Meg Blanchard

McAlexander, S. L., McCance, K., Blanchard, M. R., & Venditti, R. A. (2022). Investigating the Experiences, Beliefs, and Career Intentions of Historically Underrepresented Science and Engineering Undergraduates Engaged in an Academic and Internship Program. SUSTAINABILITY, 2. https://doi.org/10.3390/su14031486

Gutierrez, K. S., Blanchard, M. R., & Busch, K. C. (2022, January 24). What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change? ENVIRONMENTAL EDUCATION RESEARCH, Vol. 1. https://doi.org/10.1080/13504622.2022.2032611

Swanson, K. J., Painter, J. L., Blanchard, M. R., & Gervase, K. D. (2022, March 7). Why Olympiad: Investigating Motivations and Benefits of Coaching Elementary Science Olympiad. JOURNAL OF SCIENCE TEACHER EDUCATION, Vol. 3. https://doi.org/10.1080/1046560X.2021.2024690

Kier, M. W., & Blanchard, M. R. (2021). Eliciting Students' Voices Through STEM Career Explorations. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 19(1), 151–169. https://doi.org/10.1007/s10763-019-10042-z

McCance, K. R., Suarez, A., McAlexander, S. L., Davis, G., Blanchard, M. R., & Venditti, R. A. (2021). Modeling a Biorefinery: Converting Pineapple Waste to Bioproducts and Biofuel. JOURNAL OF CHEMICAL EDUCATION, 6. https://doi.org/10.1021/acs.jchemed.1c00020

Blanchard, M., Gutierrez, K., Habig, B., Gupta, P., & Adams, J. (2020). Informal STEM program learning. In Handbook of Research on STEM Education (pp. 138–151).

Wheeler, S. R., & Blanchard, M. R. (2019). Contextual Choices in Online Physics Problems: Promising Insights Into Closing the Gender Gap. FRONTIERS IN PSYCHOLOGY, 10(MAR). https://doi.org/10.3389/fpsyg.2019.00594

Lee, H.-C., & Blanchard, M. R. (2019). Why Teach With PBL? Motivational Factors Underlying Middle and High School Teachers' Use of Problem-Based Learning. INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING, 13(1). https://doi.org/10.7771/1541-5015.1719

Alsbury, T. L., Blanchard, M., Gutierrez, K. S., Allred, C. M., & Tolin, A. D. (2018). District Strategic Teaming: Leadership for Systemic and Sustainable Reform. RESEARCH IN EDUCATIONAL ADMINISTRATION & LEADERSHIP, 3(2), 139–177. https://doi.org/10.30828/real/2018.2.2

Blanchard, M., & Sampson, V. D. (2018). Fostering impactful research experiences for teachers (RETs). Eurasia Journal of Mathematics Science and Technology Education, 14(1), 447–465. https://doi.org/10.12973/ejmste/80352

Blanchard, M., LePrevost, C. E., Tolin, A. D., & Gutierrez, K. S. (2016). Investigating technology-enhanced teacher professional development in rural, high-poverty middle schools. Educational Researcher (American Educational Research Association : 1972), 45(3), 207–220. https://doi.org/10.3102/0013189x16644602

Albert, J. L., Blanchard, M. R., & Wiebe, E. N. (2015). How high school students construct or create animations about water boiling. Application of Visual Data in K-16 Science Classrooms, 191–216.

LePrevost, C. E., Blanchard, M. R., & Cope, W. G. (2014). Personal goals and perceived barriers of farmworker pesticide trainers: Implications for workplace safety and health. Journal of Agricultural Safety and Health, Vol. 20, pp. 267–282. https://doi.org/10.13031/jash.20.10528

Kier, M. W., Blanchard, M., Osborne, J. W., & Albert, J. L. (2014). The development of the STEM Career Interest Survey (STEM-CIS). Research in Science Education, 44(3), 461–481. https://doi.org/10.1007/s11165-013-9389-3

LePrevost, C. E., Blanchard, M. R., & Cope, W. G. (2013). Beliefs of science educators who teach pesticide risk to farmworkers. International Journal of Environmental and Science Education, 8(4), 587–609. https://doi.org/10.12973/ijese.2013.221a

LePrevost, C. E., Storm, J. F., Blanchard, M. R., Asuaje, C. R., & Cope, W. G. (2013). Engaging Latino Farmworkers in the Development of Symbols to Improve Pesticide Safety and Health Education and Risk Communication. Journal of Immigrant and Minority Health, 15(5), 975–981. https://doi.org/10.1007/S10903-012-9685-4

Jones, M. G., Robertson, L., Gardner, G. E., Dotger, S., & Blanchard, M. (2012). Differential use of elementary science kits. International Journal of Science Education, 34(15), 2371–2391. https://doi.org/10.1080/09500693.2011.602755

Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122–1148. https://doi.org/10.1002/tea.21037

Southerland, S. A., Sowell, S., Blanchard, M., & Granger, E. M. (2011). Exploring the construct of pedagogical discontentment: A tool to understand science teachers' openness to reform. Research in Science Education, 41(3), 299–317. https://doi.org/10.1007/s11165-010-9166-5

Osborne, J. W., & Blanchard, M. R. (2011). Random responding from participants is a threat to the validity of social science research results. Frontiers in Psychology, 1(JAN). https://doi.org/10.3389/fpsyg.2010.00220

LePrevost, C. E., Blanchard, M., & Cope, W. G. (2011). The Pesticide risk beliefs inventory: A quantitative instrument for the assessment of beliefs about pesticide risks. International Journal of Environmental Research and Public Health, 8(6), 1923–1935. https://doi.org/10.3390/ijerph8061923

Blanchard, M., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577–616. https://doi.org/10.1002/sce.20390

Addy, T. M., & Blanchard, M. (2010). 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. International Journal of Science Education, 32(8), 1045–1071. https://doi.org/10.1080/09500690902948060

Blanchard, M., Southerland, S. A., & Granger, E. M. (2009). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Education, 93(2), 322–360. https://doi.org/10.1002/sce.20298