@article{collier_mccance_jackson_topliceanu_blanchard_venditti_2023, title={Observing Microplastics in the Environment through Citizen-Science-Inspired Laboratory Investigations}, volume={100}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.2c01078}, abstractNote={As the use of plastics expands, microplastic concentrations increase in aquatic environments and negatively impact water, soil, and animals inhabiting these areas. Microplastic research frequently incorporates citizen science to assist in data collection and environmental education. These projects provide opportunities for greater societal inclusion in science by involving volunteers and increasing the science capital in individuals with fewer science experiences. Integrating the goals of microplastic citizen science projects through a high school laboratory can increase students’ knowledge of this critical issue while incorporating innovative science activities in classrooms. This paper describes three activities designed for high school students to extract, quantify, and observe microplastics from personal care products, water, and sediment samples. Relevant citizen science-inspired activities can increase environmental stewardship and students’ science capital while creating a culture of engagement with science-related activities.}, number={5}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Collier, Karen M. and McCance, Katherine and Jackson, Sarah and Topliceanu, Ana and Blanchard, Margaret R. and Venditti, Richard A.}, year={2023}, month={May}, pages={2067–2079} }
 @article{mccance_teeter_blanchard_venditti_2023, title={Using Activity Theory to understand the interactions of a university interdisciplinary team of scientists and science educators}, volume={2}, ISSN={["1470-174X"]}, url={https://doi.org/10.1080/03075079.2023.2172564}, DOI={10.1080/03075079.2023.2172564}, abstractNote={Interdisciplinary collaborations between different academic disciplines can create knowledge and solutions to challenges that are beyond the scope of what a single discipline can achieve. However, little is known about how interdisciplinary teams of faculty and graduate students function as a whole and the processes that guide them as they work on collaborative tasks. Using Activity Theory, this qualitative study analyzed team meeting transcripts to examine interdisciplinary team interactions involving Science/Engineering and Science Education graduate students and faculty members as they co-developed laboratory activities for a grant-funded project. Several factors contributed to the team’s success: shared goals (Object), environment (Community), and clear Division of Labor. Differences (contradictions) were found in the Tools, Rules, and Division of Labor; the PI and Science/Engineering graduate students tended to focus on the needed lab materials, and the Science Education members focused more on educational standards and teachers’ ideas in the lab development (Tools). The PI and Science Education members set and enforced the team meeting agendas and deadlines (Rules). The Science/Engineering grad students focused on practical considerations to ensure the labs could successfully be implemented in a class setting (Rules) and were assigned the most tasks to complete (Division of Labor). The findings provide insight into the nature of interdisciplinary team dynamics between a Science/Engineering and Education grant team. The findings also suggest the importance of shared goals (Object), community development (Rules: Team Building), and the potential of capitalizing on different strengths and knowledge (contradictions) in an interdisciplinary team.}, journal={STUDIES IN HIGHER EDUCATION}, author={McCance, Katherine R. and Teeter, Stephanie D. and Blanchard, Margaret R. and Venditti, Richard A.}, year={2023}, month={Feb} }
 @article{blanchard_gutierrez_swanson_collier_2023, title={Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading?}, volume={13}, ISSN={["2227-7102"]}, DOI={10.3390/educsci13050480}, abstractNote={This research investigated what motivated and sustained the involvement of 376 students in culturally relevant, afterschool STEM clubs at four rural, under-resourced schools. A longitudinal, convergent parallel mixed methods research design was used to investigate participants’ participation in and perceptions of the clubs, their motivations to attend, and their future goals, over three years. Situated Expectancy-Value Theory (SEVT) served as a guiding theoretical and analytical framework. Overall, students who attended the clubs were African American (55%), female (56%), and 6th graders (42%), attended approximately half of the clubs (43%), and agreed with quality measures on the STEM Club Survey (M = 4.0/5). Students interviewed (n = 131) were most likely (99%) to describe what they enjoyed (intrinsic value), what was useful to them (utility value; 55%), personally important (42%; attainment value), or related to their personal or collective identity (40%). Most participants (78%) planned to attend a 4-year university and expressed interest in at least one STEM career (77%); highest attendees (48%) expressed the most interest. Our study reveals that a culturally relevant, afterschool STEM club can motivate underserved students to participate, learn, feel a sense of belonging as a club member, and positively influence their college and career pathways.}, number={5}, journal={EDUCATION SCIENCES}, author={Blanchard, Margaret R. and Gutierrez, Kristie S. and Swanson, Kylie J. and Collier, Karen M.}, year={2023}, month={May} }
