Feille, K., Stewart, M., Nettles, J., & Weinburgh, M. H. (2021). Like the kids do
it: Engineering design in middle-school science teacher professional development.
*Electronic Journal of Science and Mathematics Education, 25*(1), 5-19.

Jin, H, Hokayem, H., & Cisterna, D. (2021). New aspects of working with scientific
data.* Research in Science and Technological Education*

DOI: https://doi.org/10.1080/02635143.2021.1902977

Weinburgh, M. H., Silva, C., & Smith, K. H. (2021). Multimodality and the 5R Instructional
Model: Biology teachers learning to engage emergent multilingual learners. *Journal of Science Teachers Education. 32*(4), 378-399*. *DOI: 10.1080/1046560X.2020.1830503

Biffi, D., Lopez-Mobilia, A., Williams, D., Chumchal, M., & Weinburgh, M. H. (2020).
Mislabelling and high mercury content hampers the efforts of market-based seafood
initiatives in Peru. *Scientific Reports*

Graham, S., Tolar, A., & Hokayem, H. (2020). Teaching preservice teachers about COVID-19
through distance learning. *Electronic Journal for Research in Science and Mathematics Education, 24*, pp. 29-37.

Hokayem, H., Jin, H., & Yamaguchi, E. (2020). Feedback loop reasoning and knowledge
sources for early elementary students in three countries. *Eurasia Journal of Mathematics, Science, and Technology Education,16 (2). *DOI: __https://doi.org/10.29333/ejmste/112582__

Jin, H., Mikeska, J., Hokayem, H., & Mavronikolas, E. (2019). Toward coherence in
curriculum, instruction, and assessment: A review of learning progression literature.
*Science Education, 103*, pp. 1206-1234.* *Jin, H., Shin, H., Hokayem, H., Querishi, F., & Jenkins, T. (2019). Secondary students’
understanding of ecosystems: A learning progression approach*. International Journal of Science and Mathematics Education, 17*, pp. 217-235.

Pearce, E.*, Stewart, M.*, Malkoc, U.*, Ivey, R.*, & Weinburgh, M. H. (2020). Utilizing
a dynamic model of food chains to enhance English language learners’ science knowledge
and language construction. *International Journal of Science & Math Education, 18, 887-901 *https://doi.org/10.1007/s10763-019-10004-5

Weinburgh, M. H. (2020). *Emerging, Existing, and Imagined Identities: A Case of Mid-Career and Late-Career
Secondary Science Teacher Departure/Dropout*. *Journal of Science Teachers Education, 31(6), 654-674.*

Gutierrez, N., Weinburgh, M. H. & Silva, C. (2020). Using the 5R Instructional Model
to Enhance Learning for Emergent Multilingual Learners. In M. Bloom & S. Quebec Fuentes
(Eds.). *Advancing science and mathematics education for a sustainable future* (pp. 9-18). Dallas, TX: International Consortium for Research in Science and Mathematics
Education.

Pearce, E.*, Hartweg, B.*, de la Fuentes, Y.*, & Weinburgh, M. H. (2019). Peer-Coaching
as a Component of a Professional Development Model for Biology Teachers. *School Science and Mathematics 119*(3), 117-126.

Wu, S.*, Silveus, A*., Vasquez, S*., Biffi, D. *, Silva, C. & Weinburgh, M.H. (2019).
Supporting ELL’s use of Hybrid Language and Argumentation during Science Instruction.
*Journal of Science Teacher Education, 30(1)*, 24-43. DOI: 10.1080/1046560X.2018.1529520

Weinburgh, M. H. & Kamen, M. (2019). A brief history of the Electronic Journal of
Science education. *Electronic Journal of Science Education 2*3(5), 1-3.

Weinburgh, M. H., Silva, C., & Smith, K. H. (2019). *Supporting Emergent Learners in Science: Grades 6-12. * Arlington, VA: NSTA Press.

Oliveira, A. W, Weinburgh, M. H**., **McBride, E., Bobowski, T., & Shea, R.** ** (2019). Teaching Science to English Learners: Current Research and Practices in the
Field of Science Education.* * In L.C. de Oliveira (Eds). (pp. 277-290) *Handbook of TESOL in K-12. *Wiley Press

Oliveira, A. & Weinburgh, M. (2019). Using communication models to teach ELL science.
In. L.C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveiera (Eds). *Teaching Content Areas to English Language Learners in Secondary Schools*. (pp. 247-264). London, UK: Springer Press.

