Scott Ragan

Carroll, G., Park, S., Reynolds, W. M., Hall, A. J. F., Chalfant, L., Ragan, S., & Painter, J. (2024). Instructional strategies that support multidimensional, meaningful, and equitable model-based teaching: A systematic literature review. In N. S. Ragan (Ed.), National Association for Research in Science Teaching (NARST) Annual Conference. Denver, CO.

Carroll, G., Park, S., Reynolds, W. M., Hall, A. J. F., Chalfant, L., Ragan, S., & Painter, J. (2024). Instructional strategies supporting multidimensional, meaningful, and equitable model-based teaching: A systematic literature review. American Educational Research Association (AERA) Virtual Annual Meeting. American Educational Research Association Virtual Annual Meeting, Virtual.

Reynolds, W. M., Chalfant, L., Carroll, G., Seung, E., Park, S., Hall, A. J. F., … Painter, J. (2024). Mapping the development and deployment of a cohort of biology teachers’ PCK and science instruction practices after a modeling instruction professional development. National Association for Research in Science Teaching (NARST) Annual Conference. Denver, CO.

Carroll, G., Park, S., Reynolds, W. M., Hall, A. J. F., Chalfant, L., Ragan, S., & Painter, J. (2024). More than meets the map: Using PCK maps to discern nuanced barriers to adopting model-based teaching. Association for Science Teacher Education (ASTE) Annual Conference. New Orleans, LA.

Carroll, G., Reynolds, W. M., Park, S., Hall, A., Ragan, N. S., & Painter, J. (2023). Do epistemological beliefs matter? Investigating mentor teachers’ perceptions and approaches to supporting model-based science teaching. National Association for Research in Science Teaching (NARST). Chicago, IL: United States.

Carroll, G., Park, S., Reynolds, W. M., Hall, A., Ragan, N. S., & Painter, J. (2023). Measuring science teacher knowledge of models and modeling in science: Development and validation . National Association for Research in Science Teaching (NARST). Chicago, IL: United States.

Painter, J. L., & Ragan, N. (2018). Building a bridge between university STEM research & the K-12 community. National Alliance for Broader Impacts (NABI) Summit. Providence, RI: National Alliance for Broader Impacts Summit.

Painter, J. L., Blanchard, M. R., Gutierrez, K. S., Hoyle, K. S., & Ragan, N. S. (2018). Rural, underrepresented students’ motivation, achievement, and perceptions in afterschool STEM clubs. In O. Finlayson, E. McLoughlin, S. Erduran, P. Childs, R., & G. S. Carvalho (Eds.), Electronic proceedings of the ESERA conference: Research, practice, and collaboration in science part 2 (pp. – ,). Dublin, Ireland: Dublin City University.

Gray, K. M., Blanchard, & Ragan, N. S. (2017). Factors Underlying Science Teacher Implementation of Modeling Instruction. In N. S. Ragan (Ed.), 2017 Association of Science Teacher Education (ASTE) International Conference. Des Moines, Iowa, January.

Gray, K. M., Blanchard, M. R., & Ragan, N. S. H. A. (2017). How Autonomy, Competence and Relatedness Influence Adoption of Modeling Instruction. In N. S. Ragan (Ed.), 12th Conference of the European Science Education Research Association (ESERA). Dublin, Ireland.

Blanchard, M. R., Gutierrez, K. S., Hoyle, K. S., Harper, L. A., Painter, J. L., & Ragan, N. S. (2017). Investigating the Experiences of Middle School Students Participating in Four Rural, After-School STEM Career Clubs. Association of Science Teacher Education (ASTE) International Conference.

Blanchard, M. R., Gutierrez, K. S., Hoyle, K. S., Harper, L. A., Painter, J. L., & Ragan, N. S. (2017). Rural, underrepresented students’ motivation, achievement, and perceptions in afterschool STEM clubs. European Science Education Research Association (ESERA) Conference. Ireland.