Scholarly Activities

Research Journal Graphics

The science educators at CSTL are known for their innovative projects and scholarly productivity.  Here you can find a sampling of our recent scholarly output.

[Recent Publications]  [Recent Presentations]  [Recent Grants] 

Recent Publications 

  • Rogan-Klyve, A., Halsey Randall, M., St. Claire, T., & Gray, R.E. (2015). Bringing historical scientific arguments back to life: The case of continental drift. Science Scope, 38(7), 25-33.
  • Whitworth, B.A., & Chiu, J.L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26, 121-137. doi: 10.1007/s10972-014-9411-2
  • Gumerman IV, G., Clark, J., Satala, E.J., and Chimerica, R. (in press). Footprints of the ancestors: Reengaging Hopi youth with their culture. In K. Morrissey (Ed.), Museums and social issues. A journal of reflective discourse. Leeds, UK: Maney Publishing.
  • Wheeler, L. B., Bell, R. L., Whitworth, B. A., & Maeng, J. L. (2015). The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development. International Journal of Science Education, 37, 55-81. doi: 10.1080/09500693.2014.961182
  • Clark, J. & Gumerman IV, G. (2014 anticipated). Hopi footprints: what really matters in cultural preservation. In Hopi Archaeology, History, and Heritage: Twenty-five Years of Collaborative Research with the Hopi Tribe. Ferguson, T. J. and Colwell-Chanthaphonh, C., Eds.Tucson, AZ: University of Arizona Press.
  • Brody, M., Moe, J. Clark, J. & Alegria, C.B. (2014). Archaeology as culturally relevant science education: the poplar forest slave cabin. In Public Participation in Archaeology, J. Lea, Ed., Newcastle, UK: Newcastle University.
  • Wheeler, L. B., Whitworth, B. A., & Gonczi, A. L. (2014, December). Chemistry and engineering design: Integrated science instruction. The Science Teacher, 81(9), 30-36. 
  • Gray, R.E. (2014). The distinction between experimental and historical sciences as a framework for improving classroom inquiry. Science Education, 98(2), 327-341.
  • Gray, R. E., & Kang, N.-H. (2014). The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46–65.
  • Claesgens, J., Rubino-Hare, L., Bloom, N., Fredrickson, K., Henderson-Dahms, C., Menasco, J. Sample, J.C.  (2013). Professional development integrating technology: Does delivery format matter? Science Educator, 22(1), 10-18.
  • Dass, P. M., Wilbanks, L., Goforth, J., Graham, L., Francis, J. (2013). “Doing science” in middle grades: Instructional coaching and modeling of a learning cycle approach promote scientific practices. In S. Koba & B. Wojnowski (Eds.), Exemplary science: Best practices in professional development, Second Edition. Arlington, VA: National Science Teachers Association Press.
  • Clark, J. and Heath, M. (2013). Building bridges in cultural heritage management. Encyclopedia of Global Archaeology. New York: Springer Science + Business Media.
  • Brody, M., Moe, J. Clark, J. & Alegria, C.B. (2013). Archaeology as culturally relevant science education: The poplar forest slave cabin. In J. Lea (Ed.), Public Participation in archaeology. Newcastle, UK: Newcastle University.