 @article{mcalexander_mccance_blanchard_venditti_2022, title={Investigating the Experiences, Beliefs, and Career Intentions of Historically Underrepresented Science and Engineering Undergraduates Engaged in an Academic and Internship Program}, volume={14}, ISSN={2071-1050}, url={http://dx.doi.org/10.3390/su14031486}, DOI={10.3390/su14031486}, abstractNote={Women and students of marginalized race/ethnicity continue to be underrepresented in many science and engineering fields, and access to special programs, mentors, and internships may influence awareness, intention, and persistence in STEM fields. This mixed-methods case study investigated the experiences, beliefs, and career intentions of thirteen undergraduate students from historically underrepresented groups in the United States as they engaged in a federally funded grant program, “Sustainable Futures”. The program consisted of online courses, workshops, and a summer internship, intended to increase awareness, interest, and diverse participation in bioeconomy-related industries. The expectancy-value theory of achievement motivation theoretical framework guided this investigation of students’ changes in beliefs about bioproducts, bioenergy, the bioeconomy, and their career intentions. Program courses helped students develop skills and knowledge and program internships inspired and reinforced their career directions. Following program activities, students expressed greater intention to pursue bioproduct/bioenergy-related careers and articulated their career intentions with greater specificity. This study provides insight into the viability of focused academic and professional development programs as a practical method to promote students’ awareness, beliefs, and intentions to participate in careers in a sustainable bioeconomy, particularly across diverse populations.}, number={3}, journal={Sustainability}, publisher={MDPI AG}, author={McAlexander, Shana L. and McCance, Katherine and Blanchard, Margaret R. and Venditti, Richard A.}, year={2022}, month={Jan}, pages={1486} }
 @article{gutierrez_blanchard_busch_2022, title={What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?}, volume={1}, ISSN={["1469-5871"]}, DOI={10.1080/13504622.2022.2032611}, abstractNote={This study investigated the experiences of rural, underserved middle school students in afterschool clubs. Culturally relevant climate change education strategies were used to enhance students’ climate change literacy. We investigated changes in students’ climate change literacy, perceptions of strategies used, and what they valued about the clubs by analyzing a pre-post survey (N = 97) and structured written reflections (N = 113). A new integrative framework brought together climate change education design elements to promote culturally relevant programming in an afterschool setting. The effective climate change education strategies and Expectancy-Value Theory (EVT) guided data analyses. Overall, students demonstrated significant growth in climate literacy; beliefs, attitudes, and subjective knowledge did not increase significantly. Students’ reflections indicated some climate change strategies resonated more than others. Analyses using EVT found that students’ interest/enjoyment and identity were most often described, followed by self-efficacy and expectations for success with club tasks. Implications for practice are shared.What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?All authorsKristie S. Gutierrez , Margaret R. Blanchard & K. C. Busch https://doi.org/10.1080/13504622.2022.2032611Published online:08 February 2022Display full size}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Gutierrez, Kristie S. and Blanchard, Margaret R. and Busch, K. C.}, year={2022}, month={Jan} }
 @article{swanson_painter_blanchard_gervase_2022, title={Why Olympiad: Investigating Motivations and Benefits of Coaching Elementary Science Olympiad}, volume={3}, ISSN={["1573-1847"]}, DOI={10.1080/1046560X.2021.2024690}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, author={Swanson, Kylie J. and Painter, Jason L. and Blanchard, Margaret R. and Gervase, Kimberly D.}, year={2022}, month={Mar} }
 @article{kier_blanchard_2021, title={Eliciting Students' Voices Through STEM Career Explorations}, volume={19}, ISSN={["1573-1774"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85077692230&partnerID=MN8TOARS}, DOI={10.1007/s10763-019-10042-z}, number={1}, journal={INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION}, author={Kier, Meredith W. and Blanchard, Margaret R.}, year={2021}, month={Jan}, pages={151–169} }
