{"id":608,"date":"2018-04-26T23:13:08","date_gmt":"2018-04-26T23:13:08","guid":{"rendered":"https:\/\/in.nau.edu\/cstl\/?page_id=608"},"modified":"2023-10-19T20:28:18","modified_gmt":"2023-10-19T20:28:18","slug":"publications","status":"publish","type":"page","link":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Publications<\/span><\/h1>\n

The scholarly work of CSTL members appears in a variety of national and international publications.\u00a0<\/span><\/p>\n

Tuchscherer, R.G.<\/strong> (2023). The balancing act of engineering education. ASPIRE. The Concrete Bridge Magazine 17<\/i>(1), pp. 44-45. doi: 10.15554\/asp17.1<\/a><\/p>\n

Barnes, E.R., Gray, R.E.<\/strong>, & Grinath, A.S. (2022). Talk moves as pedagogical tools for eliciting and working with student ideas in an undergraduate general biology laboratory. Science Education, 107<\/em>(1), p. 89-123.<\/a><\/p>\n

Blaney, J. M.<\/strong>, & Barrett, J. (2022). Advancing gender equity and sense of belonging in computing: Are documented best practices representative of upward transfer students?.\u00a0Community College Journal of Research and Practice, 46(9),<\/em>\u00a0633-653.<\/a><\/p>\n

Campbell, T., Gray, R.E., <\/strong>Fazio, X., & van Driel, J. (2022). Research on secondary science teacher preparation. In J. Luft & G. Jones (Eds.) Handbook of Research on Science Teacher Education<\/em> (pp. 97-118). New York, NY: Routledge.<\/p>\n

Blaney, J. M.<\/strong> (2022). Cultivating community college pathways to STEM leadership: Examining the relationships between gender, upward transfer, and students’ computing leadership identity.\u00a0Community College Review, 50<\/em>(3), 269-291.<\/a><\/p>\n

Pozos, R. Severance, S<\/strong>. T\u00e9llez, K., & Denner, J. (2022). Exploring design principles in computational thinking instruction for multilingual learners.\u00a0Teachers College Record, 124(5),<\/em>\u00a01-19.<\/a><\/p>\n

Blaney, J. M.<\/strong>, Feldon, D. F., & Litson, K. (2022). Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models. Journal of Research in Science Teaching, 59<\/em>(8), 1416-1446.<\/a><\/p>\n

Whitworth, B. A., Rubino-Hare, L., <\/strong>Boateng, F., Hamlin, A.,<\/strong> Bloom, N. E., & Nolan, E. (2022). Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development.\u00a0International Journal of Science Education<\/em>,\u00a044<\/em>(3), 379-415<\/a><\/p>\n

Moore, S.M., Meilander, J. & Gray, R.E.<\/strong> (2022). Integrating the concept of homeostasis into a first semester anatomy and physiology course through short predict-observe-explain activities. Journal of College Science Teaching, 52<\/em>(2), 31-38.<\/a><\/p>\n

Blaney,<\/strong> J. M.<\/strong> Barrett, J., & Choi, Y. (2022). Diversifying STEM pathways: A look into upward transfer students\u2019 sense of belonging in computing.\u00a0New Directions for Community Colleges,<\/em>\u00a063-75.<\/a><\/p>\n

Guerrero, S. M.<\/strong> Louchart, C. E. Fule, M. E., & Daugherty, R. C. (2022). Exploring direct and corequisite mathematics placement at a 4-year state university.\u00a0Journal of STEM Education: Innovations and Research, 3(23),<\/em>\u00a015-23.<\/a><\/p>\n

Blaney, J. M.<\/strong>, Wofford, A. M., Jeong, S., Kang, J., & Feldon, D. F. (2022). Autonomy and privilege in doctoral education: An analysis of STEM students\u2019 academic and professional trajectories. The Journal of Higher Education, 93<\/em>(7), 1037-1063.<\/a><\/p>\n

Gray, R.E.<\/strong>, Rogan-Klyve, A.M., & Canipe, M.M.<\/strong> (2022). Investigating the impact of eliciting and being responsive to students\u2019 initial ideas on productive disciplinary engagement across a unit. Science Education, 106<\/em>(2), 312-334. https:\/\/doi.org\/10.1002\/sce.21701<\/a><\/p>\n

