High School Teacher Bullying and Student Risk Behavior von Kerere, Jordan L., Maeng, Jennifer L., Cornell, Dewey G.

Volltext

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory von Bell, Randy L., Maeng, Jennifer L., Binns, Ian C.

Volltext

Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes von Wheeler, Lindsay B., Maeng, Jennifer L., Chiu, Jennie L., Bell, Randy L.

Volltext

Using Technology to Facilitate Differentiated High School Science Instruction von Maeng, Jennifer L.

Volltext

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction von Maeng, Jennifer L., Whitworth, Brooke A., Bell, Randy L., Sterling, Donna R.

Volltext

Beginning secondary science teachers' implementation of process skills, inquiry, and problem-based learning during the induction years: a randomised controlled trial von Navy, Shannon L., Maeng, Jennifer L., Bell, Randy L., Kaya, Fatma

Volltext

Development and validation of the Classroom Observation Protocol for Engineering Design (COPED) von Wheeler, Lindsay B., Navy, Shannon L., Maeng, Jennifer L., Whitworth, Brooke A.

Volltext

Outcomes of nature of science instruction along a context continuum: preservice secondary science teachers' conceptions and instructional intentions von Bell, Randy L., Mulvey, Bridget K., Maeng, Jennifer L.

Volltext

Another form of undermatching? A mixed‐methods examination of first‐year engineering students' calculus placement von Inkelas, Karen K., Maeng, Jennifer L., Williams, Aaron L., Jones, Jason S.

Volltext

Do Plants Breathe? von Maeng, Jennifer, Gonczi, Amanda

Volltext

Characterizing Teaching Assistants’ Knowledge and Beliefs Following Professional Development Activities within an Inquiry-Based General Chemistry Context von Wheeler, Lindsay B, Maeng, Jennifer L, Whitworth, Brooke A

Volltext

Threat Assessment and Disparities in School Discipline von Maeng, Jennifer L., Cornell, Dewey G., Edwards, Kelly D.

Volltext

Differentiating Science Instruction: Secondary science teachers' practices von Maeng, Jennifer L., Bell, Randy L.

Volltext

Teaching the teacher: exploring STEM graduate students' nature of science conceptions in a teaching methods course von Wheeler, Lindsay B., Mulvey, Bridget K., Maeng, Jennifer L., Librea-Carden, Mila Rosa, Bell, Randy L.

Volltext

School threat assessment versus suicide assessment: Statewide prevalence and case characteristics von Burnette, Anna Grace, Huang, Francis, Maeng, Jennifer L., Cornell, Dewey

Volltext

Exploring practices of science coordinators participating in targeted professional development von Whitworth, Brooke A., Maeng, Jennifer L., Bell, Randy L.

Volltext

Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction von Maeng, Jennifer L., Mulvey, Bridget K., Smetana, Lara K., Bell, Randy L.

Volltext

Educational Leaders’ Perceptions and Uses of School Climate Data von Debnam, Katrina J., Edwards, Kelly, Maeng, Jennifer L., Cornell, Dewey

Volltext

Investigating the role of a district science coordinator von Whitworth, Brooke A., Maeng, Jennifer L., Wheeler, Lindsay B., Chiu, Jennifer L.

Volltext

Elementary science teachers' integration of engineering design into science instruction: results from a randomised controlled trial von Maeng, Jennifer L., Whitworth, Brooke A., Gonczi, Amanda L., Navy, Shannon L., Wheeler, Lindsay B.

Volltext