 @article{mccance_suarez_mcalexander_davis_blanchard_venditti_2021, title={Modeling a Biorefinery: Converting Pineapple Waste to Bioproducts and Biofuel}, volume={98}, ISSN={0021-9584 1938-1328}, url={http://dx.doi.org/10.1021/acs.jchemed.1c00020}, DOI={10.1021/acs.jchemed.1c00020}, abstractNote={Many students may not be aware that renewable biological materials can be converted into multiple bioproducts and biofuels using a biorefinery process, a more sustainable alternative to conventional crude oil refineries. By using waste from pineapple, a plant material that most students are familiar with, a biorefinery can be modeled to demonstrate the benefits of a circular bioeconomy. Pineapple waste consists of the peel, core, and leaves that are often discarded after the fruit is processed for consumption. These “leftovers” or “residues” are rich sources of sugars and lignocellulosic biomass, which can be converted to value-added bioproducts and biofuel. In this article, the development and implementation of a high school laboratory activity that simulates a pineapple biorefinery is described. It was field tested with an Environmental Science class, in which students converted pineapple leaves into paper, and they fermented the sugars from the core and peel into bioethanol for fuel. Students investigated how different process variables influenced the tensile strength of their paper and the quantity of bioethanol produced. This lab introduces students to the potential of a circular bioeconomy and challenges them to integrate prior chemistry and biology knowledge to generate solutions to real-world sustainability problems. It can be used in chemistry classes to demonstrate stoichiometry, chemical reaction yield, chemical bonds, and the effect of reactant concentration on the rate of product formation.}, number={6}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={McCance, Katherine R. and Suarez, Antonio and McAlexander, Shana L. and Davis, Georganna and Blanchard, Margaret R. and Venditti, Richard A.}, year={2021}, month={May}, pages={2047–2054} }
 @inbook{blanchard_gutierrez_habig_gupta_adams_2020, title={Informal STEM program learning}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85098224497&partnerID=MN8TOARS}, booktitle={Handbook of Research on STEM Education}, author={Blanchard, M. and Gutierrez, K. and Habig, B. and Gupta, P. and Adams, J.}, year={2020}, pages={138–151} }
 @article{wheeler_blanchard_2019, title={Contextual Choices in Online Physics Problems: Promising Insights Into Closing the Gender Gap}, volume={10}, ISSN={["1664-1078"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85065162165&partnerID=MN8TOARS}, DOI={10.3389/fpsyg.2019.00594}, abstractNote={Throughout the world, female students are less likely than males to take advanced physics courses. This mixed-methods study uses a concurrent, nested design to study an online homework intervention designed to address choice and achievement. A choice of three different contexts (biological, sports, and traditional) were offered to students for each physics problem, intending to stimulate females' interest and enhance achievement. Informed by aspects of Artino's social-cognitive model of academic motivation and emotion, we investigated: Which context of physics problems do males and females select?; What explanations do students give for their choices?; Are there differences in the achievement of males and females?; and Is there a relationship between student achievement and the context selected? Fifty-two high school physics students from five US states participated. Data included pre- and post-Force Concept Inventory scores, homework context choices and achievement, and rationales for choices. Findings indicate that females were most likely to select biology contexts; males, traditional. All students made more attempts on video questions over word questions, although females did not score as well. For all questions, students generally persisted until they answered them correctly, with females taking fewer attempts on problems. Context choice was mostly driven by interest, for males, and perceptions of difficulty level for females; however, rationales were indistinguishable by gender. On their first homework question attempt, females scored significantly better than the males. Initially, males had significantly higher FCI scores; post homework intervention, females increased their mean scores significantly on the FCI, erasing the initial gender gap, with no growth nor decline in males' scores. Females with FCI growth were equally as likely to choose biology contexts as traditional contexts; males were more likely to choose biology contexts. Findings from this study suggest that modest changes to homework problems that provide choice and make the physics problems more contextually interesting-even without changes in classroom instruction-could increase interest and motivation in students and increase achievement for both male and female students. Recommendations will be discussed.}, number={MAR}, journal={FRONTIERS IN PSYCHOLOGY}, author={Wheeler, Samuel R. and Blanchard, Margaret R.}, year={2019}, month={Mar} }