Park, B.Y., Campbell, T., Kelly, M., Gray, R.E.,<\/strong> Arnold, C., Chadwick, C., \u2026, Willig, M.R. (2021). Improving NGSS focused PD through the examination of a teacher and students\u2019 experiences and iterated student models on water & sustainability. Research in Science & Technological Education. Advance online publication. https:\/\/doi.org\/10.1080\/02635143.2021.1978962<\/a><\/p>\n

Pozos, R.K., Severance, S.,<\/strong> T\u00e9llez, K., & Denner, J. (2022). Exploring design principles in computational thinking instruction for multilingual learners. Teachers College Record, 124<\/em>(5), 1-19. https:\/\/doi.org\/10.1177\/01614681221104043<\/p>\n

Gray, R.E.,<\/strong> Riche, A.T., Shinnick-Gordon, I.J., & Sample, J.C. (2021). The reasons women choose and stay in a geology major: A qualitative multi-case analysis. Innovation and Education, 3<\/em>(3). https:\/\/doi.org\/10.1186\/s42862-021-00010-2<\/a><\/span><\/p>\n

Whitworth, B. A., Rubino-Hare, L.<\/strong>, & Bloom, N. E. (2021). Scaling Professional Development: Integrity of Implementation as a Measurement Approach.\u00a0Science Educator<\/em>,\u00a028<\/em>(3).<\/p>\n

Clark, J.,<\/strong> Bloom, N., Rubino-Hare, L<\/strong>., Barnes, C., & Ryan, S.<\/strong> (2021). Designing Professional Development Resources to Meet the Needs of OST STEM Educators.\u00a0Afterschool Matters<\/em>,\u00a034<\/em>, 30-39.<\/p>\n

Gray, R.E<\/strong>., McDonald, S., & Stroupe, D. (2021). What you find depends on how you see: Examining asset and deficit perspectives of preservice science teachers\u2019 knowledge and learning. Studies in Science Education<\/em>. Advance online publication. https:\/\/doi.org\/10.1080\/03057267.2021.1897932<\/a><\/span><\/p>\n

Gray, R.E., Henderson, D., & Rothenberg, N.<\/strong> (2020). Chimborazo then and now: Using historical data to demonstrate the effects of global climate change on plant communities. Science Scope, 44<\/em>(2), 82-88.<\/a><\/span><\/p>\n

Ross, D.K.<\/strong>, & Davidson, A. (2020). Integrating the Five Practices and Model-Based Inquiry to Facilitate Meaningful Science Discourse. Science Scope, 44<\/em>(1), 43\u201349.<\/span><\/p>\n

Boerner-Mercier, J., & Gray, R.E.<\/strong> (2020). Investigating land ethics: Exploring land usage through historical case studies and a student symposium. The Science Teacher, 87<\/em>(5), 36-42.<\/span><\/p>\n

Campbell, T., Gray, R.E.<\/strong>, Fazio, X. (2019). Representing scientific activity: Affordances and constraints of central design and enactment features of a model based inquiry unit. School Science and Mathematics, 119<\/em>(8), 475-486.\u00a0<\/strong><\/a><\/span><\/p>\n

Davidson, A., & Ross, D.K.<\/strong> (2019). Using the Five Practices to facilitate a meaningful discussion on plate tectonics in a middle school classroom. Science Scope, 42<\/em>(6), 108-114.<\/span><\/p>\n

Gray, R.E.<\/strong> & Rogan-Klyve, A.M. (2018). Talking modeling: Examining science teachers’ modeling-related talk during a model-based inquiry unit. International Journal of Science Education, 40<\/em>(11), 1345-1366.<\/a><\/span><\/p>\n

Davis, A. & Gray, R.E. <\/strong>(2018). Understanding earthquakes through investigating the Great Sumatran Earthquake of 2004. The Science Teacher, 85<\/em>(4), 40-47.<\/span><\/p>\n

Baze, C. & Gray, R.E.<\/strong> (2018). Modeling Tiktaalik<\/em>: Using a model-based inquiry approach to engage community college students in the practices of science during an evolution unit. Journal of College Science Teaching, 47<\/em>(4), 12-20.<\/span><\/p>\n

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Publications before 2018 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
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Askew, J.  & Gray, R.E.<\/strong> (2017). The science of Little Boy: Investigating the chemistry behind the first use of a nuclear weapon in warfare. The Science Teacher, 84<\/em>(8), 45-51.<\/em><\/span><\/p>\n

