Research

Park, B.Y., Campbell, T., Kelly, M., Gray, R.E., Arnold, C., Chadwick, C., …, Willig, M.R. (2021). Improving NGSS focused PD through the examination of a teacher and students’ experiences and iterated student models on water & sustainability. Research in Science & Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2021.1978962

Gray, R.E. & Furtak, E. (2020). Institutional constraints in practice-based teacher preparation. In D. Stroupe, K. Hammerness, & S. McDonald (Eds.), Preparing science teachers through practice-based teacher education (pp. 205-220). Cambridge, MA: Harvard Education Press.

Whitworth, B. A., Rubino-Hare, L., Bloom, N. E., Walker, M. C., & Arendt, K. (2020).  Scaling professional development: Preparing professional development providers to lead Power of Data Teacher Workshops. International Journal of Science Education, 42 (1), 1-24.

Rubino-Hare, L., Bloom, N. & Whitworth, B. (2019). Implications from a Scale-up of Geospatial Technology Professional Development Program for Secondary Teachers. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1673-1678). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

Whitworth, B. A., Maeng, J. L., Wheeler, L. B., & Chiu, J. L. (2017). Investigating the role of a district science coordinator. Journal of Research in Science Teaching, 54(7), 914-936.

Gonczi, A. G., Maeng, J. L., Bell, R. L., & Whitworth, B. A.  (2016). Situating computer simulation professional development: Does it influence instructional use?  Computers in the Schools, 33, 133-152.  DOI:  10.1080/07380569.2016.1205351

Rubino-Hare, L. A., Whitworth, B. A., Bloom, N. E., Claesgens, J. M., Fredrickson, K. M., Henderson-Dahms, C., & Sample, J. C. (2016). Persistent teaching practices after geospatial technology professional development. Contemporary Issues in Technology and Teacher Education, 16(3), 208-285.

Dass, P. M. (2015). Teaching STEM effectively with the Learning Cycle Approach. K-12 STEM Education, 1(1), 5 – 12. doi:10.14456/k12stemed.2015.17

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

Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121-137. doi:10.1007/s10972-014-9411-2

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.

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.

Moore, S.M., Meilander, J. & Gray, R.E. (in press). Integrating the concept of homeostasis into a first semester anatomy and physiology course through short predict-observe-explain activities. Journal of College Science Teaching.

Acker, T. & Bloom, N. (2021). The Rapid Model: Initial Results from Testing a Model to Set Up a Course Sharing Consortia for STEM Programs at the Graduate Level. Proceedings from ASEE 2021: American Society for Engineering Education Annual Conference & Exposition. Virtual.

Gray, C.A., Gray, R.E., Canipe, M.M., Armfield, S.W.J., & Tuchscherer, R. (2021). Developing engineering identity in an introductory engineering course: A multi-case analysis. Journal of Research in Science, Mathematics and Technology Education, 4(3), 153-177. DOI: https://doi.org/10.31756/jrsmte.431

Gray, R.E., Riche, A.T., Shinnick-Gordon, I.J., & Sample, J.C. (2021). The reasons women choose and stay in a geology major: A qualitative multi-case analysis. Innovation and Education, 3(3). https://doi.org/10.1186/s42862-021-00010-2

Ozis, F., Zecher, C., & Bloom, N. (2021). Evaluation of an Epic Student Experience to Broaden Participation in Engineering Programs. Proceedings from ASEE 2021: American Society for Engineering Education Annual Conference & Exposition. Virtual.

Bloom, N., Johnson, J., Duis, J. & Entin, P. (2019). Facilitating transfer student success in a science and engineering baccalaureate program. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference & Exposition. Tampa, FL.

Baze, C. & Gray, R.E. (2018). Modeling Tiktaalik: Using a model-based inquiry approach to engage community college students in the practices of science during an evolution unit. Journal of College Science Teaching, 47(4), 12-20.

Gray, C.A., Tuchscherer, R., & Gray, R.E. (2018). The challenges and affordances of engineering identity as an analytic lens. Proceedings from ASEE 2018: American Society for Engineering Education Annual Conference & Exposition. Salt Lake City, UT.

