| Year |
Citation |
Score |
| 2021 |
Davidson SG, Jaber LZ, Southerland SA. Cultivating Science Teachers' Understandings of Science as a Discipline. Science & Education. 1-27. PMID 34483485 DOI: 10.1007/s11191-021-00276-1 |
0.623 |
|
| 2019 |
Dunk RDP, Barnes ME, Reiss MJ, Alters B, Asghar A, Carter BE, Cotner S, Glaze AL, Hawley PH, Jensen JL, Mead LS, Nadelson LS, Nelson CE, Pobiner B, Scott EC, ... ... Southerland SA, et al. Evolution education is a complex landscape. Nature Ecology & Evolution. PMID 30718854 DOI: 10.1038/S41559-019-0802-9 |
0.363 |
|
| 2019 |
Schellinger J, Mendenhall A, Alemanne N, Southerland SA, Sampson V, Marty P. Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science Journal of Science Education and Technology. 28: 341-352. DOI: 10.1007/S10956-019-09771-1 |
0.53 |
|
| 2019 |
Granger EM, Bevis TH, Southerland SA, Saka Y, Ke F. Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning Journal of Research in Science Teaching. 56: 348-370. DOI: 10.1002/Tea.21480 |
0.662 |
|
| 2019 |
Southerland SA, Settlage J. An invitation into an ongoing conversation: Revealing different perspectives on some of the fundamental assumptions of the work of Science Educators Science Education. 103: 1277-1279. DOI: 10.1002/Sce.21539 |
0.423 |
|
| 2019 |
Settlage J, Southerland SA. Epistemic tools for science classrooms: The continual need to accommodate and adapt Science Education. 103: 1112-1119. DOI: 10.1002/Sce.21510 |
0.453 |
|
| 2019 |
Grinath AS, Southerland SA. Applying the ambitious science teaching framework in undergraduate biology: Responsive talk moves that support explanatory rigor Science Education. 103: 92-122. DOI: 10.1002/Sce.21484 |
0.519 |
|
| 2018 |
Cetin PS, Eymur G, Southerland SA, Walker J, Whittington K. Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students International Journal of Science Education. 40: 473-497. DOI: 10.1080/09500693.2018.1432914 |
0.517 |
|
| 2018 |
Jaber LZ, Southerland S, Dake F. Cultivating epistemic empathy in preservice teacher education Teaching and Teacher Education. 72: 13-23. DOI: 10.1016/J.Tate.2018.02.009 |
0.611 |
|
| 2018 |
Southerland SA, Settlage J. Writing worth reading: Science methods textbooks and science education articles Science Education. 102: 447-451. DOI: 10.1002/Sce.21342 |
0.448 |
|
| 2017 |
Schellinger J, Mendenhall A, Alemanne ND, Southerland SA, Sampson V, Douglas I, Kazmer MM, Marty PF. “Doing Science” in Elementary School: Using Digital Technology to Foster the Development of Elementary Students’ Understandings of Scientific Inquiry Eurasia Journal of Mathematics, Science and Technology Education. 13. DOI: 10.12973/Eurasia.2017.00955A |
0.561 |
|
| 2017 |
Strimaitis AM, Southerland SA, Sampson V, Enderle P, Grooms J. Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study. School Science and Mathematics. 117: 92-103. DOI: 10.1111/Ssm.12212 |
0.792 |
|
| 2016 |
Kazmer MM, Alemanne ND, Mendenhall A, Marty PF, Southerland SA, Sampson V, Douglas I, Clark A, Schellinger J. "A good day to see a bobcat": Elementary students' online journal entries during a structured observation visit to a wildlife center First Monday. 21. DOI: 10.5210/Fm.V21I4.6152 |
0.475 |
|
| 2016 |
Southerland SA, Granger EM, Hughes R, Enderle P, Ke F, Roseler K, Saka Y, Tekkumru-Kisa M. Essential Aspects of Science Teacher Professional Development Aera Open. 2: 2332858416674200. DOI: 10.1177/2332858416674200 |
0.762 |
|
| 2016 |
Southerland SA, Settlage J. A Forum for the Science Education Community's Continual Self‐Renewal Science Education. 100: 957-960. DOI: 10.1002/Sce.21257 |
0.365 |
|
| 2014 |
Southerland SA, Gadsden VL, Herrington CD. Editors' Introduction: What Should Count as Quality Education Research? Continuing the Discussion Educational Researcher. 43: 7-8. DOI: 10.3102/0013189X13519962 |
0.331 |
|
| 2014 |
Enderle P, Dentzau M, Roseler K, Southerland S, Granger E, Hughes R, Golden B, Saka Y. Examining the Influence of RETs on Science Teacher Beliefs and Practice Science Education. 98: 1077-1108. DOI: 10.1002/Sce.21127 |
0.679 |
|
| 2013 |
