In review_“We do STEM”: Unsettled conceptions of STEM education in middle school STEM classrooms.
Kloser, M., Wilsey, M., Immonen, A., Navotas, A., Twohy, K. (in review). “We do STEM”: Unsettled conceptions of STEM education in middle school STEM classrooms.
In review_Influences of professional development on middle school science teachers’ mental models of assessment practice.
Wilsey, M., Kloser, M., Borko, B., Rafanelli, S. (in review). Influences of professional development on middle school science teachers’ mental models of assessment practice.
In press_Teaching and Teacher Education
Kloser, M., Wilsey, M., Madkins, T., Windschitil, M., (in press). Connecting the dots: Linking frameworks for facilitating discussion to novice teacher practice. Teaching and Teacher Education.
In press_Journal of Mathematics Education Leadership
Trinter, C. & Carlson-Jaquez, H. (in press). An examination of the nature of post-observation feedback provided to middle school mathematics teachers. Journal of Mathematics Education Leadership.
In press_ International Journal of Education in Mathematics, Science, and Technology
Wagner, C., Svarovsky, G. N., & Cardella, M. (in press). Exploring moments of agency for middle school girls during an engineering activity. International Journal of Education in Mathematics, Science, and Technology.
2018_Routledge
Rafanelli, S., Borko, H., Kloser, M., Wilsey, M. (2018). From focusing on grades to exploring student thinking: A case study of change in assessment practice. In Fives, H. and Barnes, N. (Eds) Data use. London: Routledge.
2018_NSTA Press
Kloser, M. and Troy, S. (2018). Reading nature: Engaging biology students with evidence from the living world. Arlington, VA: NSTA Press.
2018_National Academies of Sciences, Engineering, and Medicine
Kloser, M. (2018). The nature of the teacher’s role in supporting student investigations in middle and high school science classrooms: Creating and participating in a community of practice. A report commissioned by the National Academies of Sciences, Engineering, and Medicine. Washington D.C.
2018_In P. Grossman and M. Franke (Eds), Teaching core practices in teacher education.
Kelly-Peterson, M., Davis, Ghousseni, H., Kloser, M., and Monte-Sano, C. (2018). Rehearsals as approximations of practice. In P. Grossman and M. Franke (Eds), Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.
2017_Science Education
Kloser, M., Borko, H., Martinez, F., Stecher, B., Luskin, R. (2017). Evidence of middle school science assessment practice from classroom-based portfolios, Science Education, 101(2), 209-231.
2017_Journal of Science Teacher Education
Davis, E., Kloser, M., Windschitl, M., Wells, A., Carlson, J., Marino, J-C. (2017). Teaching the practice of leading sense-making discussions in science: Using rehearsals, Journal of Science Teacher Education, 28(3), 275-293.
2017_Journal of Mathematical Behavior
Ellington, A., Whitenack, J., Trinter, C. & Fennell, S. (2017). Preparing and implementing successful mathematics coaches and teacher leaders. Journal of Mathematical Behavior, 46, 146-151.
2017_Journal of Mathematical Behavior
Haver, W., Trinter, C., & Inge, V. (2017). The Virginia mathematics specialist initiative: Collaborative effort among all components of the VA mathematics community. Journal of Mathematical Behavior, 46, 289-302.
2017_Cultural Studies in Science Education
Kloser, M., Wilsey, M., Hopkins, D., Dallavis, J. W., Lavin, E., and Comuniello, M. (2017). Dual identities: Organizational negotiation in STEM-focused Catholic schools. Cultural Studies in Science Education, 1-31.
2017_Connected Science Learning
Pattison, S., Svarovsky, G., Gotan, I., Corrie, P., Benne, M., Weiss, S., Nuñez, V., & Ramos-Montanez, S. (2017). Head Start on Engineering. Connected Science Learning, 4(1). Retrieved from http://csl.nsta.org/2017/10/head-start-engineering/.