Feille, K., Nettles, J. & Weinburgh, M. H. (2018). Silhouettes of development: A tool for understanding the needs and growth of teachers. Journal of Science Teacher Education. 29(1), 30-45.

Weinburgh, M. H., Stewart, M.*, & Silva, C. (2018). Manual-technical operations: A critical examination of one mode of Lemke’s hybrid language. Electronic Journal of Science Education. 22(4), 36-49.

Wu, S., Silveus, A., Vasquez, S., Biffi, D., Silva, C. & Weinburgh, M.H. (2018). Supporting ELL’s use of Hybrid Language and Argumentation during Science Instruction. Journal of Science Teacher Education online publication October https://www.tandfonline.com/doi/full/10.1080/1046560X.2018.1529520

Wilkerson, T., Eddy, C., Quebec Fuentes, S., Sorto, M. A., Gupta, D., Ward, E., Jasper, W., Parker, Y., Mallam, W., Cooper, S., & Kerschen, K. (2018). Development and validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of algebra teachers’ knowledge and personal teaching efficacy. School Science and Mathematics, 18(6), 206-217.

Peace, H., Quebec Fuentes, S., & Bloom, M. (2018). More than a student: Preservice teachers’ transforming perceptions of science and mathematics teacher knowledge. International Journal of Educational Methodology, 4(4), 227-239.

Johnson, G., Jorgensen, T., & Quebec Fuentes, S., Kribs-Zaleta, C. M., & Gawlik, C. (2018). Mathematics content courses for teachers: An analysis of colleges and universities in Texas. Issues in the Undergraduate Preparation of School Teachers.

Crawford, L., Quebec Fuentes, S., Huscroft-D’Angelo, J., & Higgins, K. (2018). Evaluating quantitative reasoning strategies for comparing fractions: A tool for teachers. Intervention in School and Clinic, 1-10.

Quebec Fuentes, S. (2018). Fostering small-group, student-to-student discourse. The Australian Mathematics Teacher, 74(2), 21-30.

Jimerson, J. B., & Quebec Fuentes, S. (Eds.) (2018). Instructional leadership in the content areas: Case studies for leading curriculum and instruction. New York, NY: Routledge and University Council for Educational Administration. [Facilitation notes published in connection with this work are a separate e-supplement.]

Jimerson, J. B., & Quebec Fuentes, S. (2018). Introduction: The importance of strengthening instructional leadership. In J. B. Jimerson & S. Quebec Fuentes (Eds.), Instructional leadership in the content areas: Case studies for leading curriculum and instruction (pp. 1-10). New York: NY: Routledge and University Council for Educational Administration.

Jimerson, J. B., & Quebec Fuentes, S. (2018). Preface. In J. B. Jimerson & S. Quebec Fuentes (Eds.), Instructional leadership in the content areas: Case studies for leading curriculum and instruction (pp. xix-xxvi). New York: NY: Routledge and University Council for Educational Administration.

Hokayem, H., Jin, H. (2018). Knowledge sources of ecosystems and learning progressions. International Journal of Environmental and Science Education, 13, 631-645.

de la Fuente, Y., & Hokayem, H. (2018). Relating ecological technical terms to students’ reasoning in lower elementary. Journal of Biological Education, 2, 196-205.

Teuscher, D., & Switzer, J. M. (2018). Secondary mathematics student teachers’ types of noticing while teaching. Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 695-702.

Switzer, J. M. (2018). U.S. grade 4–6 students’ rational-number substitutions for odd-sum unknown addend tasks. Investigations in Mathematics Learning, 10(1), 33-53. doi:10.1080/19477503.2017.1371999

de la Fuente, Y., & Hokayem, H. (2017). Relating ecological technical terms to students’ reasoning in lower elementary. Journal of Biological Education. http://www.tandfonline.com/doi/full/10.1080/00219266.2017.1293558

Enugu, R., & Hokayem, H. (2017). Challenges pre-service teachers face when implementing a 5E inquiry model of instruction. European Journal of Science and Mathematics Education, 5,178-209.

Feille, K., Nettles, J. & Weinburgh, M. H. (2017). Water, water, everywhere! But is it clean to drink? Applying Engineering Design to the Challenge of Water Purification. Science Scope. 40(6), 50-56.

