Erin E. Peters-Burton
Affiliations: | Education | George Mason University, Washington, DC |
Area:
Tests and Measurements Education, Psychometrics PsychologyGoogle:
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Publications
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| Peters-Burton EE, Goffena J, Stehle SM. (2020) Utility of a self-regulated learning microanalysis for assessing learning during professional development Journal of Experimental Education. 1-27 |
| Stehle SM, Peters-Burton EE. (2019) Developing student 21st Century skills in selected exemplary inclusive STEM high schools International Journal of Stem Education. 6: 1-15 |
| Peters-Burton EE, Parrish JC, Mulvey BK. (2019) Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis Science Education. 28: 1027-1053 |
| Peters-Burton EE, Johnson T. (2018) Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States International Journal of Education in Mathematics, Science and Technology. 6: 320-342 |
| Parsons SA, Malloy JA, Parsons AW, et al. (2018) Sixth-grade students’ engagement in academic tasks Journal of Educational Research. 111: 232-245 |
| Peters-Burton EE, Botov IS. (2017) Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time Metacognition and Learning. 12: 45-78 |
| Merritt EG, Chiu J, Peters-Burton E, et al. (2017) Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms Research in Science Education. 48: 1321-1337 |
| Lynch SJ, Spillane N, House A, et al. (2016) A Policy-Relevant Instrumental Case Study of an Inclusive STEM-Focused High School: Manor New Tech High International Journal of Education in Mathematics, Science and Technology. 5: 1-20 |
| Peters-Burton EE. (2016) Application of Learning Theory to Curriculum and Instruction Design School Science and Mathematics. 116: 409-410 |
| Peters-Burton E. (2016) Scientists Taking a Nature of Science Course: Beliefs and Learning Outcomes of Career Switchers. School Science and Mathematics. 116: 148-163 |