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Recent Presentations

  • Clark, J., Kirkley, J.K., & Bloom, N. (2015 anticipated). Arizona STEM Focus Schools for the Future. Arizona Science Teachers Association Circular, 6 (1), Winter/Spring 2015.
  • Gray, R.E. (2015, May). Using science case studies and other activities to enhance students' understandings of the nature of science in the Perspectives on Science course. Presented at the UTeach annual conference, Austin, TX.
  • Johanson, J. and Pyle, S. (2015, May). Creating Interest in Application Problems. Presentation at Math in the Mountains Conference, Flagstaff, AZ.
  • Cartier, J.L., & Ross, D.K. (2015, May). Learning to Drive the Bus: Strategies for Ensuring that the Journey of Class Discussion Leads to the Target Destination. Presentation at the National Science Teachers Association STEM Forum and Expo, Minneapolis, MN.
  • Gray, R.E. & Rogan-Klyve, A. (2015, April). Talking modeling: Examining science teachers' modeling-related discourse during a model-based inquiry unit. Presented at the National Association of Research in Science Teaching (NARST) annual conference, Chicago, IL.
  • Bell, R.L., Maeng, J.L., Konold, T., & Whitworth, B.A. (2015, April). Professional development to support elementary teachers' understanding and implementation of reforms-based science: Randomized controlled trial. A paper for the annual meeting of the American Education Research Association, Chicago, IL.
  • Bell, R.L., Maeng, J.L., Konold, T., & Whitworth, B.A. (2015, April). The effect of professional development of elementary teachers' understanding and implementation of reforms-based science instruction. A paper for the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  • Wheeler, L.B., Maeng, J.L., & Whitworth, B.A. (2015, April). Assessing a professional development for teaching assistants in a Project-Based Guided Inquiry General Chemistry lab. A paper for the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  • Whitworth, B.A., Maeng, J.L., & Bell, R.L. (2015, April). An exploration of science coordinator practices following professional development. A paper for the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  • Ross, D.K. (2015, April). Supporting Pre-Service Science Teachers' Pedagogical Design Capacity for Planning Task-Based Classroom Discussions. Presented at the National Association of Research in Science Teaching (NARST) annual conference, Chicago, IL.
  • Gray, R.E. (2015, March). The role of experimental and historical sciences in classroom inquiry. Presented at the CREATE for STEM Institute Science Seminar Series at Michigan State University, East Lansing, MI.
  • Gray, R.E. (2015, February). Epistemic practice or glorified worksheet: The role of modeling talk during a model-based inquiry unit. Presented at the Korean Association of Science Education annual conference, Busan, South Korea.
  • Gray, R.E. (2015, February). Examining the factors mediating the enactment of model-based inquiries by pre-service science teaching. Presented at the Korea National University of Education special seminar series, Choengju, South Korea.
  • Whitworth, B.A. (2015, February). Curriculum Mapping. A workshop for teachers. Flagstaff Arts and Leadership Academy, In-Service Training, Flagstaff, AZ.
  • Maeng, J.L., Bell, R.L., & Whitworth, B.A. (2015, January). The effect of professional development on elementary science teachers' understanding and classroom implementation of reforms-based science instruction: A randomized controlled trial. A paper for the annual meeting of the Association for Science Teacher Eucation, Portland, OR.
  • Whitworth, B.A., Maeng, J.L., Wheeler, L.B., & Chiu, J.L. (2015, January). Critical factors impacting the role of a district science coordinator. A paper for the annual meeting of the Association for Science Teacher Education, Portland, OR.
  • Ross, D.K. (2015, January). Supporting Pre-Service Science Teachers' Pedagogical Design Capacity for Planning Task-Based Classroom Discussions. A paper for the annual meeting of the Association for Science Teacher Education, Portland, OR.
  • Clark, J., Kirkley, J. & Kesler, K. (2014, November). Journeys Towards Becoming STEM / STEAM Focused Schools. Presentation at the Arizona Science Teachers’ Association Conference, Phoenix, AZ.
  • Fredrickson, K. M., de Montfort, J., & French, Z. (2014, November). Science and Mathematics Teacher Induction in High Needs Schools. Presented at the 2014 Western Regional Noyce Conference, San Francisco, CA.
  • Whitworth, B. A., & Ross, D. (2014, November). Inquiry and differentiation. Presented at the annual meeting of the Arizona Science Teacher Association, Phoenix, AZ.
  • Gray, R.E. (2014, November). Using model-based inquiry in the classroom. Presented at the 2014 annual conference of the Arizona Science Teachers Association (ASTA), Phoenix, AZ.
  • Rubino-Hare, L., & Kesler, K. (2014, November). Engaging students in PBL using mobile devices in the field: Gather, analyze and interpret spatial data in ArcGIS Online. Presentation at the Arizona Science Teachers’ Association Conference, Let’s Build Science! Phoenix, AZ.
