Kloser

Brownell, S., Kloser, M., Fukami, T., & Shavelson, R. (2013). Context Matters: Volunteer Bias, Small Sample Size, and the Value of Comparison Groups in the Assessment of Research-Based Undergraduate Introductory Biology Lab Courses. Journal of Microbiology & Biology Education : JMBE, 14(2), 176–182. 

Kloser, M. (2013). Exploring high school biology students’ engagement with more and less epistemologically considerate texts. Journal of Research in Science Teaching, 50(10), 1232 – 1257.

Kloser, M., Brownell, S., Fukami, T., Shavelson, R. (2013). Effects of a research-based ecology lab course: A study of non-volunteer achievement, self-confidence and perception of lab course purpose. Journal of College Science Teaching, 42(3), 72 – 81.

Kloser, M. & Bofferding, L. (2014). Middle and high school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research.

Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185 – 1217.

Kloser, M. J. and Brownell, S. E. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 1 – 20.

Kloser, M. and Wilsey, M. (2015). No blue ribbon: Reforming science fairs in middle and high school science education, The Science Teacher, 82(8).

Kloser, M. (2016). Alternate text types and student outcomes: An experiment comparing traditional textbooks and more epistemologically considerate texts, International Journal of Science Education, 38(16), 2477-2499.

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.

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.

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.

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.

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.

Kloser, M. and Troy, S. (2018). Reading nature: Engaging biology students with evidence from the living world. Arlington, VA: NSTA Press.

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.