@article{carrier_sachs_mcgowan_hayes_smith_goforth_safley_2024, title={Elementary teachers as collaborators: developing educative support materials for citizen science projects}, volume={2}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2024.2311801}, DOI={10.1080/09500693.2024.2311801}, abstractNote={Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners' rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance their students' science experiences by introducing them to citizen science (CS) projects. Unfortunately, few CS projects offer substantial guidance for teachers seeking to implement the projects for instructional purposes, placing a heavy burdenon teachers. To address these burdens, our research team collaborated with Teacher Advisory Group (TAG teachers) during the development and revision of educative support materials for two CS projects. We present data about how the TAG teachers informed our CS support materials' revisions, how they implemented the two CS projects with and without educative support materials, and how they perceived their students' classroom and outdoor experiences with the CS projects. These data demonstrate the importance of including teachers' voices and experiences in reform efforts, particularly when trying to incorporate instructional elements that teachers may perceive as deviations from what they are expected to teach.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Carrier, Sarah J. and Sachs, Lindsey H. and Mcgowan, Jill M. and Hayes, Meredith and Smith, P. Sean and Goforth, Christine L. and Safley, Sarah E.}, year={2024}, month={Feb} }
 @article{rende_jones_refvem_carrier_ennes_2022, title={Accelerating high school students' science career trajectories through non-formal science volunteer programs}, volume={7}, ISSN={["2154-8463"]}, url={https://doi.org/10.1080/21548455.2022.2100942}, DOI={10.1080/21548455.2022.2100942}, abstractNote={ABSTRACT
 Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Rende, K. and Jones, M. Gail and Refvem, Emma and Carrier, Sarah J. and Ennes, Megan}, year={2022}, month={Jul} }
 @article{kendall_carrier_folta_tinka_fraulo_leeds_lukas_2022, title={Can teacher-centered community-based conservation programs influence student household sustainable behaviors near a biodiversity hotspot?}, volume={4}, ISSN={["2578-4854"]}, url={https://doi.org/10.1111/csp2.12648}, DOI={10.1111/csp2.12648}, abstractNote={Abstract}, number={4}, journal={CONSERVATION SCIENCE AND PRACTICE}, publisher={Wiley}, author={Kendall, Corinne J. and Carrier, Sarah J. and Folta, Elizabeth and Tinka, John and Fraulo, Aimee and Leeds, Austin and Lukas, Kristen E.}, year={2022}, month={Feb} }
 @article{thomson_huggins_carrier_gray_2022, title={Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge}, volume={5}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2022.2075948}, DOI={10.1080/09500693.2022.2075948}, abstractNote={ABSTRACT
 The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers’ growth in science content knowledge had an impact on teachers’ self-efficacy science beliefs and on teachers’ instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers’ science developmental trajectories and the role of knowledge and beliefs in their professional growth.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Thomson, Margareta M. and Huggins, Erin and Carrier, Sarah J. and Gray, DeLeon}, year={2022}, month={May} }
 @article{jones_nieuwsma_rende_carrier_refvem_delgado_grifenhagen_huff_2022, title={Leveraging the epistemic emotion of awe as a pedagogical tool to teach science}, volume={10}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2022.2133557}, DOI={10.1080/09500693.2022.2133557}, abstractNote={ABSTRACT Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teachers completed a survey of awe perceptions and experiences and participated in a semi-structured interview. Results showed that science teachers report using awe-invoking classroom experiences in a variety of science disciplines with the intention of leveraging the emotional response in ways that facilitate learning outcomes and inspire long-term science interest. Teachers also reported numerous dispositional factors they perceived as being influential in governing awe experiences in science instruction including age, prior experiences, interest, curiosity, and the presence of co-occurring emotions. This study adds to the developing body of work around awe and science instruction, supports the findings from other fields related to the epistemic and self-transcendent nature of awe, and suggests that awe can be used to enhance science teaching and learning.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, M. Gail and Nieuwsma, Julianna and Rende, K. and Carrier, Sarah and Refvem, Emma and Delgado, Cesar and Grifenhagen, Jill and Huff, Pamela}, year={2022}, month={Oct} }
 @article{gibson_busch_stevenson_cutts_demattia_aguilar_ardoin_carrier_clark_cooper_et al._2022, title={What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL}, volume={5}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2022.2067325}, DOI={10.1080/13504622.2022.2067325}, abstractNote={Abstract Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action—communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift in focus from individual to community-level environmental literacy (CLEL). Despite its importance, CLEL has been left largely undefined and unmentioned in environmental education literature. To understand the field’s current conceptualizations and measurement strategies around CLEL, the authors held a convening of 24 researchers to discuss the topic. Here, we report the findings of this convening and present a series of tensions that emerged in conceptualizing and measuring CLEL. We see this area of research as rich with opportunity for innovation and offer considerations for researchers engaging in this work.}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, publisher={Informa UK Limited}, author={Gibson, Lauren M. and Busch, K. C. and Stevenson, Kathryn T. and Cutts, Bethany B. and DeMattia, Elizabeth A. and Aguilar, Olivia M. and Ardoin, Nicole M. and Carrier, Sarah J. and Clark, Charlotte R. and Cooper, Caren B. and et al.}, year={2022}, month={Apr} }
