- Publication | In the Model- Evidence Link (MEL) diagram activities, students engage with Earth science content knowledge and evaluate the connections between evidence and alternative explanations. We have developed a rubric for assessing the quality of student evaluations when engaging...
- Publication | The two models presented in the Fracking MEL allow students to engage in scientific discussions just as researchers also examine relations between fracking and earthquakes.
- Publication | This article describes how a Model-Evidence Link (MEL) lesson can effectively be used to assist learners in weighing the plausibility of different viewpoints of the uses of wetlands, a socio-scientific issue.
- Publication | By evaluating alternative models, students can improve upon their scientific literacy and understanding of scientific practices. Suggestions from classroom use of the Moon MEL will help teachers use this activity in a productive manner.
Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth sciencePublication | Our project team has been developing and testing four MELs about socio-scientific issues (climate change, wetlands and land use, fracking and earthquakes) and abstract ideas (formation of Earth’s Moon) for use in high school classrooms.
- Publication | This article presents a framework for calculating statistical power for moderator effects at all levels for two- and three-level CRTs.
Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge OutcomesPublication | This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect.
- Publication | The results from these analyses are intended to guide researchers in making more-informed decisions about the tradeoffs and considerations involved in selecting study designs for assessing the impacts of professional development programs.
- Publication | In this study, we explore whether instruction on mapping directed magnitudes to operations helps 88 second graders and 70 fourth graders solve addition and subtraction problems with negative numbers.
- Publication | In this study, we explore four, second graders’ performances on integer addition problems before and after analyzing contrasting cases involving integers.
A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional UsePublication | This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments.
Examining the sustainability of teacher learning following a year-long science professional development programme for inservice primary school teachersPublication | The study examined patterns of change in primary school teachers’ inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of school-level and individual-level factors on these changes in the year following the...
Who Chooses STEM Careers? Using a Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and MathematicsPublication | While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM...
- Publication | In this article, we review knowledge about student engagement and look ahead to the future of study in this area.
Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fieldsPublication | In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework.