Publications 2015

Zhang, D., Orrill, C. H., & Campbell, T. (2015). Using the mixture Rasch model to explore knowledge resources students invoke in mathematic and science assessments. School Science and Mathematics, 115(7), 356-365. DOI: 10.1111/ssm.12135

Rebello, C. M., Witzig, S. B., Siegel, M. A., & Freyermuth, S. K. (2015). Assessment practices for understanding science-related attitudes. In M. S. Khine (Ed.), Attitude measurement in science education: Classic and contemporary approaches (pp. 203-222). Charlotte, NC:  Information…

Siegel, M. A., Roberts, T. M., Freyermuth, S. K., Witzig, S. B., Izci, K. (2015). Aligning assessment to instruction: Collaborative group testing in large enrollment science classes. Journal of College Science Teaching, 44(6), 74-82.

Kwon, N. Y., & Orrill, C. H. (2015). Reflection as professional knowledge for mathematics teachers. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 19(1), 1-17.

Kayumova, S., Karsli, E., Allexsaht-Snider, M. & Buxton, C. (2015). Latina mothers and daughters negotiating, contesting and appropriating science and language identities in hybrid spaces: Pasos hacia la universidad/steps to college. Anthropology and Education Quarterly.…

Güçler, B., Wang, S., & Kim, D. J. (2015). Conceptualizing mathematics as discourse in different educational settings. International Education Studies, 8(12), 25-32. doi: 10.5539/ies.v8n12p25

Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y. J., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment.  Journal of Research in Science Teaching…

Bazzul, J., & Kayumova, S (2015). Toward a social ontology for science education: Introducing Deleuze and Guattari’s Assemblages. Educational Philosophy and Theory DOI: 10.1080/00131857.2015.1013016

Bazzul, J. (2015). Towards a politicized notion of citizenship for science education: Engaging the social through dissensus. Canadian Journal of Science, Mathematics and Technology Education, 15(3), 221-233