 @article{stevenson_szczytko_carrier_peterson_2021, title={How outdoor science education can help girls stay engaged with science}, volume={43}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2021.1900948}, DOI={10.1080/09500693.2021.1900948}, abstractNote={ABSTRACT Although gender gaps associated with K-12 science achievement have narrowed significantly, gaps in science engagement and efficacy in childhood likely explain why women remain underrepresented in science careers. Early intervention programs may address root causes of gender gaps in science careers. Outdoor science education (OSE) is one understudied but promising strategy, that provides ample opportunity for reform-based instructional practices that may benefit girls, including girls of colour. Using a pre–post, treatment-control quasi-experimental design, we evaluated how an OSE program differentially impacted the science grades, science knowledge, and science self-efficacy of fifth grade girls versus boys (n = 640). We found the OSE treatment increased knowledge and maintained science grades for girls while grades fell for girls in the control group. We also found that science self-efficacy decreased for both boys and girls in the treatment group. We did not detect direct or interaction effects of race on science outcomes. Research suggests OSE may help students associate science learning with challenge, which may help explain the decrease in self-efficacy coupled with the increase in achievement for girls. We suggest future research continue to investigate how OSE can benefit all students, including those who may become disengaged with learning in traditional classroom settings.}, number={7}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, publisher={Informa UK Limited}, author={Stevenson, Kathryn T. and Szczytko, Rachel E. and Carrier, Sarah J. and Peterson, M. Nils}, year={2021}, month={May}, pages={1090–1111} }
 @article{hartley_stevenson_peterson_busch_carrier_demattia_jambeck_lawson_strnad_2021, title={Intergenerational learning: A recommendation for engaging youth to address marine debris challenges}, volume={170}, ISSN={["1879-3363"]}, DOI={10.1016/j.marpolbul.2021.112648}, abstractNote={Youth can impact environmental attitudes and behaviors among adults. Indeed, research on intergenerational learning has demonstrated the influence of young people on adults in their lives for myriad environmental topics. Intergenerational learning (IGL) refers to the bidirectional transfer of knowledge, attitudes, or behaviors from children to their parents or other adults and vice versa. We suggest an educational framework wherein K-12 marine debris education designed to maximize IGL may be a strategy to accelerate interdisciplinary, community-level solutions to marine debris. Although technical strategies continue to be developed to address the marine debris crisis, even the most strictly technical of these benefit from social support. Here, we present 10 Best Practices grounded in educational, IGL, and youth civic engagement literature to promote marine debris solutions. We describe how integrating IGL and civic engagement into K-12-based marine debris curricula may start a virtuous circle benefiting teachers, students, families, communities, and the ocean.}, journal={MARINE POLLUTION BULLETIN}, author={Hartley, Jenna M. and Stevenson, Kathryn T. and Peterson, M. Nils and Busch, K. C. and Carrier, Sarah J. and DeMattia, Elizabeth A. and Jambeck, Jenna R. and Lawson, Danielle F. and Strnad, Renee L.}, year={2021}, month={Sep} }
 @article{refvem_jones_rende_carrier_ennes_2021, title={The Next Generation of Science Educators: Museum Volunteers}, volume={6}, ISSN={["1573-1847"]}, url={https://doi.org/10.1080/1046560X.2021.1929713}, DOI={10.1080/1046560X.2021.1929713}, abstractNote={ABSTRACT There is a growing need for science educators and communicators who can support public understanding of complex science issues. Furthermore, little is known about how to nurture career aspirations for teaching science. This study examined the influence of youth volunteer experiences on career aspirations through a lens of science identity. Twenty-one participants were interviewed about high school volunteer experiences at a science museum. Data were coded for factors related to science identity (recognition, competence, and performance) and career aspirations. Results showed that the museum program contributed to the development of youth volunteers’ science identities through experiences that bolstered individuals’ science recognition, science competence, and science performance. Further analyses revealed the program’s impact on the development of individuals’ career interests in the areas of science communication and teaching. The results showed that after participating in the volunteer program, individuals indicated increased interests in communicating science to the public, teaching in informal science settings, and teaching in K-12 settings. These findings suggest that museum volunteer programs with an explicit focus on communicating science to the public may be optimal places to cultivate the next generation of science educators and communicators.}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, publisher={Informa UK Limited}, author={Refvem, Emma and Jones, M. Gail and Rende, Kathryn and Carrier, Sarah and Ennes, Megan}, year={2021}, month={Jun} }
 @article{grifenhagen_carrier_scharen_fiocca_2021, title={Touch-Talk-Text: Science Practices and Language for Reading Comprehension}, volume={7}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.2033}, abstractNote={Abstract}, journal={READING TEACHER}, author={Grifenhagen, Jill F. and Carrier, Sarah J. and Scharen, Danielle R. and Fiocca, Stephanie J.}, year={2021}, month={Jul} }
 @article{carrier_jones_ennes_madden_lee_cayton_chesnutt_huff_phillips_bellino_2020, title={Stereotypes of scientists: Seeds of progress and recommendations for elementary teachers}, volume={27}, number={2}, journal={Science Educator}, author={Carrier, S.J. and Jones, M.G. and Ennes, M. and Madden, L. and Lee, T. and Cayton, E. and Chesnutt, K. and Huff, P. and Phillips, L. and Bellino, M.}, year={2020}, pages={114–120} }
