Teacher pedagogical content knowledge, practice, and student achievement von Gess-Newsome, Julie, Taylor, Joseph A., Carlson, Janet, Gardner, April L., Wilson, Christopher D., Stuhlsatz, Molly A. M.

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Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science von Roth, Kathleen J., Wilson, Christopher D., Taylor, Joseph A., Stuhlsatz, Molly A. M., Hvidsten, Connie

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Effects of Data Nuggets on Student Interest in STEM Careers, Self-efficacy in Data Tasks, and Ability to Construct Scientific Explanations von Schultheis, Elizabeth H., Kjelvik, Melissa K., Snowden, Jeffrey, Mead, Louise, Stuhlsatz, Molly A. M.

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Sources and consequences of teacher attrition in large-scale intervention impact studies von Taylor, Joseph A, Hanuscin, Debi, Lee, Okhee, Lynch, Sharon, Stuhlsatz, Molly AM, Talbot, Robert

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The Effect of an Analysis-of-Practice, Videocase-Based, Teacher Professional Development Program on Elementary Students' Science Achievement von Taylor, Joseph A., Roth, Kathleen, Wilson, Christopher D., Stuhlsatz, Molly A. M., Tipton, Elizabeth

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Investigating Science Education Effect Sizes: Implications for Power Analyses and Programmatic Decisions von Taylor, Joseph A., Kowalski, Susan M., Polanin, Joshua R., Askinas, Karen, Stuhlsatz, Molly A. M., Wilson, Christopher D., Tipton, Elizabeth, Wilson, Sandra Jo

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Sex and gender essentialism in textbooks von Donovan, Brian M, Syed, Awais, Arnold, Sophie H, Lee, Dennis, Weindling, Monica, Stuhlsatz, Molly A M, Riegle-Crumb, Catherine, Cimpian, Andrei

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State estimation for anaerobic digesters using the ADM1 von Gaida, D, Wolf, C, Meyer, C, Stuhlsatz, A, Lippel, J, Bäck, T, Bongards, M, McLoone, S

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Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities von Donovan, Brian M., Stuhlsatz, Molly A. M., Edelson, Daniel C., Buck Bracey, Zoë E.

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Using automated analysis to assess middle school students' competence with scientific argumentation von Wilson, Christopher D., Haudek, Kevin C., Osborne, Jonathan F., Buck Bracey, Zoë E., Cheuk, Tina, Donovan, Brian M., Stuhlsatz, Molly A. M., Santiago, Marisol M., Zhai, Xiaoming

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Feature Extraction With Deep Neural Networks by a Generalized Discriminant Analysis von Stuhlsatz, A., Lippel, J., Zielke, T.

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Investigating Conflation of Sex and Gender Language in Student Writing About Genetics von Stuhlsatz, Molly A. M., Buck Bracey, Zoë E., Donovan, Brian M.

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The Effect of a Leadership Development Program for High School Science Reform on Student Achievement in Science: A Retrospective Quasi-Experiment von Taylor, Joseph A, Stuhlsatz, Molly A M, Bintz, Jody

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Evaluation of construct-irrelevant variance yielded by machine and human scoring of a science teacher PCK constructed response assessment von Zhai, Xiaoming, Haudek, Kevin C., Stuhlsatz, Molly A.M., Wilson, Christopher

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Evolution and Medicine: An Inquiry-Based High School Curriculum Supplement von Beardsley, Paul M., Stuhlsatz, Molly A. M., Kruse, Rebecca A., Eckstrand, Irene A., Gordon, Shefa D., Odenwald, Ward F.

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Recognition of ultrasonic multi-echo sequences for autonomous symbolic indoor tracking von Stuhlsatz, A

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Recognition of ultrasonic multi-echo sequences for autonomous symbolic indoor tracking von Stuhlsatz, A.

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Making the Lipschitz Classifier Practical via Semi-infinite Programming von Stuhlsatz, A., Meier, H.-G., Wendemuth, A.

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Teacher pedagogical content knowledge, practice, and student achievement von Gess-Newsome, Julie, Taylor, Joseph A., Carlson, Janet, Gardner, April L., Wilson, Christopher D., Stuhlsatz, Molly A. M.

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Cross-Corpus Acoustic Emotion Recognition: Variances and Strategies von Schuller, B, Vlasenko, B, Eyben, F, Wöllmer, Martin, Stuhlsatz, André, Wendemuth, A, Rigoll, G

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