 @article{lee_blanchard_2019, title={Why Teach With PBL? Motivational Factors Underlying Middle and High School Teachers' Use of Problem-Based Learning}, volume={13}, ISBN={1541-5015}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85056343465&partnerID=MN8TOARS}, DOI={10.7771/1541-5015.1719}, abstractNote={This quantitative study examined factors underlying middle and high school teachers’ choices about whether to use problem-based learning (PBL). Survey items measured respondents’ perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly more formal PBL professional development, higher levels of perceived competence and value for this pedagogy, perceived more support from peers, and perceived lower costs than did the non–PBL use teachers (n = 30). Findings highlight the importance of formal PBL professional development in increasing teachers’ intention to implement PBL and recommend the inclusion of experienced PBL teachers to share how the “costs” of implementing this pedagogy can also add “value” for teachers and their students.}, number={1}, journal={INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING}, author={Lee, Huei-Chen and Blanchard, Margaret R.}, year={2019} }
 @article{alsbury_blanchard_gutierrez_allred_tolin_2018, title={District Strategic Teaming: Leadership for Systemic and Sustainable Reform}, volume={3}, ISSN={["2564-7261"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85064512512&partnerID=MN8TOARS}, DOI={10.30828/real/2018.2.2}, abstractNote={Reform efforts in schools have become increasingly focused on the nature and direction of teamwork in efforts to achieve sustained and systemic districtwide capacity for innovation and needed change. The six-year study reported in this article involved development, implementation, and assessment of a unique collaborative process for districtwide reform in some of the most challenging and fluid educational settings in the United States of America. This reform process, called District Strategic Teaming, involved a representative vertical cross-section of members from the district office to school-based support staff.  Participating schools are located in isolated, rural communities in the south-eastern region of the United States of America that experience high rates of teacher turnover and serve student populations living in abject poverty. Despite these challenges, the longitudinal study revealed substantive improvement in organizational culture and reduction  of systemic barriers for innovation through the process described in this article.}, number={2}, journal={RESEARCH IN EDUCATIONAL ADMINISTRATION & LEADERSHIP}, author={Alsbury, Thomas L. and Blanchard, Margaret R. and Gutierrez, Kristie S. and Allred, Chris M. and Tolin, A. Dell}, year={2018}, month={Dec}, pages={139–177} }
 @article{blanchard_sampson_2018, title={Fostering Impactful Research Experiences for Teachers (RETs)}, volume={14}, ISSN={["1305-8223"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85034951740&partnerID=MN8TOARS}, DOI={10.12973/ejmste/80352}, abstractNote={The National Science Foundation (NSF) in the United States funds Research Experiences for Teachers (RETs) for K-12 science teachers. The RET program seeks to provide science teachers with research experiences so they can provide enhanced science or engineering inquiry experiences for their students. One form of RET that focuses on science pedagogy has resulted in some promising changes in teachers’ thinking and lesson design. This case study examines how a cohort of ten secondary science teachers’ inquiry conceptions and lesson design changed after participating in a science pedagogy RET, and analyzes the relationship between the components of the program and changes seen in teachers’ inquiry conceptions and lessons. Significant changes in teachers’ inquiry conceptions and particularly their lessons were a result of teacher adoption of the inquiry-based instructional modeled during the science pedagogy RET. A theory of action is proposed for RET design that would better promote and support teacher learning and foster changes in classroom instruction.}, number={1}, journal={EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION}, author={Blanchard, Margaret R. and Sampson, Victor D.}, year={2018}, month={Jan}, pages={447–465} }
 @article{blanchard_leprevost_tolin_gutierrez_2016, title={Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools}, volume={45}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189X16644602}, DOI={10.3102/0013189x16644602}, abstractNote={This 3-year, mixed-methods study investigated the effects of teacher technology-enhanced professional development (TPD) on 20 teachers’ beliefs and practices. Teachers in two middle schools located in neighboring rural, high-poverty districts in the southeastern United States participated in reform-based lessons and learned how to integrate technologies into their teaching over three summers and throughout the school year. Mathematics and science assessment scores for 2,321 students both with and without TPD teachers were analyzed over the 3 years of teacher TPD. Teachers’ reform-based teaching beliefs and their comfort using new technologies increased significantly, and all of the teachers integrated the use of technologies into their instruction. Although some TPD teachers used technology in ways that transformed their roles and classroom practices, the majority of the teachers adopted technology in ways that improved efficiency and effectiveness. African American students who had more TPD teachers over more years experienced significant gains on end-of-grade mathematics and science tests. Findings suggest that if teachers integrate technology into their instruction, large-scale changes in teachers’ practices are not necessary to enhance students’ learning, particularly for African American students.