Wheeler, L. B., Maeng, J. L., & Whitworth, B. A.<\/strong> (2017). Teaching assistant professional development for an inquiry-based general chemistry laboratory: Impact on teaching assistants’ knowledge and beliefs. The Journal of Chemical Education, 94<\/em>(1), 19-28. DOI: 10.1021\/acs.jchemed.6b00373<\/span><\/p>\n

Whitworth, B. A.<\/strong>, Maeng, J. L., Wheeler, L. B., & Chiu, J. L. (2017, Advance Online Publication). Investigating the role of a district science coordinator. Journal of Research in Science Teaching<\/em>. DOI: 10.1002\/tea.21391<\/span><\/p>\n

Askew, J., & Gray, R.E.<\/strong> (2016). Settling the Score: Exploring the historic debate over atomic bonding. The Science Teacher<\/em>, 83(8), 49-54.<\/span><\/p>\n

Gray, R. E.<\/strong>, Rogan-Klyve, A., & Clark-Huyck, B. (2016). Investigating Axial Seamount: Using student generated models to understand plate tectonics. Science Scope<\/em>, 40(1), 26-34.<\/span><\/p>\n

Dass, P. M.<\/strong>, & Spagnolo, J. T. (2016). STEM learning in middle grades by technology-mediated integration of science and mathematics: Results of Project SMILE. In M.J. Urban & D. A. Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration<\/em> (pp. 187 – 205). Hershey, PA: IGI Global. doi:10.4018\/978-1-4666-9616-7.ch009<\/span><\/p>\n

Duis, J., Bloom, N.<\/strong>, Ollerton, A., Sonderegger, D., Fitz-Kesler, V. & Entin, P. (2016). Supporting STEM transfer students. Proceedings of the 2016 American Society for Engineering Education Annual Conference<\/em>, New Orleans, LA.<\/span><\/p>\n

Gonczi, A. G., Maeng, J. L., Bell, R. L., & Whitworth, B. A.<\/strong>  (2016). Situating computer simulation professional development: Does it influence instructional use?  Computers in the Schools<\/em>, 33, 133-152.  DOI:  10.1080\/07380569.2016.1205351<\/span><\/p>\n

Rubino-Hare, L. A., Whitworth, B. A., Bloom<\/strong>, N. E., Claesgens, J. M., Fredrickson, K. M.<\/strong>, Henderson-Dahms, C., & Sample, J. C. (2016).  Persistent teaching practices after geospatial technology professional development.  Contemporary Issues in Technology and Teacher Education<\/em>, 16(3). Retrieved from: http:\/\/www.citejournal.org\/volume-16\/issue-3-16\/science\/persistent-teaching-practices-after-geospatial-technology-professional-development<\/a><\/span><\/p>\n

Whitworth, B.A.<\/strong>, Beyea, S.M., & Purell, M. (2016, Winter). STEM Learning in Your Own Backyard: Designing a place-based middle school summer program<\/a>. Green Teacher<\/em>, (108), 21-25.<\/span><\/p>\n

Dass, P. M.<\/strong>, & Moore, Jr., E. (2015). Integrating science, mathematics and technology in middle grades. School Science Review<\/em>, 97(359), 109 – 115.<\/span><\/p>\n

Wheeler, L. B., Maeng, J. L., & Whitworth, B. A.<\/strong> (2015). Teaching assistants perceptions of a training to support an inquiry-based general chemistry laboratory course<\/a>.  Chemical Education Research and Practice<\/em>. Advance online publication. doi:10.1039\/c5rp00104h<\/span><\/p>\n

Clark, J.<\/strong>, Kirkley, J. K.<\/strong>, & Bloom, N.<\/strong> (2015). Arizona STEM Focus Schools for the Future. Arizona Science Teachers Association Circular<\/em>, 6(1), Winter\/Spring 2015.<\/span><\/p>\n

Monroe, M. C., Ballard, H. L., Oxarart, A., Sturtevant, V. E., Jakes, P. J., & Evans, E.<\/strong> (2015). Agencies, educators, communities and wildfire: partnerships to enhance environmental education for youth. Environmental Education Research<\/em>, 1-17.<\/span><\/p>\n

Dass, P. M.<\/strong> (2015). Teaching STEM effectively with the Learning Cycle Approach<\/a>. K-12 STEM Education<\/em>, 1(1), 5 – 12. doi:10.14456\/k12stemed.2015.17<\/span><\/p>\n