Hartweg, B*., Biffi, D*., de la Fuentes, Y*., Malkoc, U*., Patterson, M*., Pearce, E., Stewart, M*., & Weinburgh, M. H. (2017). Peruvian Food Chain Jenga: Learning ecosystems with an interactive model. School Science and Mathematics. 117(6), 229-238

Jin, H., Shin, H-J., Hokayem, H., Qureshi, F., & Jenkins, T. (2017). Secondary students understanding of ecosystems: A learning progression approach. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-017-9864-9

Oliveira, A. & Weinburgh, M. (Eds.) (2017). Science Teacher Preparation in Content-Based Second Language Acquisition. London: Springer.

Hu, B.Y., Quebec Fuentes, S., Ma, J., Ye, F., & Roberts, S.K. (2017). An examination of the implementation of mathematics lessons in a Chinese kindergarten classroom in the setting of standards reform. Journal of Research in Childhood Education, 31(1), 53-70.

Oliveira, A. W. & Weinburgh, M. H. (2017) Introduction: Science Teacher Preparation in Language and Content. In A.W. Oliveira & M. H. Weinburgh (Eds.). Science Teacher Preparation in Content-Based Second Language Acquisition. (pp. 1-21) London: Springer.

Oliveira, A. W. & Weinburgh, M. H. (2017). Epilogue: Emergent Trends and Threads. Science Teacher Preparation in Content-Based Second Language Acquisition. (pp. 363-371) London: Springer.

Quebec Fuentes, S., & Bloom, M. (2017). Reframing a problem: Identifying the sources of conflict in a teacher education course. Educational Action Research, 25(5), 687-703.

Quebec Fuentes, S., Crawford, L., & Huscroft-D’Angelo, J. (2017). Reasoning for all: An instructional model. Australian Primary Mathematics Classroom, 22(3), 20-25.

Quebec Fuentes, S., & Ma, J. (2017). Promoting teacher learning: A framework for evaluating the educative features of mathematics curriculum materials. Journal of Mathematics Teacher Education, pp. 1-35.

Quebec Fuentes, S., & Spice, L. (2017). Fostering collaboration and the co-construction of knowledge: A multidimensional perspective. In M. Boston, & L. West (Eds.), Reflective and collaborative processes to improve mathematics teaching (pp. 307-316). Reston, VA: NCTM.

Quebec Fuentes, S., & Switzer, J. M. (2017). A guided-inquiry approach supporting preservice elementary teachers’ development of a mathematics teacher knowledge framework. Link, 7(1), 5-7.

Rowland, O., Hokayem, H., & Beideger, D. (2017). Using a multi-literacy approach to teach about adaptation: The case of polar bears. Science and Children, 55, 60-65

Switzer, J. M. (2017). US grade 4-6 students’ rational number substitutions for odd sum unknown addend tasks. Investigations in Mathematics Learning. doi:10.1080/19477503.2017.1371999

**Non-refereed**

Quebec Fuentes, S. (2017). Problem solvers solution: Party time. Teaching Children Mathematics, 23(8), 462-465.

Quebec Fuentes, S. (2017). Problem solvers solution: Build me if you can. Teaching Children Mathematics, 23(7), pp. 398-400.

Switzer, J. M., & Hoppe, T. C. (2017). Problem Solvers Solutions: Birthday party patterns. Teaching Children Mathematics, 23(6), 335-336.

Switzer, J. M. (2017). Problem Solvers Solutions: Sharing a birthday cake. Teaching Children Mathematics, 23(9), 526-528.

Biffi, D., Hartweg, B., de la Fuente, Y., Patterson, M., Stewart, M., Patterson, M., Simanek, E., & Weinburgh, M. H. (2016). Developing an Educational Tool to Model Food Chains. Electronic Journal of Science Education, 20(1), 40 – 53.

Biffi, D., Hartweg, B., Stewart, M., Patterson, M., Simanek, E., & Weinburgh, M. H. (2016). Engaging students with dynamic models: Peruvian food chain Jenga. Science Scope, 39(5), 51-57.

Faggella-Luby, M., Griffith, R., Silva, C. & Weinburgh, M. H. (2016) Assessing ELLs’ Reading comprehension and Science Language Development. Electronic Journal of Science Education, 20(3), 150-166.

