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Crossing boundaries between research and practitioner communities: The role of research use and cross‐community journal authorship

Journal of research in science teaching, 2024-09, Vol.61 (7), p.1727-1754

2024

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Assessing concept mapping competence using item expansion‐based diagnostic classification analysis

Journal of research in science teaching, 2024-09, Vol.61 (7), p.1516-1542

2024

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Computational Thinking for Science: Positioning coding as a tool for doing science

Journal of research in science teaching, 2024-09, Vol.61 (7), p.1574-1608

2024

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Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective

Journal of research in science teaching, 2024-09, Vol.61 (7), p.1689-1726

2024

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Effectiveness of conceptual change strategies in science education: A meta‐analysis

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1263-1325

2024

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Designing a framework for teachers' integration of computational thinking into elementary science

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1326-1361

2024

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Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1389-1426

2024

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Connected by emotion: Teacher agency in an online science education course during COVID‐19

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1237-1262

2024

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Middle school students' use of the energy concept to engage in new learning: What ideas matter?

Journal of research in science teaching, 2024-05

2024

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The role of equitable classroom cultures for supporting interest in science

Journal of research in science teaching, 2024-05, Vol.61 (5), p.998-1031

2024

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Fostering expansive and connective sensemaking with preservice secondary science teachers

Journal of research in science teaching, 2024-05, Vol.61 (5), p.1093-1133

2024

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What affects the continued learning about energy? Evidence from a 4‐year longitudinal study

Journal of research in science teaching, 2024-05, Vol.61 (5), p.975-997

Kubsch, Marcus

2024

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Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation

Journal of research in science teaching, 2024-04

2024

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Asset and deficit discourses of student ideas in science formative assessment co‐design

Journal of research in science teaching, 2024-04

2024

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Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective

Journal of research in science teaching, 2024-04

2024

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“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers

Journal of research in science teaching, 2024-04, Vol.61 (4), p.809-840

2024

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A (TRANS)formative approach to gender‐inclusive science education

Journal of research in science teaching, 2024-04, Vol.61 (4), p.937-971

2024

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Scientific literacy: Its real origin story and functional role in American education

Journal of research in science teaching, 2024-03, Vol.61 (3), p.519-532

Rudolph, John L.

2024

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Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms

Journal of research in science teaching, 2024-03, Vol.61 (3), p.706-735

2024

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Investigating science teacher educator identity through the politics of domestication and critical positional praxis

Journal of research in science teaching, 2024-03, Vol.61 (3), p.625-644

2024

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Science for our children: Othermothering leadership within an elementary science network

Journal of research in science teaching, 2024-03, Vol.61 (3), p.533-555

2024

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Understanding how student‐constructed stop‐motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence

Journal of research in science teaching, 2024-02, Vol.61 (2), p.289-318

2024

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Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Journal of research in science teaching, 2024-02, Vol.61 (2), p.255-288

2024

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Teaching and learning floating and sinking: A meta‐analysis

Journal of research in science teaching, 2024-02, Vol.61 (2), p.487-516

2024

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The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions

Journal of research in science teaching, 2024-02, Vol.61 (2), p.457-486

2024

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Crossing boundaries between research and practitioner communities: The role of research use and cross‐community journal authorship

Assessing concept mapping competence using item expansion‐based diagnostic classification analysis

Computational Thinking for Science: Positioning coding as a tool for doing science

Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective

Effectiveness of conceptual change strategies in science education: A meta‐analysis

Designing a framework for teachers' integration of computational thinking into elementary science

Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Connected by emotion: Teacher agency in an online science education course during COVID‐19

Middle school students' use of the energy concept to engage in new learning: What ideas matter?

The role of equitable classroom cultures for supporting interest in science

Fostering expansive and connective sensemaking with preservice secondary science teachers

What affects the continued learning about energy? Evidence from a 4‐year longitudinal study

Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation

Asset and deficit discourses of student ideas in science formative assessment co‐design

Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective

“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers

A (TRANS)formative approach to gender‐inclusive science education

Scientific literacy: Its real origin story and functional role in American education

Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms

Investigating science teacher educator identity through the politics of domestication and critical positional praxis

Science for our children: Othermothering leadership within an elementary science network

Understanding how student‐constructed stop‐motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Teaching and learning floating and sinking: A meta‐analysis

The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions

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