Rogan-Klyve, A., Halsey Randall, M., St. Claire, T., & Gray, R. E.<\/strong> (2015). Bringing historical scientific arguments back to life: The case of continental drift. Science Scope<\/em>, 38(7), 25-33.<\/span><\/p>\n

Whitworth, B. A.<\/strong>, & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link<\/a>. Journal of Science Teacher Education<\/em>, 26(2), 121-137. doi:10.1007\/s10972-014-9411-2<\/span><\/p>\n

Wheeler, L. B., Bell, R. L., Whitworth, B. A.<\/strong>, & Maeng, J. L. (2015). The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development<\/a>. International Journal of Science Education<\/em>, 37, 55-81. doi:10.1080\/09500693.2014.961182<\/span><\/p>\n

Brody, M., Moe, J., Clark, J.<\/strong>, & Alegria, C. B. (2014). Archaeology as culturally relevant science education: the poplar forest slave cabin. In J. Lea & S. Thomas (Eds.), Public Participation in Archaeology<\/em> (pp. 89-104). Newcastle, UK: Newcastle University.<\/span><\/p>\n

Wheeler, L. B., Whitworth, B. A.<\/strong>, & Gonczi, A. L. (2014). Chemistry and engineering design: Integrated science instruction. The Science Teacher<\/em>, 81(9), 30-36.<\/span><\/p>\n

Gray, R. E.<\/strong> (2014). The distinction between experimental and historical sciences as a framework for improving classroom inquiry.<\/a> Science Education<\/em>, 98(2), 327-341. doi:10.1002\/sce.21098<\/span><\/p>\n

Gray, R. E.<\/strong>, & Kang, N-H. (2014). The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics.<\/a> International Journal of Science Education<\/em>, 36(1), 46–65. doi:10.1080\/09500693.2012.715779<\/span><\/p>\n

Claesgens, J., Rubino-Hare, L.<\/strong>, Bloom, N.<\/strong>, Fredrickson, K.<\/strong>, Henderson-Dahms, C., Menasco, J., & Sample, J. C. (2013). Professional development integrating technology: Does delivery format matter? Science Educator<\/em>, 22(1), 10-18. Retrieved from http:\/\/www.nsela.org\/assets\/Professional%20Development%20Integrating%20Technology-%20Does%20Delivery%20Format%20Matter.pdf <\/a><\/span><\/p>\n

Dass, P. M.<\/strong>, Wilbanks, L., Goforth, J., Graham, L., & Francis, J. (2013). “Doing science” in middle grades: Instructional coaching and modeling of a learning cycle approach promote scientific practices. In S. Koba & B. Wojnowski (Eds.), Exemplary science: Best practices in professional development, Second Edition<\/em>. Arlington, VA: National Science Teachers Association Press.<\/span><\/p>\n

Clark, J.<\/strong>, & Heath, M. (2013). Building bridges in cultural heritage management. Encyclopedia of Global Archaeology<\/em>. New York: Springer Science + Business Media.<\/span><\/p>\n

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Contact Center for STEM Teaching and Learning<\/h3>\n <\/div>\n
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cstl​@nau.edu<\/div>\n <\/a>\n \n
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928-523-7160<\/div>\n <\/a>\n <\/div>\n<\/div>\n\n<\/span><\/p>\n
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If you have questions or would like to support our efforts please contact us.<\/span><\/p>\n

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<\/div>\n<\/div>\n<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Publications The scholarly work of CSTL members appears in a variety of national and international publications.\u00a0 Tuchscherer, R.G. (2023). The balancing act of engineering education. ASPIRE. The Concrete Bridge Magazine 17(1), pp. 44-45. doi: 10.15554\/asp17.1 Barnes, E.R., Gray, R.E., & Grinath, A.S. (2022). Talk moves as pedagogical tools for eliciting and working with student ideas […]<\/p>\n","protected":false},"author":84,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_oasis_is_in_workflow":0,"_oasis_original":0,"_oasis_task_priority":"","ring_central_script_selection":"","footnotes":""},"class_list":["post-608","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/pages\/608","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/users\/84"}],"replies":[{"embeddable":true,"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/comments?post=608"}],"version-history":[{"count":11,"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/pages\/608\/revisions"}],"predecessor-version":[{"id":3893,"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/pages\/608\/revisions\/3893"}],"wp:attachment":[{"href":"https:\/\/in.nau.edu\/center-stem-teaching-learning\/wp-json\/wp\/v2\/media?parent=608"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}