2016-17 Publications

Annual Reports

Texas MSP Professional Development Network 2016-17 Final Evaluation Report, Lisa Garbrecht, Ph.D. Asst. Director of Evaluation Services, UT Center for STEM Education

 

2015-16 Publications

 

Peer-Reviewed Journals

 

Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with positive, negative, and constructive feedback. Learning and Individual Differences 49, 393-399.

 

Grooms, J., Enderle, P, & Sampson, V. (2015). Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry. Science Educator, 24(1), 45-50.

 

Hutner, T. L. & Sampson, V. (2015). New ways of teaching and observing science class. Phi Delta Kappan, 96(8), 52-56.

 

Hunt, J.H., Welch-Ptak, J., & Silva, J. (in press).  Initial understandings of fraction concepts evidenced by students with learning disabilities and difficulties:  A framework.  Learning Disabilities Quarterly.

 

Hunt, J.H., Tzur, R., & Westenskow, A. (2016). Evolution of unit fraction conceptions in two fifth-graders with learning disability: An exploratory study.  Mathematical Thinking and Learning, 18(3), 182-208.

 

Hutner, T. L. & Markman, A. B. (In Press). Proposing an operational definition of science teacher beliefs. Journal of Science Teacher Education.

 

Hutner, T. L. & Markman, A. B. (2016). Department level representations: A new approach to the study of science teacher cognition. Science Education, 100 (1), 30-56.

 

Jacobs, V. and Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves. ZDM (The International Mathematics Education Journal), 48(1), 185-197.

 

Kazmer, M., Alemanne, N., Mendenhall, A., Marty, P., Southerland, S., Sampson, V., Douglas, I., Clark, A., & Schellinger, J. (2016).  A good day to see a bobcat: Elementary students’ online journal entries during a structured observation visit to a wildlife center. First Monday, 21(4).

 

Walker, J., Sampson, V., Southerland, S., & Enderle, P. (2016). Using laboratory to engage students in science practices. Chemistry Education Research and Practice. DOI: 10.1039/C6RP00093B.

 

 

Books

 

Enderle, P., Gleim, L., Granger, E., Grooms, J., Hester, M., Murphy, A., Sampson, V., & Southerland, S. (2015). Argument-Driven Inquiry in Life Science: Lab investigations for grades 6-8. Arlington, VA: NSTA Press.

 

Enderle, P., Gleim, L., Granger, E., Grooms, J., Hester, M., Murphy, A., Sampson, V., & Southerland, S. (2016). Student Lab Manual for Argument-Driven Inquiry in Life Science: Lab investigations for grades 6-8. Arlington, VA: NSTA Press.

 

Grooms, J., Enderle, P., Murphy, A., Hutner, T., & Sampson, V. (2016). Student Lab Manual for Argument-Driven Inquiry in Physical Science: Lab investigations for grades 6-8. Arlington, VA: NSTA Press.

 

Grooms, J., Enderle, P., Murphy, A., Hutner, T., & Sampson, V. (2016). Argument-Driven Inquiry in Physical Science: Lab investigations for grades 6-8. Arlington, VA: NSTA Press.

 

Sampson, V., Carafano, P., Enderle, P.  Fannin, S., Grooms, J., Southerland, S., Stallworth, C., & Williams, K.  (2016). Student Lab Manual for Argument-Driven Inquiry in Chemistry: Lab investigations for grades 9-12. Arlington, VA: NSTA Press.

 

Sampson, V., Enderle, P., Gleim, L., Grooms, J., Hester, M., Southerland, S. & Wilson, K. (2015). Student Lab Manual for Argument-Driven Inquiry in Biology: Lab investigations for grades 9-12. Arlington, VA: NSTA Press.