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Bulkley, K.E., & Gottlieb, J.J. (forthcoming). Policy images of teachers: How influential actors construct images of teachers. Teachers College Record.
Kloser, M. and Troy, S. (in press). A different kind of science textbook: Evidentiary-based biology accounts for middle and high school classrooms. Arlington, VA: NSTA Press.
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, 40(3), 525-544.
Kloser, M. and Wilsey, M. (2015). No blue ribbon: Reforming science fairs in middle and high school science education, The Science Teacher, 82(8), 53-59.
Dorie, B.L., Cardella, M.E., and G. Svarovsky. (2014). Capturing the design behaviors of a young children working with a parent. Proceedings of the 121st American Society of Engineering Education Annual Conference & Exposition, Indianapolis, IN June 2014.
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. & Bofferding, L. (2014). Middle and high school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research. 21(2), 275-94.
Svarovsky, G. N. (2014). Engineering learning in museums and other designed settings: Towards theoretical framework. In Strobel, J., Purzer, S. & Cardella, M. (Eds.) Engineering in Pre-College Settings: Research into Practice. Purdue University Press, West Lafayette, Indiana.
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 and Biology Education, 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.
Svarovsky, G. N., and Cardella, M.E. (2013). Gender Research on Adult-child Discussions in Informal Engineering Environments (GRADIENT): Early Findings from the Preschool Playdates Context. Paper presented at the American Educational Research Association Annual Meeting, April 2013, San Francisco, CA.
Brown, B., Henderson, B., & Kloser, M. (2012). Bridging cultures: The role of culturally-relevant pedagogy, discursive identity, and conceptual continuities in the promotion of scientific literacy. In Moore, J. L. III and Lewis, C. W. (Eds.) Urban school contexts for African American students: Crisis and prospects for improvement. New York: Peter Lang Publishers.
Kloser, M. (2012). A place for the nature of biology in biology education. Electronic Journal of Science Education, 16(2), 1-21.
Kloser, M. & Brownell, S., Shavelson, R., Fukami, T. (2012). Journal of College Science Teaching. Undergraduate biology lab courses: Comparing the impact of traditionally-based ‘cookbook’ and authentic research-based courses on student lab experiences, 41(4), 36 - 45.
Martinez, J. F., Borko, H., Stecher, B., Luskin, R., Kloser, M. (2012). Measuring quality assessment in science classrooms through artifacts and self-report. Educational Assessment, 17(2-3), 107-131.