  • Rubino-Hare, L., Clark, J, & Kirkley, J. (2014, November). Engineering is Elementary - A focus on engineering practices in STEM. Presentation at the Arizona Science Teachers’ Association Conference, Phoenix, AZ.
  • Sargianis, K., McManus, S., Rubino-Hare, L., & Clark, J. (2014, August, September, November). Engineering is Elementary Teacher Educator Institute. Presented at Mukwonago School District, Mukwonago, WI; Kent Intermediate School District, Grand Rapids, MI; DeKalb County School District, Atlanta, GA.
  • Rubino-Hare, L., Blevins, K., Manone, M., Bloom, N., & Kesler, K. (2014, July). Geospatial connections: promoting advancement to careers & higher ed. Presentation at the annual Esri Education User Conference, San Diego, CA. http://proceedings.esri.com/library/userconf/educ14/papers/622_64.pdf
  • Johanson, J., Pyle, S., Eskilson, E., & Rothrock, K. (2015, May). Shaking up Step 1 and 2 Without Straying from the UTeach Model. Presentation at UTeach Conference, Austin, TX.
  • Clark, J., Kirkley, J. & Dass, P. (2014). Plugging in the USB: A Partnership Model for STEM Systemic Change Among University, School, and Business. Presentation at NSTA STEM Forum & Expo May 14–17, 2014, New Orleans, LA.
  • Bloom, N.E., (2014, April). Beginning science teachers’ strategies for communicating with families. Poster presented at the National Association of Research in Science Teaching annual conference, Pittsburgh, PA.
  • Gray, R.E. & Rogan-Klyve, A. (2014, March). Preparing for inquiry: Examining the design of model-based inquiry experiences by preservice science teachers. Presented at the National Association of Research in Science Education (NARST) annual conference, Pittsburgh, PA
  • Gray, R.E. (2014, February). Examining the factors mediating the enactment of model-based inquiries by preservice science teaching. Presented at the Korea National University of Education special seminar series, Cheongju, South Korea.
  • Gray, R.E. (2014, February). The role of experimental and historical sciences in classroom inquiry. Presented at the Korean Association of Science Education annual conference, Daegu, South Korea.
  • Rubino-Hare, L. & Kesler, K. (2014, January). Assessment - Science. Presented at the Navajo Nation Department of Dine Education Using Data Process Workshop, Phoenix, AZ.
  • Kesler, K. & Rubino-Hare, L. (2014, January). Using inquiry to teach. Presented at the Navajo Nation Department of Dine Education Using Data Process Workshop, Phoenix, AZ.
  • Gray, R.E. (2013, October). Using model-based inquiry in the classroom. Presentation at the National Science Teachers Association regional conference, Portland, OR.
  • Gray, R.E. (2013, October).  Exploring the myth of ‘the’ scientific method. Presentation at the Arizona Science Teachers Association annual conference, Phoenix, AZ.
  • Rubino-Hare, L. & Clark, J. (2013, October). Using the power of data and PBI to enhance science instruction. Presentation at the Arizona Science Teachers Association (ASTA) Conference, Be Inspired! Learning Today for the Future, Phoenix, AZ.
  • Kesler, K. & Kirkley, J. (2013, October).  What might STEM instruction look, feel and sound like? Presentation at the Arizona Science Teachers Association annual conference, Phoenix, AZ.
  • Kirkley, J. & Kesler, K. (2013, October). Using NGSS to teach smarter not harder. Presentation at the Arizona Science Teachers Association annual conference, Phoenix, AZ.
  • Rubino-Hare, L. & Clark, J. (2013, July). Engineering is elementary- connecting science, engineering and technology. Presentation at the 4th Annual Engineering is Elementary (EiE) Symposium, Boston, MA.
  • Fray, J.S. (2013, May). How classroom management can be fun and easy (or at least easier).  Presentation at the National Math and Science Initiative conference, Austin, TX.
  • Gumerman, G. & Clark, J. (2013, April). Hopi footprints: Guided along the path of cultural preservation by Leigh Kuwanwisiwma. Presentation at Seventy-eighth Annual Meeting Society for American Archaeology. Honolulu, HI.
  • Gray, R.E. (2013, April). Examining modeling as a ‘boundary practice’ across mathematical and scientific contexts. Poster presented at the American Educational Research Association annual conference, San Francisco, CA.
  • Gray, R.E. (2013, April). The distinction between experimental and historical sciences as a framework for improving classroom inquiry. Presentation at the National Association of Research in Science Teaching annual conference, San Juan, PR.
  • Rubino-Hare, L., Claesgens, J., Bloom, N., Fredrickson, K., Henderson-Dahms, C., & Sample, J.C. (2013, April). Investigating what pedagogical practices persist when professional learning institutes end. Presented at the 2013 National Association for Research in Science Teaching Annual International Conference, San Juan, PR.
  • Gumerman, G., Clark, J., & Satala, E.J. (2013, January). Hopi digital storytelling: Youth voices and Hopi digital stories: Short films showcase the voice of Hopi youth. Presentations at Seventh World Archaeological Congress. Dead Sea, Jordan.

