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Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

American educational research journal, 2019-08, Vol.56 (4), p.1412-1456

Mensah, Felicia Moore

2019

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Learning through the Experience of Water in Elementary School Science

Water (Basel), 2021-01, Vol.13 (1), p.43

2021

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Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color

Science education (Salem, Mass.), 2022-03, Vol.106 (2), p.385-411

2022

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Artificial intelligence and the Journal of Research in Science Teaching

Journal of research in science teaching, 2024-04, Vol.61 (4), p.739-743

2024

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Educational Pathways of Black Women Physicists: Stories of Experiencing and Overcoming Obstacles in Life

Physical review. Physics education research, 2016-08, Vol.12 (2), p.020113, Article 020113

2016

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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 vision that focuses on diversity and broader impact

Journal of research in science teaching, 2021-03, Vol.58 (3), p.307-309

2021

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A vision for the next phase of JRST

Journal of research in science teaching, 2020-02, Vol.57 (2), p.147-153

2020

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Keeping up with the digital natives: Using social media in an all‐girls science classroom

School science and mathematics, 2021-05, Vol.121 (5), p.288-298

2021

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Urban high school students' learning about HIV/AIDS in different contexts

Science education (Salem, Mass.), 2011, Vol.95 (1), p.87-120

2011

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“Now, I See”: Multicultural Science Curriculum as Transformation and Social Action

The Urban review, 2022-03, Vol.54 (1), p.155-181

Mensah, Felicia Moore

2022

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Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students

Cultural studies of science education, 2022-03, Vol.17 (1), p.9-29

Mensah, Felicia Moore

2022

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Explorations of the structure-agency dialectic as a tool for framing equity in science education

Journal of research in science teaching, 2015-04, Vol.52 (4), p.439-447

2015

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Critical Chemistry Education in a Private, Suburban High School

Research in science education (Australasian Science Education Research Association), 2020-02, Vol.50 (1), p.303-332

2020

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GUEST Editorial: Culturally Relevant and Culturally Responsive: Two Theories of Practice for Science Teaching

Science and children, 2021-04, Vol.58 (4), p.10-13

Mensah, Felicia Moore

2021

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Culturally Relevant and Culturally Responsive: Two Theories of Practice for Science Teaching.(GUEST Editorial)

Science and children, 2021-03, Vol.58 (4), p.10-13

Mensah, Felicia Moore

2021

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Guest Editorial

Science and children, 2021-03, Vol.58 (4), p.10-13

Mensah, Felicia Moore

2021

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Decoloniality in STEM research: (re)framing success

Cultural studies of science education, 2021-06, Vol.16 (2), p.501-508

2021

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Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club

Journal of research in science teaching, 2009-11, Vol.46 (9), p.1041-1066

Mensah, Felicia Moore

2009

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Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development

Journal of science teacher education, 2018-07, Vol.29 (5), p.420-439

2018

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Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning?

Theory into practice, 2013-01, Vol.52 (1), p.66-72

Mensah, Felicia Moore

2013

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"My Curriculum Has No Soul!": A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools

Journal of science teacher education, 2023-01, Vol.34 (1), p.86-103

2023

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An Investigation of Science Teacher Educators' Perceptions of Culturally Relevant Pedagogy

Journal of science teacher education, 2018-01, Vol.29 (1), p.46-64

2018

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Roles, caring and learning to teach science

Cultural studies of science education, 2010-09, Vol.5 (3), p.649-663

2010

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Explorations of the structure-agency dialectic as a tool for framing equity in science education: STRUCTURE-AGENCY DIALECTIC AND EQUITY

Journal of research in science teaching, 2015-04, Vol.52 (4), p.439-447

2015

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Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

Learning through the Experience of Water in Elementary School Science

Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color

Artificial intelligence and the Journal of Research in Science Teaching

Educational Pathways of Black Women Physicists: Stories of Experiencing and Overcoming Obstacles in Life

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

A vision that focuses on diversity and broader impact

A vision for the next phase of JRST

Keeping up with the digital natives: Using social media in an all‐girls science classroom

Urban high school students' learning about HIV/AIDS in different contexts

“Now, I See”: Multicultural Science Curriculum as Transformation and Social Action

Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students

Explorations of the structure-agency dialectic as a tool for framing equity in science education

Critical Chemistry Education in a Private, Suburban High School

GUEST Editorial: Culturally Relevant and Culturally Responsive: Two Theories of Practice for Science Teaching

Culturally Relevant and Culturally Responsive: Two Theories of Practice for Science Teaching.(GUEST Editorial)

Guest Editorial

Decoloniality in STEM research: (re)framing success

Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club

Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development

Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning?

"My Curriculum Has No Soul!": A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools

An Investigation of Science Teacher Educators' Perceptions of Culturally Relevant Pedagogy

Roles, caring and learning to teach science

Explorations of the structure-agency dialectic as a tool for framing equity in science education: STRUCTURE-AGENCY DIALECTIC AND EQUITY

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