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Diagnosing the current state of out-of-field teaching in high school science and mathematics

PloS one, 2019-09, Vol.14 (9), p.e0223186-e0223186

2019

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Characterization of the heterogeneous binding site affinity distributions in molecularly imprinted polymers

Journal of Chromatography B, 2004-05, Vol.804 (1), p.141-149

2004

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Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs

International journal of STEM education, 2021-04, Vol.8 (1), p.1-18, Article 30

2021

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Thinking and Learning in Nested Systems: The Classroom Level

Journal of chemical education, 2024-02, Vol.101 (2), p.295-306

2024

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Characterization of the Imprint Effect and the Influence of Imprinting Conditions on Affinity, Capacity, and Heterogeneity in Molecularly Imprinted Polymers Using the Freundlich Isotherm-Affinity Distribution Analysis

Analytical chemistry (Washington), 2004-02, Vol.76 (4), p.1123-1133

2004

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Perceived network bridging influences the career commitment decisions of early career teachers

International Journal of STEM Education, 2023-12, Vol.10 (1), p.17-13, Article 17

2023

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Social network data from teacher leader development

Data in brief, 2019-08, Vol.25, p.104182, Article 104182

2019

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Towards a High Quality High School Workforce: A Longitudinal, Demographic Analysis of U.S. Public School Physics Teachers

Physical review. Physics education research, 2017-10, Vol.13 (2), p.020122, Article 020122

2017

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Setting a Standard for Chemistry Education in the Next Generation: A Retrosynthetic Analysis

ACS central science, 2016-11, Vol.2 (11), p.825-833

2016

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Diversifying Undergraduate Chemistry Course Pathways to Improve Outcomes for At-Risk Students

Journal of chemical education, 2020-07, Vol.97 (7), p.1822-1831

2020

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Examining the Psychometric Properties of the Redox Concept Inventory: A Rasch Approach

Journal of chemical education, 2020-12, Vol.97 (12), p.4235-4244

2020

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Analysis of category level performance on the Praxis® earth and space science: Content knowledge test: Implications for professional learning

Journal of geoscience education, 2023, Vol.71 (2), p.208-221

2023

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Chemistry Teachers as Professionals: A Retrospective Analysis

Journal of chemical education, 2016-08, Vol.93 (8), p.1335-1337

Rushton, Gregory T

2016

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Analysis of Praxis Physics Subject Assessment Examinees and Performance: Who Are Our Prospective Physics Teachers?

Physical review. Physics education research, 2018-05, Vol.14 (1), p.010126, Article 010126

2018

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Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding

Journal of chemical education, 2024-03, Vol.101 (3), p.741-752

2024

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Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

Science education (Salem, Mass.), 2018-11, Vol.102 (6), p.1265-1287

2018

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Exploring the Form and the Function: a Review of Science Discourse Frameworks in the Service of Research and Practice

Research in science education (Australasian Science Education Research Association), 2021-02, Vol.51 (1), p.209-224

2021

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Carbohydrate Recognition by Porphyrin-Based Molecularly Imprinted Polymers

Organic letters, 2005-03, Vol.7 (6), p.963-966

2005

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Introducing the Journal of Chemical Education’s “Special Issue: Advanced Placement (AP) Chemistry”

Journal of chemical education, 2014-09, Vol.91 (9), p.1273-1275

Rushton, Gregory T

2014

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Which factors contribute to standardized test scores for prospective general science teachers: an analysis of the PraxisⓇ general science content knowledge test

Discover education, 2024-03, Vol.3 (1), p.1-12, Article 25

2024

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A Longitudinal Study Identifying the Characteristics and Content Knowledge of Those Seeking Certification to Teach Secondary Biology in the United States

CBE - Life Sciences Education, 2022-12, Vol.21 (4), p.ar63-ar63

2022

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Evaluation of a Noyce program: Development of teacher leaders in STEM education

Evaluation and program planning, 2018-12, Vol.71, p.1-11

2018

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Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens

Chemistry Education Research and Practice, 2023-07, Vol.24 (3), p.177-199

2023

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A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders

Research in science education (Australasian Science Education Research Association), 2018-08, Vol.48 (4), p.811-837

2018

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From Occupation to Profession: A Perspective on the American Association of Chemistry Teachers

Journal of chemical education, 2014-01, Vol.91 (1), p.8-9

Rushton, Gregory T

2014

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Diagnosing the current state of out-of-field teaching in high school science and mathematics

Characterization of the heterogeneous binding site affinity distributions in molecularly imprinted polymers

Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs

Thinking and Learning in Nested Systems: The Classroom Level

Characterization of the Imprint Effect and the Influence of Imprinting Conditions on Affinity, Capacity, and Heterogeneity in Molecularly Imprinted Polymers Using the Freundlich Isotherm-Affinity Distribution Analysis

Perceived network bridging influences the career commitment decisions of early career teachers

Social network data from teacher leader development

Towards a High Quality High School Workforce: A Longitudinal, Demographic Analysis of U.S. Public School Physics Teachers

Setting a Standard for Chemistry Education in the Next Generation: A Retrosynthetic Analysis

Diversifying Undergraduate Chemistry Course Pathways to Improve Outcomes for At-Risk Students

Examining the Psychometric Properties of the Redox Concept Inventory: A Rasch Approach

Analysis of category level performance on the Praxis® earth and space science: Content knowledge test: Implications for professional learning

Chemistry Teachers as Professionals: A Retrospective Analysis

Analysis of Praxis Physics Subject Assessment Examinees and Performance: Who Are Our Prospective Physics Teachers?

Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

Exploring the Form and the Function: a Review of Science Discourse Frameworks in the Service of Research and Practice

Carbohydrate Recognition by Porphyrin-Based Molecularly Imprinted Polymers

Introducing the Journal of Chemical Education’s “Special Issue: Advanced Placement (AP) Chemistry”

Which factors contribute to standardized test scores for prospective general science teachers: an analysis of the PraxisⓇ general science content knowledge test

A Longitudinal Study Identifying the Characteristics and Content Knowledge of Those Seeking Certification to Teach Secondary Biology in the United States

Evaluation of a Noyce program: Development of teacher leaders in STEM education

Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens

A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders

From Occupation to Profession: A Perspective on the American Association of Chemistry Teachers

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