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THE EFFECT OF INTENTIONAL, PERSISTENT SMALL-GROUP LEARNING ON COLLEGE STUDENT ACHIEVEMENT AND RETENTION IN THE PRE-CALCULUS CLASSROOM
Identity and Self-Efficacy Among Mathematically Successful African American Single Mothers in Urban Community College Contexts
DOES SYSTEMATIC PROFESSIONAL DEVELOPMENT FOR SCIENCE TEACHERS OF ENGLISH LANGUAGE LEARNERS (ELLS) MEET THEIR PROFESSIONAL NEEDS AND WHAT IS THE RELATIONSHIP BETWEEN PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY TO TEACH SCIENCE TO ELLS?
A Longitudinal Study of the Progression of Preservice and In-service Science Teachers' Abilities to Teach Inquiry-based Science
SIMILARITIES AND DIFFERENCES BETWEEN ACTUAL SCIENCE INSTRUCTION ENACTED IN THE HIGH SCHOOL CLASSROOM  AND COLLEGE SCIENCE TEACHERS’ PERCEPTIONS OF  STUDENTS’ KNOWLEDGE AND ABILITIES  NECESSARY FOR ACADEMIC SUCCESS
Alignment of Science-Themed Trade Books to the Next Generation Science Standards
A MULTIPLE CASE STUDY OF COLLEGE MATHEMATICS INSTRUCTORS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND ITS RELATIONSHIP TO THE INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) IN THEIR TEACHING PRACTICES AND STUDENTS’ LEARNING
IMPLEMENTING ASYNCHRONOUS DISCUSSION AS AN INSTRUCTIONAL STRATEGY IN THE DEVELOPMENTAL MATHEMATICS COURSES TO SUPPORT STUDENT LEARNING
HOW DO SECONDARY STUDENTS MAKE DECISIONS ON SOCIOSCIENTIFIC ISSUES: WHAT DO THEY CONSIDER IMPORTANT?
A SYSTEMATIC APPROACH TO UNDERSTANDING ALIGNMENT BETWEEN THE EXISTING AND SELF-ADOPTED ENVIRONMENTAL EDUCATION STANDARDS: UNITED STATES SIXTH TO TWELFTH GRADE ENVIRONMENTAL SCIENCE STANDARDS
High School Mathematics Teachers’ Conceptions of Nature of Mathematics (NOM) and How Prior Learning Environments Affect These Conceptions
Assessing the Impact of Understanding Nature of Scientific Knowledge and Understanding Nature of Scientific Inquiry on Learning about Evolution in High School Students
DO GENERAL EDUCATION HIGH SCHOOL STUDENTS IN A BASIC PHYSICAL SCIENCE COURSE IMPROVE UPON ATTITUDES TOWARD SCIENCE LEARNING AND CONTENT MASTERY FOLLOWING  VIRTUAL/REMOTE FLIPPED INSTRUCTION OR VIRTUAL/REMOTE NON – FLIPPED INQUIRY – BASED INSTRUCTION?
WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?