Griffith, R., Bauml, M., & Quebec Fuentes, S. (2016). Promoting metacognitive decision-making in teacher education. Theory Into Practice, 55(3), 242-249. [Second]

Hokayem, H. (2016). Patterns of reasoning about ecological systemic reasoning for early elementary students. Science Education International, 27, p. 117-135.

Hokayem, H., & Gotwals, A. (2016). Early elementary students’ understanding of complex ecosystems: A learning progression approach. Journal of Research in Science Teaching, 53, p.1524-1545.

Marble, S., Kamen, M., Naizer, G. & Weinburgh, M. H. (2016). Our Journey of Understanding through Lesson Study. In G. Buck & V. Akerson (Ed). Enhancing Profession Knowledge of Pre-service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice (pp.177-192). London: Springer

Melville, W., Weinburgh, M. H., Bartley, A., Jones, D., Lampo, A., Lower, J. & Sacevich, N. (2016). The chair’s dispositions as virtues. Teaching and Teacher Education, 57, 109-117.

Oliveira, A. & Weinburgh, M. H. (2016). Guided Visualization: Promoting ELL Science Literacies through Images. In L.C. de Oliveira, M. Klassen, & M. Maune (Eds). The Common Core State Standards in History, Science, and Technical Subjects (pp. 91-108). Alexandria, VA: TESOL Press.

Oliveira, A. & Weinburgh, M. H. (2016). Coming to Terms with Language: Editorial for the EJSE Special Issue on Science and Language. Electronic Journal of Science Education, 20(3), 1-10

Quebec Fuentes, S., & Bloom, M. (2016). Reframing a problem: Identifying the sources of conflict in a teacher education course. Educational Action Research, 1-17.[Fourth]

Quebec Fuentes, S., & Bloom, M. (2016). Using self-study to evaluate a pedagogical approach for navigating conflict in a science content course for preservice teachers. In G. Buck & V. Akerson (Eds.), Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice (pp. 95-120). New York, NY: Springer. [Second]

Switzer, J. M. (2016). Grade 4-6 students’ meanings for unknown addends: Implications for algebra. Banneker Banner, 30(1), 23-35.

Switzer, J. M. (2016). What conceptions have US Grade 4-6 students generalized for formal and informal common representations of unknown addends? International Journal of Mathematical Teaching and Learning, May, 1-43.

Teuscher, D., & Switzer, J. M. (2016). Unpacking the practice of probing student thinking. Mathematics Teacher Educator, 5(1), 47-64.

Bloom, M., Quebec Fuentes, S., Holden, M., & Feille, K. (2015). Navigating the environmental politics of energy production: Using mathematical modeling as a tool for educating science teachers for sustainability. In S. K. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating science teachers for sustainability (pp. 275-294). New York, NY: Springer.

Bloom, M., Quebec Fuentes, S., Feille, K., & Holden, M. (2015). Exploring the politics and sustainability of energy production: A professional development program for science teachers. The Journal of Sustainability Education. Retrieved from http://www.jsedimensions.org/wordpress/content/exploring-the-politics-and-sustainability-of-energy-production-a-professional-development-program-for-science-teachers_2015_01/

Eddy, C., Quebec Fuentes, S., Ward, E.K., Parker, Y.A., Cooper, S., Jasper, W.A., Mallam, W., Sorto, M.A., & Wilkerson, T.L. (2015). Unifying the algebra for all movement. Journal of Advanced Academics, 26(1), 59-92.

Hokayem, H., Ma, J, & Jin, H. (2015). A learning progression for feedback loop reasoning for feedback loop reasoning at the lower elementary level. Journal of Biological Education, 49, 246-260.

Huckaby, M. F. & Weinburgh, M. H. (2015). “Spark like a dialectic”: Difference Inbetween Feminisms/Duoethnography. International Review of Qualitative Research. 8(1), 49-67.

Jin, H., Hokayem, H., Wang, S, & Xin, W. (2015). A US-China Interview Study: Biology students’ argumentation and explanation about energy and consumption issues. International Journal of Science and Mathematics Education. 10(3), 301-318 DOI: http://link.springer.com/article/10.1007/s10763-015-9651-4

Jin, H., Hokayem, H., Wang, S., & Wei, X. (2015). How do US and Chinese biology students compare in explaining energy consumption issues? International Journal of Environment and Science Education. 10 (3), 301-318.