}, number={3}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Blanchard, Margaret R. and LePrevost, Catherine E. and Tolin, A. Dell and Gutierrez, Kristie S.}, year={2016}, month={Apr}, pages={207–220} }
 @article{albert_blanchard_wiebe_2015, title={How high school students construct or create animations about water boiling}, journal={Application of Visual Data in K-16 Science Classrooms}, author={Albert, J. L. and Blanchard, M. R. and Wiebe, E. N.}, year={2015}, pages={191–216} }
 @article{leprevost_blanchard_cope_2014, title={Personal Goals and Perceived Barriers of Farmworker Pesticide Trainers: Implications for Workplace Safety and Health}, volume={20}, ISSN={1074-7583 1943-7846}, url={http://dx.doi.org/10.13031/jash.20.10528}, DOI={10.13031/jash.20.10528}, abstractNote={Abstract. Farmworkers are an at-risk occupational group, frequently exposed to pesticides in their working and living environments. Pesticide training for farmworkers is federally mandated, but little is known about the farmworker trainers who provide or supplement the training. Using questionnaires and semi-structured interviews, this qualitative study explored a sample of pesticide trainers (n = 45) in North Carolina. A conceptual framework that recognizes the trainer as a “person-in-context” guided an examination of trainers’ goals and perceived constraints. Findings indicated that five types of organizations provide pesticide training. Individuals from these organizations have shared goals to reduce exposure and ensure health for farmworkers. Trainers identified practical constraints (time, farmworker physical and mental state, physical setting, institutional factors, training, and curricular materials) as restricting goal attainment. This study improves understanding of pesticide trainers and the context of pesticide training, guiding future interventions. Further, it suggests that the congruence of trainers’ goals provides a foundation for future collaborations to better meet farmworkers’ needs.}, number={4}, journal={Journal of Agricultural Safety and Health}, publisher={American Society of Agricultural and Biological Engineers (ASABE)}, author={LePrevost, C.E. and Blanchard, M.R. and Cope, W.G.}, year={2014}, month={Oct}, pages={267–282} }
 @article{kier_blanchard_osborne_albert_2014, title={The Development of the STEM Career Interest Survey (STEM-CIS)}, volume={44}, ISSN={["1573-1898"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84899903240&partnerID=MN8TOARS}, DOI={10.1007/s11165-013-9389-3}, number={3}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Kier, Meredith W. and Blanchard, Margaret R. and Osborne, Jason W. and Albert, Jennifer L.}, year={2014}, month={Jun}, pages={461–481} }
 @article{leprevost_blanchard_cope_2013, title={Beliefs of science educators who teach pesticide risk to farmworkers}, volume={8}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84886848801&partnerID=MN8TOARS}, DOI={10.12973/ijese.2013.221a}, number={4}, journal={International Journal of Environmental and Science Education}, author={LePrevost, C.E. and Blanchard, M.R. and Cope, W.G.}, year={2013}, pages={587–609} }
 @article{leprevost_storm_blanchard_asuaje_cope_2013, title={Engaging Latino Farmworkers in the Development of Symbols to Improve Pesticide Safety and Health Education and Risk Communication}, volume={15}, ISSN={1557-1912 1557-1920}, url={http://dx.doi.org/10.1007/S10903-012-9685-4}, DOI={10.1007/S10903-012-9685-4}, number={5}, journal={Journal of Immigrant and Minority Health}, publisher={Springer Science and Business Media LLC}, author={LePrevost, Catherine E. and Storm, Julia F. and Blanchard, Margaret R. and Asuaje, Cesar R. and Cope, W. Gregory}, year={2013}, month={Oct}, pages={975–981} }
 @article{jones_robertson_gardner_dotger_blanchard_2012, title={Differential Use of Elementary Science Kits}, volume={34}, ISSN={["0950-0693"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84870262450&partnerID=MN8TOARS}, DOI={10.1080/09500693.2011.602755}, abstractNote={The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed.}, number={15}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, Gail and Robertson, Laura and Gardner, Grant E. and Dotger, Sharon and Blanchard, Margaret R.}, year={2012}, pages={2371–2391} }
