA: Four Native American authors on their messages for teens., Dawn Quigley, A. Jones, J. Bruchac, and E. Gansworth
Native YA Today: Contemporary Indigenous Voices and Heroes for the 21st Century & Beyond., Dawn Quigley, C. Smith, J. Bruchac, and A. Jones
Data informed workforce education., David Stricker
Expert and novice technological literacy., David Stricker
Making design thinking available through children's literature., David Stricker
Examining the relationship between NES basic skills tests performance and teacher candidate success., David Stricker, M. Rice, and Y. Gunpinar
Advancing culturally responsive science education in secondary classrooms through an induction course., Elizabeth Whalen, J. Brown, G. Roehrig, and J. Ellis
Building STEM schools from the ground up: How teacher leadership teams shape STEM integration in Schools., Elizabeth Whalen, E. Crotty, I. Livstrom, and G. Roehrig
Teacher leadership STEM teams: Examining critical components for STEM schools., Elizabeth Whalen, E. Crotty, I. Livstrom, and G. Roehrig
Not as easy as it looks: Ranking different STEM models in a continuum., Elizabeth Whalen, E. Dare, and G. Roehrig
Understanding conceptual effects: How teachers’ conceptual models of integrated STEM education influence curriculum writing., Elizabeth Whalen, E. Dare, and G. Roehrig
Understanding science teachers’ multiple realities of STEM education through photo elicitation and phenomenography., Elizabeth Whalen, E. Dare, and G. Roehrig
From conception to curricula: The role of science, technology, engineering and mathematics in integrated STEM units., Elizabeth Whalen, E. Dare, G. Roehrig, and P. Titu
STEM conceptions and curricula: How teachers' conceptions of integrated STEM are reflected in curriculum writing., Elizabeth Whalen, E. Dare, G. Roehrig, and P. Titu
Bringing STEM conceptions to life through integrated STEM curriculum implementation: A multiple case study in elementary science classrooms., Elizabeth Whalen, E. Dare, G. Roehrig, and J. Wieselmann
Differences in teachers’ practices and ways in which their conceptual models of STEM are enacted during implementation of an integrated STEM curriculum unit., Elizabeth Whalen, E. Dare, G. Roehrig, and J. Wieselmann
Teachers' practices and enactments of their conceptual models of STEM during classroom implementation of an integrated STEM curriculum., Elizabeth Whalen, E. Dare, G. Roehrig, and J. Wieselmann
The evolution of beginning science teachers’ reform-based beliefs and practices in an induction program., Elizabeth Whalen, J. Ellis, and G. Roehrig
Negotiating science and engineering: An exploratory case study of a reform-minded science teacher., Elizabeth Whalen and S. Guzey
An exploration of the process of becoming a STEM middle school., Elizabeth Whalen, G. Roehrig, E. Crotty, and I. Livstrom
The anatomy of an integrated STEM curriculum., Elizabeth Whalen, G. Roehrig, J. Wieselmann, and E. Dare
Exploring changes in science teachers’ attitudes toward culturally diverse students during an equity-focused course., Elizabeth Whalen, P. Titu, J. Brown, and G. Roehrig
Participation in small group integrated STEM activities: A gender-focused case study., Elizabeth Whalen, J. Wieselmann, E. Dare, and G. Roehrig
Co-teaching beyond team-teaching; co-planning do’s & don’ts and instructional strategies., Natasha Yates