Quebec Fuentes, S., & Spice, L. (2015). Challenges encountered in building a university-high school collaboration: A case study. The Professional Educator, 39(1). Retrieved from http://wp.auburn.edu/educate/wp-content/uploads/2015/11/combined-spring_15.pdf

Quebec Fuentes, S., Switzer, J.M., & Jimerson, J. (2015). Catching up to the CCSS: A principal navigates out-of-subject instructional leadership. Journal of Cases in Educational Leadership, 18(3), 195-214.

Silva, C., Weinburgh, M. H., & Smith, K. H. (2015). Joining the team: A study of unintentional professional development. In D. Freeman and Y. Freemen (Eds.). Research on preparing inservice teachers to work effectively with emergent bilinguals. Volume 24 (pp. 3-32). Bingley, UK: Emerald Press.

Suzuki, K., Yamaguchi, E., & Hokayem, H. (2015). Learning progression for Japanese elementary students’ reasoning about ecosystems. Procedia-Social and Behavioral Sciences, 167, 79-84. doi:10.1016/j.sbspro.2014.12.646

Switzer, J. M., Teuscher, D., & Siebert, D. (2015). See it, Try it, and Reflect on it (STaR): Using video to scaffold and support preservice teachers in the reflective process of developing participation questioning discourse. In E. Ortlieb, L. Shanahan, & M. McVee (Eds.), Video research in disciplinary literacies (Vol. 6, pp. 3-20): Emerald Group Publishing Limited.

**2015 Non-refereed publications**

Quebec Fuentes, S. (2015). Family vacation. Teaching Children Mathematics, 22(3), 127-131.

Quebec Fuentes, S. (2015). Mirror, mirror. Teaching Children Mathematics, 22(5), 272-276.

Quebec Fuentes, S., & Quebec, R. (2015). How much do the tiles cost? Teaching Children Mathematics, 22(1), 8-12.

Switzer, J. M. (2015). Problem Solvers: Problems: Which lake is bigger? Teaching Children Mathematics, 22(4), 208-212.

Switzer, J. M. (2015). Problem Solvers Problem: Hundreds chart challenge. Teaching Children Mathematics, 22(2), 65-70.

Hokayem. H., Gotwals, A., & Weinburgh, M. (2014). The Method of Developing a Learning Progression of Systemic Reasoning. In A. White & D. Berlin (Eds). (untitled book)

Hokayem, H., & Schwarz, C. (2014). Engaging 5th graders in scientific modeling to learn about evaporation and condensation. International Journal of Science and Mathematics Education, 12, 49-72.

Switzer, J. M., Buchheister, K., & Dougherty, B. (in press). Number: A soft idea. [Editorial]. Teaching Children Mathematics.

Quebec Fuentes, S., & Switzer, J. M. (2014). Developing a mathematics teacher knowledge framework. Retrieved from http://www.edutopia.org/blog/developing-math-teacher-knwledge-framework-sarah-fuentes-matt-switzer

Switzer, J. M. (2014). Graphing inequalities, connecting meaning. Mathematics Teacher, 107(8), 580-584.

Lannin, J.K., van Garderen, D., Switzer, J.M., Buchheister, K. Hill, T., & Jackson, C., (2014). The mathematical development in number and operation for struggling first graders. Investigations in Mathematics Learning, 6(2), 19-47.

Weinburgh, M.H., Silva, C. & Smith, K.H. (2014). Learning from fourth and fifth graders in a summer school for English language learners. In M. Diaz, C. Eick, and L. Diaz (Eds.) Science Teacher Educators as K-12 Teachers: Practicing what we teach (181-194). London: Springer Publishers.

Gotwals, A., Hokayem, H., Song, T, & Songer, N. (2013). The role of disciplinary core ideas and practices in the complexity of large scale assessment items. Electronic Journal of Science Education., 17 (1).Retrieved from http://ejse.southwestern.edu

Hu, B., Quebec Fuentes, S., Wang, C.Y., &Ye, F. (2013). A case study of the implementation of Chinese kindergarten mathematics curriculum. International Journal of Science and Mathematics Education. Advance online publication. http://link.springer.com/journal/volumesAndIssues/10763

Quebec Fuentes, S. (2013). Small-group discourse: Establishing a communication-rich classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(3), 93-98.