 @book{smith_carrier_2020, place={Chapel Hill}, title={Thirty great North Carolina science adventures : from underground wonderlands to islands in the sky and everything in between /}, publisher={The University of North Carolina Press}, year={2020} }
 @article{carrier_grifenhagen_2019, title={Academic Vocabulary Support for Elementary Science Pre-Service Teachers}, volume={31}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2019.1666631}, DOI={10.1080/1046560X.2019.1666631}, abstractNote={ABSTRACT The academic language of science includes science content words and words that describe the practices of scientists. The present study examined science vocabulary knowledge and science vocabulary instruction practices of pre-service teachers enrolled in a primary science methods course. This exploratory mixed-methods study presents quantitative data of the pre-service teachers’ personal science vocabulary development during their science methods course including science vocabulary instruction strategies in science lessons taught to peers. Despite significant science vocabulary knowledge growth over the course of the semester, there were inconsistencies regarding their applications of science vocabulary and vocabulary instruction strategies. Interviews reveal the challenge of attempting to disrupt years of memorization strategies for learning science vocabulary. We conclude with recommendations for science teacher educators.}, number={2}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Grifenhagen, Jill F.}, year={2019}, month={Sep}, pages={1–19} }
 @article{lawson_stevenson_peterson_carrier_l. strnad_seekamp_2019, title={Children can foster climate change concern among their parents}, volume={9}, ISSN={1758-678X 1758-6798}, url={http://dx.doi.org/10.1038/s41558-019-0463-3}, DOI={10.1038/s41558-019-0463-3}, number={6}, journal={Nature Climate Change}, publisher={Springer Science and Business Media LLC}, author={Lawson, Danielle F. and Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and L. Strnad, Renee and Seekamp, Erin}, year={2019}, month={May}, pages={458–462} }
 @article{jones_lee_chesnutt_carrier_ennes_cayton_madden_huff_2019, title={Enclothed cognition: putting lab coats to the test}, volume={41}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2019.1649504}, DOI={10.1080/09500693.2019.1649504}, abstractNote={ABSTRACT Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students’ interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students’ interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students’ perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science.}, number={14}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Jones, M. Gail and Lee, Tammy and Chesnutt, Katherine and Carrier, Sarah and Ennes, Megan and Cayton, Emily and Madden, Lauren and Huff, Pamela}, year={2019}, month={Aug}, pages={1962–1976} }
 @article{lawson_stevenson_peterson_carrier_seekamp_strnad_2019, title={Evaluating climate change behaviors and concern in the family context}, volume={25}, ISSN={1350-4622 1469-5871}, url={http://dx.doi.org/10.1080/13504622.2018.1564248}, DOI={10.1080/13504622.2018.1564248}, abstractNote={Abstract Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n = 241 parents aged 29–77; n = 182 students aged 11–14) associated with 15 middle school science teachers. Family climate change discussions, parent behaviors, and children’s climate change concern levels predicted the degree to which children will participate in individual-level climate mitigation behaviors. These results provide evidence that promoting climate-related conversations within households may promote climate action even when parents are apathetic about climate change. Similarly, parental behaviors, but not their concern levels, were important predictors of adolescent behaviors. This study highlights novel ways that family dynamics may promote climate change mitigating behaviors and a new pathway to promoting climate mitigation at familial, and ultimately, societal levels.}, number={5}, journal={Environmental Education Research}, publisher={Informa UK Limited}, author={Lawson, Danielle F. and Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and Seekamp, Erin and Strnad, Renee}, year={2019}, month={Jan}, pages={678–690} }
 @inbook{szcztko_carrier_stevenson_2019, place={Lausanne}, title={Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities}, volume={3}, ISBN={9782889631384}, ISSN={2504-284X}, url={http://dx.doi.org/10.3389/feduc.2018.00046}, DOI={10.3389/feduc.2018.00046}, abstractNote={There are over 4 million students with reported emotional, cognitive, and behavioral disabilities (ECBD) in the United States. Teachers most frequently situate instruction inside, however, outdoor environmental education (EE) can improve academic and affective outcomes for many students, including students with ECBD. In North Carolina, U.S.A., an EE program utilizes outdoor science instruction for fifth-grade students. The program takes place over four to 10 full-school days across the year, and instruction occurs in both schoolyards and natural areas. The program aligns outdoor EE with state and national science education standards. Using a quasi-experimental design, the present study examined the impacts of the program on indicators of ECBD (e.g., student behavior, attention span), science efficacy, nature of science, and academic achievement for students with ECBD. We measured these factors using online surveys from both students identified with ECBD and their classroom teachers, as well as students with ECBD from matched control schools and their respective teachers. Students in both treatment (n = 99) and control (n = 62) classrooms took the survey two times over the school year. Quantitative data revealed teachers perceived students had significantly improved attention spans and decreased disruptive behaviors when learning outdoors. Students in the treatment group maintained measures of nature of science, science efficacy and science grades, keeping in line with their peers in the control group. We supplemented survey data with teacher interview data about their impressions of the outdoor program and the experiences of their students identified with ECBD. Teacher interview responses supported quantitative findings. These findings indicate that outdoor EE has the potential to be at least as effective a method for science instruction as classroom teaching, and in the case of addressing indicators of ECBD, outdoor EE may be a successful strategy for student learning.}, booktitle={The natural world as a resource for learning and development: From schoolyards to wilderness}, publisher={Frontiers Media}, author={Szcztko, R. and Carrier, S. and Stevenson, K.T.}, editor={Kuo, Ming and Jordan, CathyEditors}, year={2019} }