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APS Grant

Recent Grants:

  • Kirkley, J. (PI), Rubino-Hare, L. (Co-PI), & Gray, R. (Co-PI). ($499,676; Funded December 8, 2014 - February 26, 2016). Teaching Organisms Through Modeling and Argumentation (TOMAS). Arizona Department of Education Mathematics and Science Partnership Competitive Grant Program. 
  • Fredrickson, K. (PI), Whitworth, B. A. (Co-PI), & Ross, D.(Co-PI). ($626,450; Funded December 8, 2014 – February 26, 2016). Gila County Energy and ORGanisms (GEORG) for Grades K-8. Arizona Department of Education Mathematics and Science Partnership Competitive Grant Program.
  • Kirkley, Jane K. (PI). Exploring Energy and Matter Collaborative (E²MC). Mathematics and Science Partnership Grant. Arizona Department of Education. Award # 100236. April 1, 2014- June 30, 2015.
  • Rubino-Hare, L. (PI). Powerful engineering and physical science ideas (PEPSI) for Gilbert Public Schools, Arizona Department of Education Mathematics or Science Partnership Grant, September 2012 –December 2014
  • Rubino-Hare, L. (PI). Geospatial connections promoting advancement to careers and higher education (GEOCACHE), Advanced Technological Education. Award #1304872. National Science Foundation, September 2013-August 2015.
  • Kesler, K. (PI). Northern Arizona Science and Literacy Initiative (NAZSLI). Mathematics and Science Partnership Grant. Arizona Department of Education. February 2012-December 2014.
  • Kirkley, J.K.  (AZ Site Coordinator). Making Sense of SCIENCE Arizona Efficacy Study.  WestEd IES grant administered by DOE. Subaward to CSTL Award # 12-010. January 2012-June 2014.
  • McShane, J. (PI), Clark, J. & Kirkley, J. APS STEM Schools for the Future. APS Foundation through the NAU Foundation. July 3, 2012 – December 31, 2013.
  • Guerrero, S. (PI). Northern Arizona University Noyce Fellows Program.  Robert Noyce Teacher Scholarship Program, September 2010-September 2015.
  • Clark, J. (PI). Chapin Mesa Archeology Education program and Docent training program development, Mesa Verde National Park. CPCESU. August 1, 2010 – May 31, 2015.
  • Rubino-Hare, L. (PI). Harnessing the power of data. Math or Science Achievement Grant. Award #0412-09, Arizona Board of Education administered by Science Foundation Arizona, October 2009-September 2012.
  • Sample, J. (PI) & Rubino-Hare, L. (Co-PI). Examining Your Environment Through the Power of Data (EYE-POD) Project, Innovative Technology Experiences for Students and Teachers. Award #0929846. National Science Foundation, October 2009-December 2013.
  • Kesler, K. (Co-PI). Junior Biotech. Grant from the Helios Foundation, October 2009-September 2013.
  • Ueckert, C. (PI), Kesler, K. (Co-PI) & Watwood, M.B. (Co-PI). Biotechnology integration opportunities for teacher education and content. Graduate STEM Fellows in K-12 Education (GK-12) Grant, National Science Foundation, March 2008-May 2014.

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