High school biology teachers’ integration of computational thinking into data practices to support student investigations von Peters‐Burton, Erin, Rich, Peter Jacob, Kitsantas, Anastasia, Stehle, Stephanie M., Laclede, Laura

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Developing student 21st Century skills in selected exemplary inclusive STEM high schools von Stehle, Stephanie M., Peters-Burton, Erin E.

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Basking shark tourism in Donegal, Ireland – a case‐study of public interest and support for shark conservation von Gray, Chelsea, Peters‐Burton, Erin, Smith, Cynthia, Parsons, E.C.M.

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The power of computational thinking in STEM education von Peters‐Burton, Erin

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Understanding STEM‐focused elementary schools: Case study of Walter Bracken STEAM Academy von Peters‐Burton, Erin E., House, Ann, Peters, Vanessa, Remold, Julie

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Social equity and STEM education von Peters‐Burton, Erin

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Development and validation of a high school STEM self‐assessment inventory von Peters Burton, Erin, Behrend, Tara S., Matray, Shari, Hudson, Clarissa, Ford, Michael

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Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components von Lynch, Sharon J., Burton, Erin Peters, Behrend, Tara, House, Ann, Ford, Michael, Spillane, Nancy, Matray, Shari, Han, Edmund, Means, Barbara

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The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Ba... von Peters-Burton, Erin E., Merz, Sydney A., Ramirez, Erin M., Saroughi, Maryam

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Student, Teacher, and Scientist Views of the Scientific Enterprise: An Epistemic Network Re-analysis von Peters-Burton, Erin E., Dagher, Zoubeida R., Erduran, Sibel

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Utility of a self-regulated learning microanalysis for assessing learning during professional development von Peters-Burton, Erin E., Goffena, Jordan, Stehle, Stephanie M.

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Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis von Peters-Burton, Erin E., Parrish, Jennifer C., Mulvey, Bridget K.

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Editorial: Self-regulated learning in online settings von Galvao De Barba, Paula, Broadbent, Jaclyn, Hooshyar, Danial, Peters-Burton, Erin

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Using Card Sort Epistemic Network Analysis to Explore Preservice Teachers’ Ideas About the Nature of Engineering von Parrish, Jennifer C., Pleasants, Jacob, Reid, Joshua W., Mulvey, Bridget K., Peters-Burton, Erin E., Recker, Abigail

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Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time von Peters-Burton, Erin E., Botov, Ivan S.

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Making Connections: Using Individual Epistemic Network Analysis to Extend the Value of Nature of Science Assessment von Mulvey, Bridget K., Parrish, Jennifer C., Reid, Joshua W., Papa, Jeffrey, Peters-Burton, Erin E.

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Integrating the Three Dimensions of Next Generation Science Standards: Issues and Solutions for Authentic Assessment of Student Learning von Sondergeld, Toni A., Peters-Burton, Erin E., Johnson, Carla C.

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Individual-Based Model use in Marine Policy von Gray, Chelsea, Rothman, Dale S., Peters-Burton, Erin, Smith, Cynthia, Parsons, E.C.M

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Cognitive affordances of the cyberinfrastructure for science and math learning von Martinez, Michael E., Peters Burton, Erin E.

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Sixth-grade students' engagement in academic tasks von Parsons, Seth A., Malloy, Jacquelynn A., Parsons, Allison Ward, Peters-Burton, Erin E., Burrowbridge, Sarah Cohen

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