 @article{stevenson_peterson_carrier_strnad_olson_szczytko_2019, title={Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing}, volume={3}, ISSN={2297-900X}, url={http://dx.doi.org/10.3389/fcomm.2018.00059}, DOI={10.3389/fcomm.2018.00059}, abstractNote={As K-12 audiences represent a major proportion of environmental education (EE) audiences, academics should be an outcome of interest in EE research and evaluation. However, research around links between EE and academic outcomes (e.g., grades, test scores) is scant. Reasons for limited research on EE and academic outcomes may include disinterest in academic outcomes, assertion that academic outcomes are poor measures of learning, and normative biases against publishing null or negative effects within academia. We argue for adoption of a null effects framework for linking EE and academic outcomes. We begin by outlining what we mean by a null effects framework and then suggest reasons why the EE community should adopt it. Specifically, a null effects framework embraces and celebrates research demonstrating no difference in traditional academic outcomes associated with EE curricula and more traditional classroom instruction. We describe key aspects of operationalizing a null effects framework, including use of key statistical procedures (e.g., measuring power), and changes in peer review associated with emphasizing measures of evidence beyond hypotheses testing and p values. We conclude by describing how this approach matches EE objectives, strengthens links to academic outcomes without being bound by them, avoids setting unrealistic expectations for EE, and highlights the myriad of non-academic co-benefits offered by EE. As including EE in schools is the best opportunity for reaching the most learners in terms of numbers and diversity, we offer a null effects framework as an approach that can boost adoption of EE where it is arguably needed most.}, journal={Frontiers in Communication}, publisher={Frontiers Media SA}, author={Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and Strnad, Renee L. and Olson, Ryan A. and Szczytko, Rachel E.}, year={2019}, month={Jan} }
 @article{thomson_difrancesca_carrier_lee_walkowiak_2018, title={Changes in teaching efficacy beliefs among elementary preservice teachers from a STEM-focused program: Case study analysis}, volume={2}, number={1}, journal={Journal of Interdisciplinary Teacher Leadership}, author={Thomson, M.M. and DiFrancesca, D. and Carrier, S. and Lee, C. and Walkowiak, T.}, year={2018}, pages={29–43} }
 @article{szcztko_carrier_stevenson_2018, title={Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities}, url={https://www.frontiersin.org/articles/10.3389/feduc.2018.00046/full}, DOI={https://www.frontiersin.org/articles/10.3389/feduc.2018.00046/full}, note={DOI}, journal={Frontiers}, author={Szcztko, R. and Carrier, S. and Stevenson, K.T.}, year={2018}, month={Jun} }
 @article{lawson_stevenson_peterson_carrier_strnad_seekamp_2018, title={Intergenerational learning: Are children key in spurring climate action?}, volume={53}, ISSN={0959-3780}, url={http://dx.doi.org/10.1016/j.gloenvcha.2018.10.002}, DOI={10.1016/j.gloenvcha.2018.10.002}, abstractNote={Complex environmental problems are typically resolved after the public is no longer willing to accept their risks and demands change (i.e., Reflexive Modernization). Notable examples include responses to the ozone hole and acid deposition. In the case of climate change, however, the politicization of the issue can result in adults ignoring the risks and accepting the status quo (i.e., Anti-Reflexivity). Although strategies such as strategic framing have seen some successes, new methods are needed to engage citizens in addressing climate change impacts. We argue that child-based climate communication is an understudied but promising pathway to incite climate action among children and adults alike. Children have unique perspectives on climate change, represent an audience that is easily reached through schools, and are arguably best equipped to navigate the ideologically fraught topic of climate change with older generations in ways that inspire action. We review research to support this novel communication approach and outline best practices for programmatic implementation and associated research.}, journal={Global Environmental Change}, publisher={Elsevier BV}, author={Lawson, Danielle F. and Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and Strnad, Renee and Seekamp, Erin}, year={2018}, month={Nov}, pages={204–208} }
 @article{carrier_whitehead_minogue_corsi-kimble_2018, title={Novice Elementary Teachers’ Developing Visions of Effective Science Teaching}, volume={50}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-018-9742-7}, DOI={10.1007/s11165-018-9742-7}, number={4}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Carrier, Sarah J. and Whitehead, Ashley N. and Minogue, James and Corsi-Kimble, Becca S.}, year={2018}, month={Jun}, pages={1521–1545} }