Martinez, T., Bloom, N., Whipple, A.V., Chischilly, St. (2018). Partnership, participation and equity in undergraduate research. Scholarship and Practice of Undergraduate Research (SPUR), 1(4), 40-46.

Tuchscherer, R., Gray, C.A., & Gray, R.E. (2018). Examining interventions to increase classroom community and relevancy in an early career engineering course. Proceedings from ASEE 2018: American Society for Engineering Education Annual Conference & Exposition. Salt Lake City, UT.

Askew, J. & Gray, R.E. (2017). The science of Little Boy: Investigating the chemistry behind the first use of a nuclear weapon in warfare. The Science Teacher, 84(8), 45-51.

Gray, C.A., Tuchscherer, R., & Gray, R.E. (2017). Examining micro-interventions to improve classroom community in introductory engineering classrooms. Proceedings from ASEE 2017: American Society for Engineering Education Annual Conference & Exposition (p. 36). Columbus, OH.

Tuchscherer, R., Gray, C.A., & Gray, R.E. (2017). Reshaping engineering classroom norms to expand the profession. Proceedings from ASEE 2017: American Society for Engineering Education Annual Conference & Exposition (p. 15). Columbus, OH.

Wheeler, L. B., Maeng, J. L., & Whitworth, B. A. (2017). Teaching assistant professional development for an inquiry-based general chemistry laboratory: Impact on teaching assistants’ knowledge and beliefs. The Journal of Chemical Education, 94(1), 19-28. DOI: 10.1021/acs.jchemed.6b00373

Askew, J. & Gray, R.E. (2016). Settling the score: Exploring the historic debate over atomic bonding. The Science Teacher, 83(8), 46-54.

Duis, J., Bloom, N., Ollerton, A., Sonderegger, D., Fitz-Kesler, V. & Entin, P. (2016). Supporting STEM transfer students. Proceedings from ASEE 2016: American Society for Engineering Education Annual Conference & Exposition New Orleans, LA.

Gray, R.E., Rogan-Klyve, A.M., & Clark-Huyck, B. (2016). Investigating Axial Seamount: Using student generated models to understand plate tectonics. Science Scope, 40(1), 26-34.

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.

Wheeler, L. B., Maeng, J. L., & Whitworth, B. A. (2015). Teaching assistants perceptions of a training to support an inquiry-based general chemistry laboratory course.  Chemical Education Research and Practice. Advance online publication. doi:10.1039/c5rp00104hGray, R.E. (2014). The distinction between experimental and historical sciences as a framework for improving classroom inquiry. Science Education, 98(2), 327-341. https://doi.org/10.1002/sce.21098

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. https://doi.org/10.1080/09500693.2012.715779

Wheeler, L. B., Whitworth, B. A., & Gonczi, A. L. (2014). Chemistry and engineering design: Integrated science instruction. The Science Teacher, 81(9), 30-36.

Campbell, T., Gray, R.E., Fazio, X., & van Driel, J. (in press). Research on secondary science teacher preparation. In J. Luft & G. Jones (Eds.) Handbook of Research on Science Teacher Education. New York, NY: Routledge.Gray, R.E., McDonald, S., & Stroupe, D. (2021). What you find depends on how you see: Examining asset and deficit perspectives of preservice science teachers’ knowledge and learning. Studies in Science Education. Advance online publication. https://doi.org/10.1080/03057267.2021.1897932

Gray, R.E., Henderson, D., & Rothenberg, N. (2020). Chimborazo then and now: Using historical data to demonstrate the effects of global climate change on plant communities. Science Scope, 44(2), 82-88.

Boerner-Mercier, J., & Gray, R.E. (2020). Investigating land ethics: Exploring land usage through historical case studies and a student symposium. The Science Teacher, 87(5), 36-42.

Ross, D.K., & Davidson, A. (2020). Integrating the Five Practices and Model-Based Inquiry to Facilitate Meaningful Science Discourse. Science Scope, 44(1), 43–49.

