Research
Recent C(SE)2 Publications
* denotes student authors
Gilbert, A., Suh, J., Choudhry, F. (2024). Exploring the Development of Preservice Teachers’ Visions of Equity through Science and Mathematics Integration. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10467-1
Peters-Burton, E.E., Tran, H.* & Miller, B.* (online first). Design-based research as professional development: Outcomes of teacher participation in the development of the science practices innovation notebook (SPIN). Journal of Science Teacher Education. http://dx.doi.org/10.1080/1046560X.2023.2242665
Gilbert, A. (2024). Wonder-infused pedagogy: Pathway to courage in the classroom. In T. Barkatsas, T. McLaughlin, & W. Goff (Eds.) Re-Imagining education for the 2nd quarter of the 21st century and beyond: Dilemmas, challenges, advancements, and innovations (pp. 104-122). Brill.
**selected for inclusion into Brill Research Showcase: https://www.growkudos.com/publications/10.1163%25252F9789004688490_006/reader
Parrish, J. C., Pleasants, J., Reid, J.W., Mulvey, B.K., & Peters-Burton, E.E. (online first). Using card sort epistemic network analysis to explore preservice teachers’ ideas about the nature of engineering. Science & Education. https://doi.org/10.1007/s11191-022-00395-3
Rosenberg, J. L., Holincheck, N., *Fernandez, K., Dreyfus, B.W., *Wardere, F., Stehle, S., *Butler, T. (In press). The role of mentorship, career conceptualization, and leadership in developing women’s physics identity. Physical Review: Physics Education Research.
Galanti, T. M., & Holincheck, N. (In press, 2024). Integrating computational thinking in elementary STEM using the engineering design process. School Science & Mathematics.
Galanti, T. M., & Holincheck, N. (In press, 2024). Developing integrated STEM teacher identity using guided curation of K-12 engineering activities. Research in Integrated STEM Education.
Gilbert, A. & Erickson, V. (2023). But Miss there are six Oceans, not five. In D. Tippins, S. Jeong & L. Bryan (Eds.) Cases in Science Teaching and Learning: Exploring Complexities, Promises and Dilemmas. Pearson.
Holincheck, N., & Galanti, T. M. (2023). Applying a model of integrated STEM teacher identity to understand change in elementary teachers’ STEM self-efficacy and career awareness. School Science & Mathematics. http://doi.org/10.1111/ssm.12610
Horak, A. & Gilbert, A. (2023). Using Problem-Based Learning to Broaden Representation within Gifted and Talented Programs. In T. Barkatsas (Ed.) Educating gifted, talented, creative and dissimilar learners: Imagining the future (pp. 1-22). Brill.
Peters-Burton, E. E., Dagher, Z., & Erduran, S. (2023). Student, teacher, and scientist views of the scientific enterprise: A comparative epistemic network analysis using two nature of science frameworks. International Journal of Science and Mathematics Education, (21), 347–375. https://doi.org/10.1007/s10763-022-10254-w
Gray, C.*, Rothman, D.S., Peters-Burton, E., Smith, C., & Parsons, E.C.M. (2023). Individual-based Model Use in Policy: Journal of Integrative Environmental Sciences, (20), 1, 2271550. https://doi.org/10.1080/1943815X.2023.2271550
Peters-Burton, E., Rich, P. J., Kitsantas, A., Stehle, S. M.*, & Laclede, L.* (2023). High school biology teachers’ integration of computational thinking into data practices to support student investigations. Journal of Research in Science Teaching, 60(6), 1353–1384. https://doi.org/10.1002/tea.21834
Peters-Burton, E. E., Peters, V., Swart, J.W.*, Stehle, S.M.*, & Laclede. L.* (2023). Case studies of two exemplar engineering-focused elementary schools: Programs, professional development, and growth mindset. Research in Integrated STEM Education, 1, 89-116.
Peters-Burton, E. E., Rich, P. J., Kitsantas, A., Laclede, L.*, & Stehle, S. M.* (2022). High school science teacher use of planning tools to integrate computational thinking. Journal of Science Teacher Education, 33(6), 598-620. https://doi.org/10.1080/1046560X.2021.1970088
Peters-Burton, E., Provinzano, K., Koskey, K.L.K., & May, T. (2022). Integrating beyond content: A framework for infusing elementary STEM-focused schools components into full-service community schools. Education Sciences, 12 (511), 1-19. https://doi.org/10.3390/educsci12080511
Peters-Burton, E. E., Goffena, J.* & Stehle, S.M.* (2022). Utility of a self-regulated learning microanalysis for assessing teacher learning during professional development. Journal of Experimental Education, 90(3), 523-549. https://doi.org/10.1080/00220973.2020.1799314
Galanti, T. M., & Holincheck, N. (2022). Beyond content and curriculum in elementary classrooms: Conceptualizing the cultivation of integrated STEM teacher identity. International Journal of STEM Education, 9, Article 10. https://doi.org/10.1186/s40594-022-00358-8
Holincheck, N., & Galanti, T. M. (2022). Are you a STEM teacher?: Exploring K-12 teachers’ conceptions of STEM education. Journal of STEM Education: Innovations and Research, 23(2). https://jstem.org/jstem/index.php/JSTEM/article/view/2551
Holincheck, N., Galanti, T. M., & Trefil, J. (2022). Assessing the development of digital scientific literacy with a computational evidence-based reasoning tool. Journal of Educational Computing Research. Advance online publication. https://doi.org/10.1177/07356331221081484
Baker, C., Galanti, T., *Kraft, T., Holincheck, N., Hjalmarson, M., & Nelson, J. (2022). Researchers as Coaches: Developing Mathematics Teaching Capacity Using MEAs for STEM Integration. Investigations in Mathematics Learning, 14(1), 28-48. https://doi.org/10.1080/19477503.2021.2023966
Cleary, T., Kitsantas, A., Peters-Burton, E. E., Lui, A., Mccleod, K.*, Slemp, J.*, & Zhang, X.* (2022). Self-regulated learning professional development: Shifts and variations in teacher outcomes and approaches to implementation. Teaching and Teacher Education, 111, 103619. https://doi.org/10.1016/j.tate.2021.103619
Gray, C.*, Peters-Burton, E.E., Smith, C., & Parsons, E.C., (2022). Basking shark tourism in Donegal, Ireland: A case study of public interest and support for shark conservation. Aquatic Conservation: Marine and Freshwater Ecosystems. https://doi.org/10.1002/aqc.3774
Gilbert, A. & Hobbs, L. (2022). Partnerships in K-12 preservice science teacher education. In J. Luft & Jones, G. (Eds.) Handbook on Science Teacher Education Research (pp. 178-188). Routledge.