 @article{carrier_hoyle_luginbuhl_2017, title={Bringing informal science education to elementary pre-service teacher preparation}, volume={2}, url={https://doi.org/10.46767/kfp.2016-0018}, DOI={10.46767/kfp.2016-0018}, abstractNote={The purpose of this study was to explore how a health-based informal science education course, as part of an elementary undergraduate teacher preparation program, influenced pre-service teachers’ ideas about formal and informal science teaching and learning. Additionally, the study explored how the course impacted their understandings of the value of bridging informal science to supplement formal instruction. Qualitative study data were gathered through two (mid- and end-of-semester) focus group interviews with five pre-service teachers enrolled in a health-based informal science course. Analysis of data indicated that the inclusion of informal science education experiences during PST preparation has the potential to support novice teachers’ developing ideas about science teaching and learning including ways to connect science to students’ lives and make science engaging and meaningful. Findings are reported in four key themes that emerged from the data: (a) formal teacher preparation and informal education, (b) connections between formal and informal science education, (c) personal and professional collaborations, and (d) benefits of informal science education.}, number={2}, journal={Journal of Interdisciplinary Teacher Leadership}, publisher={Kenan Fellows Program for Teacher Leadership}, author={Carrier, S.J. and Hoyle, K.S. and Luginbuhl, S.C.}, year={2017}, month={Jul}, pages={32–37} }
 @inbook{carrier_stevenson_2017, place={Rotterdam, the Netherlands}, title={Children experiencing the outdoors}, ISBN={978-94-6300-915-7}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85032949132&partnerID=MN8TOARS}, DOI={10.1007/978-94-6300-917-1_3}, abstractNote={This chapter will demonstrate how outdoor education can answer the call for science education reform while benefiting the whole child. It begins by outlining research on how outdoor experiences can provide science engagement benefits that last a lifetime. We then outline the specific science reforms that have been presented in the United States and globally to encourage lifelong science achievement.}, booktitle={Reforming Teaching and Teacher Education: Bright Prospects for Active Schools}, publisher={Sense Publishers}, author={Carrier, S.J. and Stevenson, K.T.}, editor={Kimonen, Eija and Nevalainen, RaimoEditors}, year={2017}, pages={67–88} }
 @article{adams_carrier_minogue_porter_mceachin_walkowiak_zulli_2017, title={The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction}, volume={39}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2017.1282183}, DOI={10.1080/09500693.2017.1282183}, abstractNote={ABSTRACT The Instructional Practices Log in Science (IPL-S) is a daily teacher log developed for K-5 teachers to self-report their science instruction. The items on the IPL-S are grouped into scales measuring five dimensions of science instruction: Low-level Sense-making, High-level Sense-making, Communication, Integrated Practices, and Basic Practices. As part of the current validation study, 206 elementary teachers completed 4137 daily log entries. The purpose of this paper is to provide evidence of validity for the IPL-S’s scales, including (a) support for the theoretical framework; (b) cognitive interviews with logging teachers; (c) item descriptive statistics; (d) comparisons of 28 pairs of teacher and rater logs; and (e) an examination of the internal structure of the IPL-S. We present evidence to describe the extent to which the items and the scales are completed accurately by teachers and differentiate various types of science instructional strategies employed by teachers. Finally, we point to several practical implications of our work and potential uses for the IPL-S. Overall, results provide neutral to positive support for the validity of the groupings of items or scales.}, number={3}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Adams, Elizabeth L. and Carrier, Sarah J. and Minogue, James and Porter, Stephen R. and McEachin, Andrew and Walkowiak, Temple A. and Zulli, Rebecca A.}, year={2017}, month={Feb}, pages={335–357} }
 @article{carrier_whitehead_walkowiak_luginbuhl_thomson_2017, title={The development of elementary teacher identities as teachers of science}, volume={39}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2017.1351648}, DOI={10.1080/09500693.2017.1351648}, abstractNote={ABSTRACT The purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.}, number={13}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Whitehead, Ashley N. and Walkowiak, Temple A. and Luginbuhl, Sarah C. and Thomson, Margareta M.}, year={2017}, month={Aug}, pages={1733–1754} }
 @article{sondel_koch_walkowiak_carrier_2017, title={Toward a theory of teacher education for justice-oriented STEM}, volume={7}, url={https://trace.tennessee.edu/catalyst/vol7/iss1/5}, number={1}, journal={Catalysts}, author={Sondel, B. and Koch, J. and Walkowiak, T. and Carrier, S.}, year={2017}, pages={38–52} }
 @article{tugurian_carrier_2016, title={Children's environmental identity and the elementary science classroom}, volume={48}, ISSN={0095-8964 1940-1892}, url={http://dx.doi.org/10.1080/00958964.2016.1191415}, DOI={10.1080/00958964.2016.1191415}, abstractNote={ABSTRACT This qualitative research explores children's environmental identity by describing how fifth grade children view their relationship with the natural world alongside their experience of elementary school science. Qualitative analysis of in-depth interviews with 17 grade 5 children was supported with a survey that included responses to open-ended survey items. Analyses convey that children recognize and describe their own environmental identity, but that identity is often unacknowledged in the science classroom. This lack of acknowledgment may limit connections of school science to children's interests and emotional attachment to the natural world.}, number={3}, journal={The Journal of Environmental Education}, publisher={Informa UK Limited}, author={Tugurian, Linda P. and Carrier, Sarah J.}, year={2016}, month={Jun}, pages={143–153} }
 @article{thomson_difrancesca_carrier_lee_2016, title={Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States}, volume={21}, ISSN={1366-4530 1747-5120}, url={http://dx.doi.org/10.1080/13664530.2016.1204355}, DOI={10.1080/13664530.2016.1204355}, abstractNote={This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.}, number={1}, journal={Teacher Development}, publisher={Informa UK Limited}, author={Thomson, Margareta Maria and DiFrancesca, Daniell and Carrier, Sarah and Lee, Carrie}, year={2016}, month={Jul}, pages={1–20} }
