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

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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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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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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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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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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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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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Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States von Peters-Burton, Erin E., Johnson, Todd

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Inclusive STEM High School Design: 10 Critical Components von Peters-Burton, Erin E., Lynch, Sharon J., Behrend, Tara S., Means, Barbara B.

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An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities von King-Sears, Margaret E., Johnson, Todd M., Berkeley, Sheri, Weiss, Margaret P., Peters-Burton, Erin E., Evmenova, Anya S., Menditto, Anna, Hursh, Jennifer C.

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

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Is There a "Nature of STEM"? von Peters-Burton, Erin E.

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Application of Learning Theory to Curriculum and Instruction Design von Peters-Burton, Erin E.

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Fun Science: The Use of Variable Manipulation to Avoid Content Instruction von Peters-Burton, Erin E., Hiller, Suzanne E.

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Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts von Martínez-Álvarez, Patricia, Bannan, Brenda, Peters-Burton, Erin E.

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