 @article{sampson_blanchard_2012, title={Science teachers and scientific argumentation: Trends in views and practice}, volume={49}, ISSN={0022-4308}, url={http://dx.doi.org/10.1002/tea.21037}, DOI={10.1002/tea.21037}, abstractNote={Current research indicates that student engagement in scientific argumentation can foster a better understanding of the concepts and the processes of science. Yet opportunities for students to participate in authentic argumentation inside the science classroom are rare. There also is little known about science teachers' understandings of argumentation, their ability to participate in this complex practice, or their views about using argumentation as part of the teaching and learning of science. In this study, the researchers used a cognitive appraisal interview to examine how 30 secondary science teachers evaluate alternative explanations, generate an argument to support a specific explanation, and investigate their views about engaging students in argumentation. The analysis of the teachers' comments and actions during the interview indicates that these teachers relied primarily on their prior content knowledge to evaluate the validity of an explanation rather than using available data. Although some of the teachers included data and reasoning in their arguments, most of the teachers crafted an argument that simply expanded on a chosen explanation but provided no real support for it. The teachers also mentioned multiple barriers to the integration of argumentation into the teaching and learning of science, primarily related to their perceptions of students' ability levels, even though all of these teachers viewed argumentation as a way to help students understand science. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1122–1148, 2012}, number={9}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Sampson, Victor and Blanchard, Margaret R.}, year={2012}, month={Aug}, pages={1122–1148} }
 @article{southerland_sowell_blanchard_granger_2011, title={Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers' Openness to Reform}, volume={41}, ISSN={["1573-1898"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79955760535&partnerID=MN8TOARS}, DOI={10.1007/s11165-010-9166-5}, number={3}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Southerland, Sherry A. and Sowell, Scott and Blanchard, Margaret and Granger, E. M.}, year={2011}, month={May}, pages={299–317} }
 @article{osborne_blanchard_2011, title={Random responding from participants is a threat to the validity of social science research results}, volume={1}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84859055533&partnerID=MN8TOARS}, DOI={10.3389/fpsyg.2010.00220}, abstractNote={Research in the social sciences often relies upon the motivation and goodwill of research participants (e.g., teachers, students) to do their best on low stakes assessments of the effects of interventions. Research participants who are unmotivated to perform well can engage in random responding on outcome measures, which can cause substantial mis-estimation of results, biasing results toward the null hypothesis. Data from a recent educational intervention study served as an example of this problem: participants identified as random responders showed substantially lower scores than other participants on tests during the study, and failed to show growth in scores from pre- to post-test, while those not engaging in random responding showed much higher scores and significant growth over time. Furthermore, the hypothesized differences across instructional method were masked when random responders were retained in the sample but were significant when removed. We remind researchers in the social sciences to screen their data for random responding in their outcome measures in order to improve the odds of detecting effects of their interventions.}, number={JAN}, journal={Frontiers in Psychology}, author={Osborne, J.W. and Blanchard, M.R.}, year={2011} }
 @article{leprevost_blanchard_cope_2011, title={The Pesticide Risk Beliefs Inventory: A Quantitative Instrument for the Assessment of Beliefs about Pesticide Risks}, volume={8}, ISSN={["1660-4601"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79959827031&partnerID=MN8TOARS}, DOI={10.3390/ijerph8061923}, abstractNote={Recent media attention has focused on the risks that agricultural pesticides pose to the environment and human health; thus, these topics provide focal areas for scientists and science educators to enhance public understanding of basic toxicology concepts. This study details the development of a quantitative inventory to gauge pesticide risk beliefs. The goal of the inventory was to characterize misconceptions and knowledge gaps, as well as expert-like beliefs, concerning pesticide risk. This study describes the development and field testing of the Pesticide Risk Beliefs Inventory with an important target audience: pesticide educators in a southeastern U.S. state. The 19-item, Likert-type inventory was found to be psychometrically sound with a Cronbach’s alpha of 0.780 and to be a valuable tool in capturing pesticide educators’ beliefs about pesticide risk, assessing beliefs in four key categories. The Pesticide Risk Beliefs Inventory could be useful in exploring beliefs about pesticide risks and in guiding efforts to address misconceptions held by a variety of formal and informal science learners, educators, practitioners, the agricultural labor force, and the general public.}, number={6}, journal={INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH}, author={LePrevost, Catherine E. and Blanchard, Margaret R. and Cope, W. Gregory}, year={2011}, month={Jun}, pages={1923–1935} }