 @article{carrier_faulkner_bottomley_2016, title={Walking the walk: An integrated STEM project for elementary teachers}, volume={1}, url={https://doi.org/10.46767/kfp.2016-0003}, DOI={10.46767/kfp.2016-0003}, abstractNote={Preparing effective STEM (science, technology, engineering, mathematics) education teachers has become a priority of national economic importance (National Research Council [NRC], 2007) and this goal depends on teachers who understand content and possess effective teaching practices that impact student learning true integration of STEM will require significant changes in classroom practices, shifting away from traditional instruction and begin with teacher preparation. The present article originates from an interdisciplinary STEM project within an elementary teacher preparation program that has a stated and explicit STEM focus for undergraduate pre-service elementary teachers, yet this investigation also applies to practicing teachers interested in STEM integration. The investigation aims to blur the rigid boundaries that traditionally separate school subjects. Here we highlight a unified investigation project that spans not only disciplines and courses but also pre-service teachers’ (PSTs’) mindsets.}, number={1}, journal={Journal of Interdisciplinary Teacher Leadership}, publisher={Kenan Fellows Program for Teacher Leadership}, author={Carrier, S.J. and Faulkner, V.N. and Bottomley, L.}, year={2016}, month={Jul}, pages={25–29} }
 @article{carrier_thomson_tugurian_stevenson_2014, title={Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing}, volume={36}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2014.917342}, DOI={10.1080/09500693.2014.917342}, abstractNote={In this article, we present a mixed-methods study of 2 schools’ elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students’ science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students’ science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers’ views of science instruction, and desultory connections of alternative learning settings to ‘school' science.}, number={13}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Thomson, Margareta M. and Tugurian, Linda P. and Stevenson, Kathryn Tate}, year={2014}, month={May}, pages={2195–2220} }
 @article{stevenson_carrier_peterson_2014, title={Evaluating strategies for inclusion of environmental literacy in the elementary school classroom}, volume={18}, url={https://ejrsme.icrsme.com/article/view/13940}, number={8}, journal={Electronic Journal of Science Education}, author={Stevenson, K.T. and Carrier, S.J. and Peterson, M.N.}, year={2014}, pages={1–17} }
 @article{stevenson_peterson_bondell_moore_carrier_2014, title={Overcoming skepticism with education: interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents}, volume={126}, ISSN={0165-0009 1573-1480}, url={http://dx.doi.org/10.1007/s10584-014-1228-7}, DOI={10.1007/s10584-014-1228-7}, abstractNote={Though many climate literacy efforts attempt to communicate climate change as a risk, these strategies may be ineffective because among adults, worldview rather than scientific understanding largely drives climate change risk perceptions. Further, increased science literacy may polarize worldview-driven perceptions, making some climate literacy efforts ineffective among skeptics. Because worldviews are still forming in the teenage years, adolescents may represent a more receptive audience. This study examined how worldview and climate change knowledge related to acceptance of anthropogenic global warming (AGW) and in turn, climate change risk perception among middle school students in North Carolina, USA (n = 387). We found respondents with individualistic worldviews were 16.1 percentage points less likely to accept AGW than communitarian respondents at median knowledge levels, mirroring findings in similar studies among adults. The interaction between knowledge and worldview, however, was opposite from previous studies among adults, because increased climate change knowledge was positively related to acceptance of AGW among both groups, and had a stronger positive relationship among individualists. Though individualists were 24.1 percentage points less likely to accept AGW than communitarians at low levels (bottom decile) of climate change knowledge, there was no statistical difference in acceptance levels between individualists and communitarians at high levels of knowledge (top decile). Non-White and females also demonstrated higher levels of AGW acceptance and climate change risk perception, respectively. Thus, education efforts specific to climate change may counteract divisions based on worldviews among adolescents.}, number={3-4}, journal={Climatic Change}, publisher={Springer Science and Business Media LLC}, author={Stevenson, Kathryn T. and Peterson, M. Nils and Bondell, Howard D. and Moore, Susan E. and Carrier, Sarah J.}, year={2014}, month={Aug}, pages={293–304} }
 @article{stevenson_peterson_carrier_strnad_bondell_kirby-hathaway_moore_2014, title={Role of Significant Life Experiences in Building Environmental Knowledge and Behavior Among Middle School Students}, volume={45}, ISSN={0095-8964 1940-1892}, url={http://dx.doi.org/10.1080/00958964.2014.901935}, DOI={10.1080/00958964.2014.901935}, abstractNote={Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools.}, number={3}, journal={The Journal of Environmental Education}, publisher={Informa UK Limited}, author={Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and Strnad, Renee L. and Bondell, Howard D. and Kirby-Hathaway, Terri and Moore, Susan E.}, year={2014}, month={May}, pages={163–177} }
 @article{albert_blanchard_kier_carrier_gardner_2014, title={Supporting teachers’ technology integration: A descriptive analysis of social and teaching presence in technical support sessions}, volume={22}, number={2}, journal={Journal of Technology and Teacher Education}, author={Albert, J.L. and Blanchard, M.R. and Kier, M.W. and Carrier, S.J. and Gardner, G.E.}, year={2014}, pages={137–165} }
 @article{mcintyre_walkowiak_thomson_carrier_lee_grieve_zulli_maher_difrancesca_2013, title={A STEM-focused elementary teacher preparation program: Student and alumni perceptions}, volume={26}, number={4}, journal={Teacher Education and Practice}, author={McIntyre, E. and Walkowiak, T. and Thomson, M. and Carrier, S. and Lee, C. and Grieve, E. and Zulli, R. and Maher, M. and Difrancesca, D.}, year={2013}, pages={670–687} }
