PUBLICATIONS PRODUCED AS A RESULT OF RESEARCH

2014 NARST Paper

Investigating Student Motivation in the Context of Engaging in Authentic Science Practices

Peer-reviewed Journal Articles

Goldfisher, D., Crawford, B. A., Capps, D. K., Ross, R.M. (in press). Fossils, inquiry, and the English language learner. Science Scope.

Conner, T., Capps, D.K., Crawford, B. A., Ross, R.M. (2013). Engage all of your students using project based learning.  Science Scope, v.36, 2013, p. 62-67.

Capps, D. K. & Crawford , B. A. (2013). Inquiry-based professional development: What does it take to support teachers in learning about inquiry and nature of science? The International Journal of Science Education, v.2012, 2013, p. DOI:10.10.

Capps, D. K. & Crawford, B. A. (2013).Inquiry-based instruction in science classrooms: Is it happening? Journal of Science Teacher Education, v.1, 2013, p. 1-4.

Meyer, X., Capps, D. K., Crawford, B. A., Ross, R. M. (2012). Enhancing student knowledge of geology and nature of science through an authentic geological investigation in a dual language classroom.  Journal of Geoscience Education, v.60, 2012, p. 212-219.

Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings,” Journal of Science Teacher Education, v.23, 2012, p. 291-318.

Meyer, X., & Crawford, B. A. (2011). Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies. Cultural Studies in Science Education.  Volume 6, (3) 525-547, DOI: 10.1007/s11422-011-9318-6

Invited Chapters in Books

Crawford, B. A. (in press, 2014). Invited chapter. From Inquiry to Scientific Practices in the Science Classroom.  In N. Lederman & S. Abell (Eds.), Handbook of research on science education. New York: Rutledge.

Crawford, B. A. (June, 2014). Bridging research, policy, and practice of inquiry in Singaporean Classrooms. In Aik-Ling; Poon, Chew-Leng; Lim, Shirley S L (Eds.). Inquiry into the Singapore classroom. Springer Verlag,

Crawford, B.A., Capps, D.K., van Driel, J., Lederman, N., Lederman, J., Luft, J., Wong, S., Tan, A., Lim, S., Loughran, J., and Smith, K. (2014). Learning to teach science as inquiry: Developing an evidence-based framework for effective teacher professional development. An invited chapter for the Edited Book: European Science Education Research Association 2011 Conference (one of 40 invited papers from over 600 conference presentations). C. Bruguière et al. (eds.), Topics and Trends in Current Science Education: 9th ESERA Conference Selected Contributions, Contributions from Science Education Research 1, DOI 10.1007/978-94-007-7281-6_12, © Springer Science+Business Media Dordrecht 2014

Crawford, B. A. & Jordan, R. (2013). Inquiry, models, and complex reasoning to transform learning in environmental education. In (Ed) Krasney, M., & Dillon, J. Trading zones in environmental education. Creating transdisciplinary dialogue. New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien: Peter Lang Publishing Group.

Crawford, B. A. (2012), Moving the essence of science into the classroom:  Engaging teachers and students in authentic science, p 25-42. In Issues and Challenges in Science Education: Moving forward (Ed). Tan, Kim Chwee Daniel; Kim, Mijung (Eds.) VII, 350 p. 44 illus.

Presentations

Crawford, B. A. Capps, D.K., Meyer, X., & Ross, R. (2013). A model to support teachers engaging diverse students in authentic science practices. Presented at the American Education Research Association Annual Conference in San Francisco, CA.  Presented by Crawford and Meyer.

Crawford, B. A. Capps, D.K., Ross, R. (2012). An effective teacher professional development model focused on authentic science practices in the classroom. Presented at the National Science Teachers Association Regional Conference in Atlanta, GA Nov. 2, 2012. Presented by Crawford.

Crawford, B. A., Ross, R. & Allmon, W. (2012). Fossil Finders: Using fossils to teach about evolution, inquiry and nature of science YR 2. A poster presented at the National Science Foundation DR-K12 PI Conference in Washington, DC, June 2012. Presented by Crawford.

Capps, D. K., & Crawford, B. A. (2012). Tracking teachers’ change in teaching science as inquiry: Different teachers, different journeys. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN. Capps, Daniel K. Curriculum.

Crawford, B. A., Capps, D. K., Patel, M.R., Meyer, X.S., Ross, R.M. (2012). A Teacher professional development model focused on science practices in the classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.

Smrecak, T.A., Ross, R.M., Capps, D. K., & Crawford, B.A. (2011) Assessing pre-college student Devonian marine paleontological data from a teacher professional development project. Geological Society of America Abstracts with Programs, Vol. 43, No. 5, p. 523.

Crawford, B. A., & Capps, D. K. (2011). Special symposium organizers. What is the recent evidence of effective strategies for teacher professional development targeted at teaching science as inquiry? An international symposium presented at the National Association of Research in Science Teaching Annual Conference, Orlando, FL, April 2011.

Meyer, X., & Crawford, B. A. (2011). Story-telling and writing: A platform for cultural exchange between science and everyday ways of knowing. A paper presented at the National Association of Research in Science Teaching Annual Conference, Orlando, FL. April 2011.

Crawford, B. A., & Meyer, X. (2011). Teaching children about scientific inquiry, geology, and evolutionary concepts by investigating real fossils. A presentation for the National Science Teachers Association Annual Conference in San Francisco, CA.

Conference Papers:

European Science Education Research Association (ESERA) 2011
Capps et al. (2011) Supporting teachers in learning about inquiry and NOS
Patel et al. (2011) Promoting student interest in science

National Association for Research in Science Teaching (NARST) 2011
Capps et al. (2011) Inquiry-based instruction: Is it happening?
Crawford et al. (2011) Developing inservice teachers’ views of NOS & inquiry
Meyer et al. (2011) Changing perceptions about science for underrepresented students

American Educational Research Association (AERA) 2010
Crawford et al., (2010) Supporting Teachers in Complex Situations
Meyer & Crawford (2010) Underrepresented and ELL Students

National Association for Research in Science Teaching (NARST) 2010
Capps et al. (2010) Translating inquiry into the classroom

National Association for Research in Science Teaching (NARST) 2009
Meyer et al. (2009)
Capps et al. (2009)
Patel et al. (2009)

European Science Education Research Association (ESERA) 2009
Crawford (2009)
Crawford et al. (2009)

Posters:
NARST 2011
Meyer et al. (2011) Bridge between science and everyday ways of knowing

National Science Foundation DRK-12 Meeting 2010
DRK-12 Poster 2010

North American Association for Environmental Education (NAAEE) 2009
Crawford et al. (2009) Traversing the rocky road

National Science Foundation (NSF) DR-K12 PI Meeting 2008
DRK-12 Poster 2009

North American Association for Environmental Education (NAAEE) 2008
Meyer et al. (2008)

NARST 2009
Crawford et al. (2009)

Presentations:
National Science Teachers Association (NSTA) 2011
Teaching Children About Scientific Inquiry, Geology, and Evolutionary Concepts by Investigating Real Fossils

Geological Society of America (GSA) 2010
Capps et al. (2010)
Ross et al. (2010)

North American Association for Environmental Education (NAAEE) 2010
Capps et. al (2010) Using the past to discuss present environmental change

National Science Teachers Association (NSTA) 2010
Developing teachers’ science content and pedagogy through an authentic fossil investigation
Investigating fossils using inquiry with English language learners
Using Devonian fossils to connect science content across the curriculum