Elementary Education - 2017

Carrier, S. J., & Stevenson, K. T. (2017). Children experiencing the outdoors. In E. Kimonen & R. Nevalainen (Eds.), Reforming Teaching and Teacher Education: Bright Prospects for Active Schools (pp. 67–88). https://doi.org/10.1007/978-94-6300-917-1_3

Walkowiak, T. A. (2017). Project ATOMS [Annual Report]. Virginia: National Science Foundation.

Walkowiak, T. A., Minogue, J., Harrington, A. D., & Edgington, C. (2017). Re-envisioning the school day: Integrating mathematics, science, and reading through students’ engagement with practices. Journal of Interdisciplinary Teacher Leadership, 1(2), 7–12. https://doi.org/10.46767//kfp.2016-0007

Sondel, B., Koch, J., Walkowiak, T., & Carrier, S. (2017). Toward a theory of teacher education for justice-oriented STEM. Catalysts, 7(1), 38–52. Retrieved from https://trace.tennessee.edu/catalyst/vol7/iss1/5

Walkowiak, T. A., Pinter, H. H., & Berry, R. Q. (2017). A reconceptualized framework for ‘opportunity to learn’ in school mathematics. Journal of Mathematics Education at Teachers College, 8(1), 7–18. Retrieved from https://journals.library.columbia.edu/index.php/jmetc/article/view/800

Whitehead, A. N., & Walkowiak, T. A. (2017). Preservice elementary teachers’ understanding of operations for fraction multiplication and division. International Journal for Mathematics Teaching and Learning, 18(3), 293–317. Retrieved from http://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/63

Sztajn, P., Borko, H., & Smith, T. (2017). Research on mathematics professional development. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 793–823). Reston, VA: National Council of Teachers of Mathematics.

Carrier, S. J., Hoyle, K. S., & Luginbuhl, S. C. (2017). Bringing informal science education to elementary pre-service teacher preparation. Journal of Interdisciplinary Teacher Leadership, 2(2), 32–37. https://doi.org/10.46767/kfp.2016-0018

Adams, E. L., Carrier, S. J., Minogue, J., Porter, S. R., McEachin, A., Walkowiak, T. A., & Zulli, R. A. (2017). The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction. International Journal of Science Education, 39(3), 335–357. https://doi.org/10.1080/09500693.2017.1282183

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

Wiseman, A. M., Pendleton, M., Christianson, C., & Nesheim, N. (2017). A case study of struggle and success: Profiling a third grader's reading and writing in a multimodal curriculum. Journal of Language and Literacy Education, 13(1), 55–69.

Faulkner, V., Marshall, P. L., Stiff, L. V., & Crossland, C. L. (2017). Less is more: The limitations of judgment. Phi Delta Kappan, 98(7), 55–60. https://doi.org/10.1177/0031721717702633

Wilson, P. H., Sztajn, P., Edgington, C., Webb, J., & Myers, M. (2017). Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories. American Educational Research Journal, 54(3), 568–604. https://doi.org/10.3102/0002831217693801

Thomson, M. M., DiFrancesca, D., Carrier, S., & Lee, C. (2017). Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, pck and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1–20. https://doi.org/10.1080/13664530.2016.1204355

Lee, C. W., Walkowiak, T. A., & Nietfeld, J. L. (2017). Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching. Mathematics Education Research Journal, 29(1), 45–72. https://doi.org/10.1007/s13394-016-0185-z

Tugurian, L. P., & Carrier, S. (2017). Children's environmental identity and the elementary science classroom. Journal of Environmental Education, 48(3), 143–153. https://doi.org/10.1080/00958964.2016.1191415