 @article{carrier_2013, title={Elementary Preservice Teachers’ Science Vocabulary: Knowledge and Application}, volume={24}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/s10972-012-9270-7}, DOI={10.1007/s10972-012-9270-7}, abstractNote={Science vocabulary knowledge plays a role in understanding science concepts, and science knowledge is measured in part by correct use of science vocabulary (Lee et al. in J Res Sci Teach 32(8):797–816, 1995 LeeOFraddSSutmanScience knowledge and cognitive strategy use among culturally and linguistically diverse studentsJournal of Research in Science Teaching199532879781610.1002/tea.3660320804[Crossref], [Web of Science ®] , [Google Scholar]). Elementary school students have growing vocabularies and many are learning English as a secondary language or depend on schools to learn academic English. Teachers must have a clear understanding of science vocabulary in order to communicate and evaluate these understandings with students. The present study measured preservice teachers’ vocabulary knowledge during a science methods course and documented their use of science vocabulary during peer teaching. The data indicate that the course positively impacted the preservice teachers’ knowledge of select elementary science vocabulary; however, use of science terms was inconsistent in microteaching lessons. Recommendations include providing multiple vocabulary instruction strategies in teacher preparation.}, number={2}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J.}, year={2013}, month={Apr}, pages={405–425} }
 @article{carrier_tugurian_thomson_2013, title={Elementary Science Indoors and Out: Teachers, Time, and Testing}, volume={43}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/S11165-012-9347-5}, DOI={10.1007/s11165-012-9347-5}, number={5}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Carrier, Sarah J. and Tugurian, Linda P. and Thomson, Margareta M.}, year={2013}, month={Jan}, pages={2059–2083} }
 @article{carrier_rex_2013, title={Learning the ropes about electricity}, volume={50}, number={7}, journal={Science and Children}, author={Carrier, S.J. and Rex, E.}, year={2013}, pages={36–39} }
 @article{carrier_2012, title={Climate change education in elementary school}, volume={4}, url={https://jps.library.utoronto.ca/index.php/jaste/article/view/21211}, number={1}, journal={Journal for Activist Science & Technology Education}, author={Carrier, S.}, year={2012}, pages={40–44} }
 @inbook{carrier_thomas_2012, place={Arlington, VA}, title={Potato problem solving: A 5E activity  addresses misconceptions about thermal insulation}, booktitle={Integrating engineering and science in your classroom}, publisher={NSTA Press}, author={Carrier, S.J. and Thomas, A.}, editor={Brunsell, EricEditor}, year={2012} }
 @article{carrier_scott_hall_2012, title={Soundsational Science}, volume={49}, ISSN={0036-8121 1940-1302}, url={http://dx.doi.org/10.1080/00368121.2011.566643}, DOI={10.1080/00368121.2011.566643}, abstractNote={ABSTRACT The science of sound helps students learn that sound is energy traveling in waves as vibrations transfer the energy through various media: solids, liquids, and gases. In addition to learning about the physical science of sound, students can learn about the sounds of different animal species: how sounds contribute to animals’ survival, and how humans are learning to explore the uses and properties of species’ sounds. Students learn to interpret the visual representations of sounds using the technology of spectrograms. Sound explorations include physical and life science applications for elementary school students as we help them probe their aural world.}, number={1}, journal={Science Activities: Classroom Projects and Curriculum Ideas}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Scott, Catherine Marie and Hall, Debra T.}, year={2012}, month={Jan}, pages={1–6} }
 @article{carrier_wiebe_gray_teachout_2011, title={BioMusic in the Classroom: Interdisciplinary Elementary Science and Music Curriculum Development}, volume={111}, ISSN={0036-6803}, url={http://dx.doi.org/10.1111/j.1949-8594.2011.00116.x}, DOI={10.1111/j.1949-8594.2011.00116.x}, abstractNote={Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively (PTCS, 2004). Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in the inherently interdisciplinary nature of their daily lives. It is important for educators to help students link multiple subjects with the world outside the classroom (Katz & McGinnis, 1999), encouraging reform that implements a multidisciplinary approach and real world applications. Boix Mansilla, Miller, and Gardner (2000) describe interdisciplinary learning as integrating concepts from two or more disciplines to establish an understanding that moves beyond the scope of one discipline. It follows that rich inquiry is often achieved by taking multiple perspectives and multiple approaches to examining a science topic (AAAS, 2006).}, number={8}, journal={School Science and Mathematics}, publisher={Wiley}, author={Carrier, Sarah and Wiebe, Eric N. and Gray, Patricia and Teachout, David}, year={2011}, month={Dec}, pages={425–434} }
 @article{carrier_2011, place={Chapel Hill, NC}, title={Effective strategies for teaching science vocabulary}, journal={LEARN North Carolina}, publisher={UNC Chapel Hill}, author={Carrier, S.}, year={2011} }
 @article{carrier_2011, title={Implementing and Integrating Effective Teaching Strategies Including Features of Lesson Study in an Elementary Science Methods Course}, volume={46}, ISSN={0887-8730 1938-8101}, url={http://dx.doi.org/10.1080/08878730.2011.552666}, DOI={10.1080/08878730.2011.552666}, abstractNote={Teacher preparation programs have been under attack by policy makers in the last decade, and teacher educators are constantly striving to improve their programs. Yet, there are several research-based practices that have been shown to be effective for developing teachers. In this article, the author summarizes a study in one science methods course that included adaptations and updates of several of these practices integrated with newer strategies featuring elements of Japanese lesson study. Some of these practices include collaboration, critique, revision, and reflection. Video technology is utilized for reflection and to record updated forms of microteaching. The voices of the preservice teachers illustrate the value and challenge of these practices.}, number={2}, journal={The Teacher Educator}, publisher={Informa UK Limited}, author={Carrier, Sarah J.}, year={2011}, month={Apr}, pages={145–160} }
