Margareta Thomson

Thomson, M. M., Huggins, E., Carrier, S. J., & Gray, D. L. (2022, May 17). Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 5. https://doi.org/10.1080/09500693.2022.2075948

Thomson, M. M., Gray, D. L., Walkowiak, T. A., & Alnizami, R. (2021, May 20). Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge. JOURNAL OF TEACHER EDUCATION, Vol. 5. https://doi.org/10.1177/00224871211014128

Thomson, M. M., Huggins, E., & Williams, W. (2019). Developmental science efficacy trajectories of novice teachers from a STEM-Focused program: A longitudinal mixed-methods investigation. TEACHING AND TEACHER EDUCATION, 77, 253–265. https://doi.org/10.1016/j.tate.2018.10.010

Palermo, C., & Thomson, M. M. (2019). Large-scale assessment as professional development: teachers' motivations, ability beliefs, and values. TEACHER DEVELOPMENT, 23(2), 192–212. https://doi.org/10.1080/13664530.2018.1536612

Thomson, M. M., Zakaria, Z., & Radut-Taciu, R. (2019). Perceptions of Scientists and Stereotypes through the Eyes of Young School Children. EDUCATION RESEARCH INTERNATIONAL, 2019. https://doi.org/10.1155/2019/6324704

Thomson, M. M., & Turner, J. E. (2019). The Role of Emotions in Teachers' Professional Development: Attending a Research Experience for Teachers (RET) Program. EDUCATION RESEARCH INTERNATIONAL, 2019. https://doi.org/10.1155/2019/5856793

Palermo, C., & Thomson, M. M. (2018). Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology, 54, 255–270. https://doi.org/10.1016/J.CEDPSYCH.2018.07.002

Carrier, S. J., Whitehead, A. N., Walkowiak, T. A., Luginbuhl, S. C., & Thomson, M. M. (2017). The development of elementary teacher identities as teachers of science. International Journal of Science Education, 39(13), 1733–1754. https://doi.org/10.1080/09500693.2017.1351648

Thomson, M. M., & Nietfeld, J. L. (2016). Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States. JOURNAL OF EDUCATIONAL RESEARCH, 109(4), 360–374. https://doi.org/10.1080/00220671.2014.968912

Thomson, M. M. (2016). Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles. EDUCATIONAL PSYCHOLOGY, 36(3), 502–525. https://doi.org/10.1080/01443410.2015.1024612

Thomson, M. M., DiFrancesca, D., Carrier, S., & Lee, C. (2016). Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1–20. https://doi.org/10.1080/13664530.2016.1204355

Lee, J., Turner, J. E., & Thomson, M. M. (2015). A structural equation model of pre-service teachers' perceptions of future goals and current course-related motivation. JAPANESE PSYCHOLOGICAL RESEARCH, 57(3), 231–241. https://doi.org/10.1111/jpr.12082

Thomson, M. M., & Turner, J. (2015). Teaching motivations, characteristics and professional growth: results from the Great Expectations (GE) programme in the United States. EDUCATIONAL PSYCHOLOGY, 35(5), 578–597. https://doi.org/10.1080/01443410.2013.849796

Smith, A., & Thomson, M. M. (2014). Alternative education programmes: synthesis and psychological perspectives. Educational Psychology in Practice, 30(2), 111–119. https://doi.org/10.1080/02667363.2014.891101

Carrier, S. J., Thomson, M. M., Tugurian, L. P., & Stevenson, K. T. (2014). Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing. International Journal of Science Education, 36(13), 2195–2220. https://doi.org/10.1080/09500693.2014.917342

Thomson, M. M., & Palermo, C. (2014). Preservice teachers' understanding of their professional goals: Case studies from three different typologies. TEACHING AND TEACHER EDUCATION, 44, 56–68. https://doi.org/10.1016/j.tate.2014.08.002

Carrier, S. J., Tugurian, L. P., & Thomson, M. M. (2013). Elementary Science Indoors and Out: Teachers, Time, and Testing. Research in Science Education, 43(5), 2059–2083. https://doi.org/10.1007/S11165-012-9347-5

Thomson, M. M., & Gregory, B. (2013). Elementary Teachers' Classroom Practices and Beliefs in Relation to US Science Education Reform: Reflections from within. International Journal of Science Education, 35(11), 1800–1823. https://doi.org/10.1080/09500693.2013.791956

Thomson, M. M., & Kaufmann, E. (2013). Elementary teachers' views of their science professional development attendance: An expectancy-value approach. Eurasia Journal of Mathematics Science and Technology Education, 9(1), 45–58. https://doi.org/10.12973/eurasia.2013.915a

Thomson, M. M. (2013). Elementary teachers’ values and expectancies: reflections on professional experiences. Professional Development in Education, 39(3), 438–440. https://doi.org/10.1080/19415257.2012.683487

Thomson, M. M., & McIntyre, E. (2013). Prospective teachers’ goal orientation: an examination of different teachers’ typologies with respect to motivations and beliefs about teaching. Teacher Development, 17(4), 409–430. https://doi.org/10.1080/13664530.2013.804001

Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28(3), 324–335. https://doi.org/10.1016/j.tate.2011.10.007

Pop, M. M., Dixon, P., & Grove, C. M. (2010). Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement. Journal of Science Teacher Education, 21(2), 127–147. https://doi.org/10.1007/S10972-009-9167-2

Grove, C. M., Dixon, P. J., & Pop, M. M. (2009). Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom. Professional Development in Education, 35(2), 247–260. https://doi.org/10.1080/13674580802532712

Pop, M. M., & Turner, J. E. (2009). To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program. Teachers and Teaching, 15(6), 683–700. https://doi.org/10.1080/13540600903357017

Roehrig, A. D., Guidry, L. O., Bodur, Y., Guan, Q., Guo, Y., & Pop, M. (2008). Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction∗. Literacy Research and Instruction, 47(2), 76–98. https://doi.org/10.1080/19388070801938247

Losh, S. C., Wilke, R., & Pop, M. (2008). Some Methodological Issues with “Draw a Scientist Tests” among Young Children. International Journal of Science Education, 30(6), 773–792. https://doi.org/10.1080/09500690701250452