Quebec Fuentes, S. (2013). Fostering communication between students working collaboratively: Results from a practitioner action research study. Mathematics Teacher Education and Development, 15(1), 48-71.

Silva, C., Weinburgh, M. H. & Smith, K. H. (2013) Not just good science teaching: supporting academic language development. Voices in the Middle. 20(3), 34-42.

Switzer, J. M. (2013). Linking models: Reasoning from Patterns to Tables and Equations. The Australian Mathematic Teacher, 69(1), 3-7.

Westmoreland, S., Garcia, J., Rich, R. & Weinburgh, M. (2013, August) Shifting Lab Activity. The STATellite. 57(3), 19. Retrieved from http://statweb.org/statellite/aug-13

Horak Smith, K., & Quebec Fuentes, S. (2012). A mathematics and science trail. Australian Primary Mathematics Classroom, 17(2), 19-23.

Huckaby, M.F. & Weinburgh, M. H. (2012) Alleyways and Pathways: Our Avenues through Patriotic Songs. In J. Norris, R. Sawyer & D. Lund (Eds.). Duoethnography: Promoting personal and societal change in dialogic self-study. (pp. 157-176) Left Coast Press.

Melville, W., Bartley, A. & Weinburgh, M. (2012). Change forces: Implementing change in a secondary school for the common good. Canadian Journal of Educational Administration and Policy, 133, 1-26.

Quebec Fuentes, S. (2012). Promoting student-to-student discourse in small groups: Findings of a practitioner action research project. Learning & Teaching Mathematics, 12, 45-50.

Silva, C., Weinburgh, M.H., Smith, K., Malloy, R. & Marshall (Nettles), J. (2012). Toward Integration: A Model of Science and Literacy. Childhood Education. 88(2). 91-95.

Switzer, J. M. (2012). Bridging the math gap. Virginia Mathematics Teacher (Reprinted with permission from NCTM from Mathematics Teaching in the Middle School, 15(7), 400-405).

Weinburgh, M.H & Silva, C. (2012). An Instructional Theory for English Language Learners: The 5R Model for Enhancing Academic Language Development in Inquiry-Based Science. In Irby, B.J., Brown, G., Lara-Alecio, R. (Eds.). and J. Koch (Sect. Ed.) Handbook of Educational Theories. (pp. 293-304). Information Age Publishing Inc.

Weinburgh, M.H., Silva, C., Malloy, R., Marshall, J. & Smith, K. (2012). A Science Lesson or Language Lesson? Using the 5Rs. Science & Children. 49(9) 72-76.

Baek, H., Schwarz, C., Chen, J., Hokayem, H., & Zhan, L. (2011). Engaging elementary students in scientific modeling: The MoDeLS 5th grade approach and findings. In M. S. Khine & I. M. Saleh (Eds.), Models and modeling: Cognitive Tool for Scientific Enquiry. p. 195-218. New York: Springer

Hokayem, H., Calabrese-Barton, A. & Tan, E. (2011). Participation in and transforming communities of practice. In S. J. Basu., A. Calabrese-Barton, & E.Tan (Eds). Democratic Science Teaching: Building the Expertise to Empower Low Income Minority Youth in Science. p. 55-72. Rotterdam, Netherlands: Sense Publishers.

Holden, M., Groulx, J., Bloom, M. & Weinburgh, M. H. (2011). Assessing efficacy through an outdoor professional development experience for inservice science teachers. Electronic Journal of Science Education. 12(2) 1-25. [on-line May 2012]

Lannin, J. K., van Garderen, D., Switzer, J. M., Davis, J., & Buchheister, K. (2011). The magnitude learning trajectory of struggling first grade students. Paper presented at Research Pre-session of the Annual Meeting of the National Council of Teachers of Mathematics.

Quebec Fuentes, S., Parker, Y., Epperson, J., Kribs-Zaleta, C., Jorgensen, T., Mallam, W., Gawlik, C., & Eddy, C. (2011). A Model of a Cross-Institutional Collaborative Working Group. Academic Exchange Quarterly, I5(4), 160-165.

