Developing a learning progression for sea level rise, a major impact of climate change von Breslyn, Wayne, McGinnis, J. Randy, McDonald, R. Christopher, Hestness, Emily

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Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science von Ketelhut, Diane Jass, Mills, Kelly, Hestness, Emily, Cabrera, Lautaro, Plane, Jandelyn, McGinnis, J. Randy

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Examining the relationship between middle school students' sociocultural participation and their ideas about climate change von Hestness, Emily, McGinnis, J. Randy, Breslyn, Wayne

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A Study of Teacher Candidates' Experiences Investigating Global Climate Change Within an Elementary Science Methods Course von Hestness, Emily, Randy McGinnis, J., Riedinger, Kelly, Marbach-Ad, Gili

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The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity von Katz, Phyllis, Randy McGinnis, J., Riedinger, Kelly, Marbach-Ad, Gili, Dai, Amy

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Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course von Riedinger, Kelly, Marbach-Ad, Gili, McGinnis, J. Randy, Hestness, Emily, Pease, Rebecca

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A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry von Breslyn, Wayne, McGinnis, J. Randy

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Investigating Preservice Elementary Science Teachers’ Understanding of Climate Change from a Computational Thinking Systems Perspective von Breslyn, Wayne, McGinnis, J. Randy

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Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence von Katz, Phyllis, McGinnis, J. Randy, Hestness, Emily, Riedinger, Kelly, Marbach-Ad, Gili, Dai, Amy, Pease, Rebecca

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Teaching Science to Learners With Special Needs von McGinnis, J. Randy

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The undergraduate teaching assistant experience offers opportunities similar to the undergraduate research experience von Schalk, Kelly A, McGinnis, J Randy, Harring, Jeffrey R, Hendrickson, Amy, Smith, Ann C

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To What Extent Do Reform-prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as they are Inducted into Schools? von Marbach-Ad, Gili, McGinnis, J. Randy

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Journal of Research in Science Teaching annual report: January 1, 2009 to December 31, 2009 von McGinnis, J. Randy, Collins, Angelo, Dai, Amy H., Breslyn, Wayne, Henry, Elaine

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Promoting science for all by way of student interest in a transformative undergraduate microbiology laboratory for nonmajors von Marbach-Ad, Gili, McGinnis, J Randy, Dai, Amy H, Pease, Rebecca, Schalk, Kelly A, Benson, Spencer

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The JRST editorial review process von McGinnis, J. Randy, Collins, Angelo

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Journal of Research in Science Teaching annual report: January 1, 2007 to December 31, 2007 von McGinnis, J. Randy, Collins, Angelo, Dai, Amy, Breslyn, Wayne, Henry, Elaine

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Journal of Research in Science Teaching annual report: January 1, 2008 to December 31, 2008 von McGinnis, J. Randy, Collins, Angelo, Dai, Amy H., Breslyn, Wayne, Henry, Elaine

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An investigation of the role of learning conversations in youth's authoring of science identities during an informal science camp von Riedinger, Kelly, McGinnis, J. Randy

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Beginning Mathematics Teachers' Beliefs of Subject Matter and Instructional Actions Documented Over Time von Marbach-Ad, Gili, McGinnis, J. Randy

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Multilevel evaluation process use in large-scale multisite evaluation von Lawrenz, Frances, Huffman, Douglas, McGinnis, J. Randy

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