 @article{carrier_thomas_2010, title={Potato problem solving}, volume={47}, number={7}, journal={Science & Children}, author={Carrier, S. and Thomas, A.}, year={2010}, pages={33–37} }
 @inbook{eick_carrier_perez_keasal_2010, title={Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center}, ISBN={9789048192212 9789048192229}, url={http://dx.doi.org/10.1007/978-90-481-9222-9_12}, DOI={10.1007/978-90-481-9222-9_12}, booktitle={The Inclusion of Environmental Education in Science Teacher Education}, publisher={Springer Netherlands}, author={Eick, Charles J. and Carrier, Sarah and Perez, Karni and Keasal, Doyle E.}, year={2010}, pages={173–189} }
 @article{carrier_2009, title={Environmental Education in the Schoolyard: Learning Styles and Gender}, volume={40}, ISSN={["1940-1892"]}, DOI={10.3200/joee.40.3.2-12}, abstractNote={The author examined the impact of environmental education lessons in a study that compared activities conducted in the schoolyard with traditional classroom activities involving elementary school boys and girls. Participants were 109 4th- and 5th-grade students. Researchers conducted a 2 (group: traditional/treatment) X 2 (gender) multivariate analysis of variance with gain scores for environmental (a) knowledge, (b) attitudes, (c) behaviors, and (d) comfort levels as dependent variables. Boys demonstrated statistically significantly greater gain scores in the outdoor treatment group than in the traditional classroom curriculum for all 4 outcome variables. Boys also scored statistically significantly greater in the treatment group on attitudes and behaviors than did girls in that treatment group. The author discusses the unique learning styles of girls and boys and the findings that indicate the potential for schoolyard lessons to enhance instruction, meeting the needs of boys and girls.}, number={3}, journal={JOURNAL OF ENVIRONMENTAL EDUCATION}, author={Carrier, Sarah J.}, year={2009}, pages={2–12} }
 @article{carrier_2009, title={Survey of elementary teachers’ views on science teaching and its implications for self-efficacy and teacher attrition}, volume={26}, number={1}, journal={Florida Association of Science Teachers (FAST) journal}, author={Carrier, S.}, year={2009}, pages={22–23} }
 @article{carrier_2009, title={The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy}, volume={21}, ISSN={1090-185X}, url={http://dx.doi.org/10.1007/bf03173683}, DOI={10.1007/bf03173683}, number={2}, journal={Journal of Elementary Science Education}, publisher={Springer Science and Business Media LLC}, author={Carrier, Sarah J.}, year={2009}, month={Mar}, pages={35–48} }
 @article{carrier_thomas_2008, title={Button basics}, volume={45}, number={5}, journal={Science and Children}, author={Carrier, S. and Thomas, A.}, year={2008}, pages={21–23} }
 @article{carrier_2007, title={Gender Differences in Attitudes toward Environmental Science}, volume={107}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2007.tb17788.x}, DOI={10.1111/j.1949-8594.2007.tb17788.x}, abstractNote={This study examined the role of gender in the areas of environmental education that included environmental knowledge, attitudes, behaviors, and comfort levels in the outdoors. The current study was part of a larger study designed to explore the effects of a treatment that consisted of 14 weeks of outdoor lessons conducted in the schoolyard as compared with a control group of students who had 14 weeks of traditional classroom environmental education lessons. This follow‐up study focused on gender and its effect on each of the areas studied. Researchers found significance in boys' and girls' attitudes toward the environment. Quantitative and qualitative data were used to offer an in‐depth view of students' environmental attitudes. The results from this study can have implications for science educators in an effort to capitalize on boys' and girls' interests in science to help them learn about environmental issues and to recruit both boys and girls into science careers.}, number={7}, journal={School Science and Mathematics}, publisher={Wiley}, author={Carrier, Sarah J.}, year={2007}, month={Nov}, pages={271–278} }
 @article{carrier_2006, title={The road to stress-free science fairs: A long-term approach to learning inquiry takes the stress out of science fairs}, volume={44}, number={1}, journal={Science and Children}, author={Carrier, S.J.}, year={2006}, pages={36–39} }
 @article{martin_pringle_2005, title={Testing in science: Teachers’ views and the influence on their practices in elementary classrooms}, volume={5}, number={2}, journal={Florida Educational Leadership}, author={Martin, S.C. and Pringle, R.M.}, year={2005}, pages={59–64} }
 @article{pringle_martin_2005, title={The Potential Impacts of Upcoming High-Stakes Testing on the Teaching of Science in Elementary Classrooms}, volume={35}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-004-5599-z}, DOI={10.1007/s11165-004-5599-z}, number={2-3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Pringle, Rose M. and Martin, Sarah Carrier}, year={2005}, month={Sep}, pages={347–361} }
 @article{martin_2003, title={The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behaviors, and comfort levels}, volume={15}, ISSN={1090-185X}, url={http://dx.doi.org/10.1007/bf03173843}, DOI={10.1007/bf03173843}, number={2}, journal={Journal of Elementary Science Education}, publisher={Springer Science and Business Media LLC}, author={Martin, Sarah Carrier}, year={2003}, month={Sep}, pages={51–63} }
 @article{pringle_martin_jones_2001, title={College of Education and P.K. Yonge Developmental Research School: Collaborators in science education}, journal={National Association of Laboratory Schools Journal}, author={Pringle, R.M. and Martin, S.C. and Jones, G.}, year={2001}, pages={1–3} }