Research
Recent C(SE)2 Publications
* denotes student authors
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.