Quebec Fuentes, S. (2011, December). A lesson based on student-generated ideas: A practical example highlighting the role of a teacher. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 2(Pedagogy). Retrieved from www.k-12prep.math.ttu.edu

Quebec Fuentes, S. (2011). A square becomes a regular octagon: An authentic experience in proof writing. Australian Senior Mathematics Journal, 25(2), 14-24.

Quebec Fuentes, S. (2011). The negotiation of classroom norms through teacher interventions with small groups in a geometry class. In D.F. Berlin & A.L. White (Eds.), A revolution in science and mathematics education in order to achieve intellectual independence (pp. 107-121). Columbus, OH: International Consortium for Research in Science and Mathematics Education.

Quebec Fuentes, S. (2011). The evolution of one teacher’s interventions with students working in groups. In M. S. Khine & I. M. Saleh (Eds.), Practitioner research: Teachers’ investigations in classroom teaching (pp. 81-102). Hauppauge, NY: Nova Science Publishers.

Spice, L., & Quebec Fuentes, S. (2011). Building a University–High School Collaboration. Academic Exchange Quarterly, I5(4), 110-115.

Switzer, J. M., Lannin, J. K., van Garderen, D., & Buchheister, K. (2011). Grade 1-2 struggling mathematics students magnitude trajectories: Comparing and Ordering. University of Western Australia, Perth, Australia.

Switzer, J. M. (2011). Grade 4-6 student meanings for informal and formal variable representations. University of Western Australia, Perth, Australia.

Weinburgh, M. H. & Silva, C. (2011). Math, science, and models. Science & Children. 48(10) 38-42.

Weinburgh, M. H., & Silva, C. (2011) Integrating Language and Science: The 5Rs for English Language Learners. In Berlin, D. F. & White, A. L. (Eds.). Science and Mathematics: International Innovations, Research, and Practices (pp. 19-32). Columbus, OH: International Consortium for Research in Science and Mathematics Education.

Weinburgh, M. H., & Sawey, A. (2011). Inquiry: Messy and Clean. In Berlin, D. F. & White, A. L. (Eds.). Science and Mathematics: International Innovations, Research, and Practices. (pp.33-42). Columbus, OH: International Consortium for Research in Science and Mathematics Education.

Bloom, M.A., Holden, M., Sawey, A.T., & Weinburgh, M.H. (2010). Promoting the use of Outdoor Learning Spaces by K-12, In-service, Science Teachers through a Year-long Outdoor Professional Development Experience. In A. Bodzin, B. Klein, and S. Weaver (Eds.). The Inclusion of Environmental Education in Science Teacher Education. (pp. 97-110). Springer Publishers.

Dawkins, P., Eddy, C., Epperson, J., Quebec Fuentes, S., Gawlik, C., Jorgensen, T., Mallam, W., Ward, E., & Wheeler, A. (2010). Developing models for localized cross-institutional mathematics education research groups. In P. Brosman, D.B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: The Ohio State University

Switzer, J. M. (2010). Bridging the math gap. Mathematics Teaching in the Middle School, 15(7), 400-405.

Pomeranke, S., McNaught, M., & Switzer, J. M. (2010). Insights into dynamic mathematical learning environments. . In Z. Usiskin, K. Andersen & N. Zotto (Eds.), Future curricular trends in school algebra and geometry. Proceedings of a conference. (pp. 287-294). Chicago: Information Age Publishing.

Weinburgh, M. H. & Bailey, B. (2010). Parallel but perpendicular paths. In Scantlebury, K., Kahle, J.B., & Martin, S. (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 47-56). Sense Publishers.

Bloom, M.A., Sawey, A., Holden, M.E., & Weinburgh, M.H. (Winter 2009). To What Degree Can Explicit Classroom Interventions Change pre-Service Elementary Teachers’ Conceptions of nature of Science? Council for Elementary Science International – Science. 40(02), 27-39

Gratch, J., & Kelly, J. (invited paper) (2009). MMOGs: Beyond the Wildest Imagination. Journal of Interactive Learning Research, 20 (2), 175-187.

Gratch, J., & Kelly, J. (2009). A discussion of open source gaming platforms. In I. Gibson Ed.), Society for Information Technology and Teacher Education International Conference Annual (1470-1473). Chesapeake, VA: Association for the Advancement of Computing in Education. ISBN: 1-880094-66-5.

Quebec Fuentes, S. (2009). Estimating African elephant populations (Part 1).Mathematics Teacher, 102(7), 534-539.

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