 @article{blanchard_southerland_osborne_sampson_annetta_granger_2010, title={Is Inquiry Possible in Light of Accountability?: A Quantitative Comparison of the Relative Effectiveness of Guided Inquiry and Verification Laboratory Instruction}, volume={94}, ISSN={["1098-237X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77954745758&partnerID=MN8TOARS}, DOI={10.1002/sce.20390}, abstractNote={In this quantitative study, we compare the efficacy of Level 2, guided inquiry–based instruction to more traditional, verification laboratory instruction in supporting student performance on a standardized measure of knowledge of content, procedure, and nature of science. Our sample included 1,700 students placed in the classrooms of 12 middle school and 12 high school science teachers. The instruction for both groups included a week long, laboratory-based, forensics unit. Students were given pre-, post-, and delayed posttests, the results of which were analyzed through a Hierarchical Linear Model (HLM) using students' scores, teacher, level of school, Reformed Teaching Observation Protocol (RTOP) scores, and school socioeconomic status. Overall, compared to students in traditional sections, students who participated in an inquiry-based laboratory unit showed significantly higher posttest scores; had the higher scores, more growth, and long-term retention at both the high school and middle school levels, if their teacher had stronger implementation of inquiry methods (as measured by RTOP scores); and tended to have better outcomes than those who learned through traditional methods, regardless of level of poverty in the school. Our findings suggest that Level 2 inquiry can be an effective teaching approach to support student learning as measured through standardized assessments. © 2010 Wiley Periodicals, Inc. Sci Ed 94:577–616, 2010}, number={4}, journal={SCIENCE EDUCATION}, author={Blanchard, Margaret R. and Southerland, Sherry A. and Osborne, Jason W. and Sampson, Victor D. and Annetta, Leonard A. and Granger, Ellen M.}, year={2010}, month={Jul}, pages={577–616} }
 @article{addy_blanchard_2010, title={The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme}, volume={32}, ISSN={["1464-5289"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77952080699&partnerID=MN8TOARS}, DOI={10.1080/09500690902948060}, abstractNote={Reform‐minded practices are widely encouraged during pre‐service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre‐service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed‐methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform‐minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform‐minded “transitional” beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross‐case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.}, number={8}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Addy, Tracie M. and Blanchard, Margaret R.}, year={2010}, pages={1045–1071} }
 @article{blanchard_southerland_granger_2009, title={No Silver Bullet for Inquiry: Making Sense of Teacher Change Following an Inquiry-Based Research Experience for Teachers}, volume={93}, ISSN={["1098-237X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-68049109378&partnerID=MN8TOARS}, DOI={10.1002/sce.20298}, abstractNote={Inquiry is seen as central to the reform of science teaching and learning, but few teachers have experience with scientific inquiry and thus possess very naïve conceptions of it. One promising form of professional development, research experiences for teachers (RETs), allows teachers to experience scientific inquiry in the hopes that these experiences will then translate to inquiry in the classroom. As intuitively pleasing as these programs are, scant evidence documents their effectiveness. For this study, four secondary science teachers were followed back to their classrooms following a 6-week, marine ecology RET. The research employed qualitative and quantitative data collection to answer these questions: What were the teachers' initial conceptions and enactment of classroom inquiry, and how did they change after the RET?; How did changes in the nature and use of questions highlight changes in inquiry enactment?; and How were the teachers' changes linked to the RET and are there changes that cannot be explained by the RET experience? Teachers who entered the program with more sophisticated, theory-based understanding of teaching and learning were more apt to understand inquiry as a model and to use classroom-based inquiry throughout their teaching following the program. Implications for professional development are discussed. © 2008 Wiley Periodicals, Inc. Sci Ed 93: 322–360, 2009}, number={2}, journal={SCIENCE EDUCATION}, author={Blanchard, Margaret R. and Southerland, Sherry A. and Granger, Ellen M.}, year={2009}, month={Mar}, pages={322–360} }