publication venue for
- Science-as-practice and the status of knowledge: A response to Osborne 2019
- Developing tasks to assess phenomenon-based science learning: Challenges and lessons learned from building proximal transfer tasks 2019
- Coming to terms: Addressing the persistence of "hands-on" and other reform terminology in the era of science as practice 2019
- Persistence of the two-worlds pitfall: Learning to teach within and across settings 2019
- Confronting dilemmas posed by three-dimensional classroom assessment: Introduction to a virtual issue of Science Education 2017
- Research-practice partnerships as a strategy for promoting equitable science teaching and learning through leveraging everyday science 2017
- Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning 2017
- Tensions Teaching Science for Equity: Lessons Learned From the Case of Ms. Dawson 2017
- Learning to Improve: How America's Schools Can Get Better at Getting Better 2016
- And Still I See No Changes: Enduring Views of Students of Color in Science and Mathematics Education Policy Reports 2015
- Adapting Practices of Science Journalism to Foster Science Literacy 2014
- Investigating the Link Between Learning Progressions and Classroom Assessment 2014
- Proposing a core set of instructional practices and tools for teachers of science 2012
- Working Toward a Stronger Conceptualization of Scientific Explanation for Science Education 2011
- Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation 2009
- Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations 2008
- Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts 2008
- The problem with answers: An exploration of guided scientific inquiry teaching 2006
- The roles of regional partners in supporting an international earth science education program 2005
- Transformative communication as a cultural tool for guiding inquiry science 2001