Campbell, T., Gray, R.E., Fazio, X. (2019). Representing scientific activity: Affordances and constraints of central design and enactment features of a model based inquiry unit. School Science and Mathematics, 119(8), 475-486. https://doi.org/10.1111/ssm.12375

Davidson, A., & Ross, D.K. (2019). Using the Five Practices to facilitate a meaningful discussion on plate tectonics in a middle school classroom. Science Scope, 42(6), 108-114.

Gray, R.E. & Rogan-Klyve, A.M. (2018). Talking modeling: Examining science teachers’ modeling-related talk during a model-based inquiry unit. International Journal of Science Education, 40(11), 1345-1366. https://doi.org/10.1080/09500693.2018.1479547

Davis, A. & Gray, R.E. (2018). Understanding earthquakes through investigating the Great Sumatran Earthquake of 2004. The Science Teacher, 85(4), 40-47.

Dass, P. M., & Spagnolo, J. T. (2016). STEM learning in middle grades by technology-mediated integration of science and mathematics: Results of Project SMILE. In M.J. Urban & D. A. Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (pp. 187 – 205). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-9616-7.ch009

Dass, P. M., & Moore, Jr., E. (2015). Integrating science, mathematics and technology in middle grades. School Science Review, 97(359), 109 – 115.

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.

Camp Clark, J., Cooley, N. & Balenquah, L. (2022). Heritage tourism and indigenous communities in the American southwest. In Cultural Heritage and Tourism: International Perspectives, Yu, P-L, Lertcharnrit, T., & Smith, G.S., Eds. Springer.

Clark, J., Bloom, N., Rubino-Hare, L., Barnes, C. & Ryan, S. (2021). Designing professional development resources to meet the needs of OST stem educators. (34). Spring 2021 Afterschool Matters, National Institute on Out-of-School Time.

Ryan S.M., Roberts E., Hibbett E., Bloom N., Haden C., Rushforth R.R., Pfeiffer K. and Ruddell B.L. (2021). The FEWSION for Community Resilience (F4R) Process: Building Local Technical and Social Capacity for Critical Supply Chain Resilience. Frontiers in Environmental Science. 9:601220. doi: 10.3389/fenvs.2021.601220

Hibbett, E., Rushforth, R. Roberts, E., Ryan, S., Pfeiffer, K., Bloom, N., & Ruddell, B.L. (2020). Citizen-led community innovation for food energy water nexus resilience. Frontiers in Environmental Science, 8:571614. doi: 10.3389/fenvs.2020.571614

Bloom, N., Roberts, E., Rubino-Hare, L. Archer, H. N., Cunningham, C., & Clark, J. (2019). How Educators Implement Engineering Curricula in OST Settings. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference & Exposition. Tampa, FL.

San Antonio-Tunis, C., Clark, J., Cunningham, C., & Lachapelle, C. P. (2019). Engineering Interest and Attitude Development In Out-of-School Time. American Society for Engineering Education. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference & Exposition. Tampa, FL.

Clark, J. & Gumerman IV, G. (2018). Hopi footprints: what really matters in cultural preservation. In Footprints of Hopi History: Hopihiniwtiput kukveni’at. Kuwanwisiwma, L. J., Ferguson, T.J., and Colwell, J.S., Eds. Eds.Tucson, AZ: University of Arizona Press.

Whitworth, B.A., Beyea, S.M., & Purell, M. (2016). STEM Learning in Your Own Backyard: Designing a place-based middle school summer program. Green Teacher, (108), 21-25.

Monroe, M. C., Ballard, H. L., Oxarart, A., Sturtevant, V. E., Jakes, P. J., & Evans, E. (2015). Agencies, educators, communities and wildfire: partnerships to enhance environmental education for youth. Environmental Education Research, 1-17.

Clark, J. and Heath, M. (2013). Building Bridges in Cultural Heritage Management. Encyclopedia of Global Archaeology. New York: Springer Science + Business Media.

Gumerman IV, G., Clark, J., Satala, E.J., and Chimerica, R. (2013). Footprints of the Ancestors: Reengaging Hopi Youth with their Culture. In Museums and Social Issues. A Journal of Reflective Discourse. Kristine Morrissey, Editor-in-Chief. Semi-annual publication, Spring and Fall. Leeds, UK: Maney Publishing.