Marty PF, Mendenhall A, Douglas I, Southerland SA, Sampson V, Kazmer M, Alemanne N, Clark A, Schellinger J. The Iterative Design of a Mobile Learning Application to Support Scientific Inquiry Journal of Learning Design. 6. DOI: 10.5204/Jld.V6I2.124 |
0.439 |
|
| 2013 |
Enderle PJ, Southerland SA, Grooms JA. Exploring the context of change: Understanding the kinetics of a studio physics implementation effort Physical Review Special Topics - Physics Education Research. 9. DOI: 10.1103/Physrevstper.9.010114 |
0.781 |
|
| 2013 |
Marty PF, Alemanne ND, Mendenhall A, Maurya M, Southerland SA, Sampson V, Douglas I, Kazmer MM, Clark A, Schellinger J. Scientific inquiry, digital literacy, and mobile computing in informal learning environments Learning, Media and Technology. 38: 407-428. DOI: 10.1080/17439884.2013.783596 |
0.495 |
|
| 2013 |
King LE, Southerland SA. Where Theory and Law Meet: Trends in establishment clause jurisprudence in the US federal courts and implications for science education International Journal of Science Education. 35: 773-795. DOI: 10.1080/09500693.2011.578283 |
0.501 |
|
| 2013 |
Southerland SA, Scharmann LC. Acknowledging the Religious Beliefs Students Bring Into the Science Classroom: Using the Bounded Nature of Science Theory Into Practice. 52: 59-65. DOI: 10.1080/07351690.2013.743778 |
0.614 |
|
| 2013 |
Saka Y, Southerland SA, Kittleson J, Hutner T. Understanding the Induction of a Science Teacher: The Interaction of Identity and Context Research in Science Education. 43: 1221-1244. DOI: 10.1007/S11165-012-9310-5 |
0.664 |
|
| 2012 |
Granger EM, Bevis TH, Saka Y, Southerland SA, Sampson V, Tate RL. The efficacy of student-centered instruction in supporting science learning. Science (New York, N.Y.). 338: 105-8. PMID 23042893 DOI: 10.1126/Science.1223709 |
0.576 |
|
| 2012 |
Marty PF, Douglas I, Southerland SA, Sampson V, Alemanne ND, Clark A, Mendenhall A, De La Paz A, Yu C. Habitat tracker: Learning about scientific inquiry through digital journaling in wildlife centers Acm International Conference Proceeding Series. 560-562. DOI: 10.1145/2132176.2132288 |
0.462 |
|
| 2012 |
Southerland SA, Nadelson L, Sowell S, Saka Y, Kahveci M, Granger EM. Measuring One Aspect of Teachers’ Affective States: Development of the Science Teachers’ Pedagogical Discontentment Scale School Science and Mathematics. 112: 483-494. DOI: 10.1111/J.1949-8594.2012.00168.X |
0.577 |
|
| 2012 |
Southerland SA, Nadelson LS. An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and Macroevolution Evolution Challenges: Integrating Research and Practice in Teaching and Learning About Evolution. DOI: 10.1093/acprof:oso/9780199730421.003.0015 |
0.426 |
|
| 2012 |
Connor CM, Rice DC, Canto AI, Southerland SA, Underwood P, Kaya S, Fishman B, Morrison FJ. Child characteristics by science instruction interactions in second and third grade and their relation to students' content-area knowledge, vocabulary, and reading skill gains Elementary School Journal. 113: 52-75. DOI: 10.1086/665815 |
0.521 |
|
| 2012 |
Nadelson LS, Southerland S. A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance-I-SEA International Journal of Science Education. 34: 1637-1666. DOI: 10.1080/09500693.2012.702235 |
0.42 |
|
| 2012 |
Aydeniz M, Southerland SA. A National Survey of Middle and High School Science Teachers' Responses to Standardized Testing: Is Science Being Devalued in Schools? Journal of Science Teacher Education. 23: 233-257. DOI: 10.1007/S10972-012-9266-3 |
0.632 |
|
| 2012 |
Southerland SA, Golden B, Enderle P. The bounded nature of science: An effective tool in an equitable approach to the teaching of science Advances in Nature of Science Research: Concepts and Methodologies. 2147483647: 75-96. DOI: 10.1007/978-94-007-2457-0_4 |
0.766 |
|
| 2012 |
Alemanne ND, Sampson V, Marty PF, Kazmer MM, Douglas I, Clark A, Southerland SA, Mendenhall A. Habitat tracker: Engaging students with scientific inquiry through technology and curriculum support Proceedings of the Asist Annual Meeting. 49. DOI: 10.1002/meet.14504901277 |
0.459 |
|
| 2011 |
Southerland S, Gallard A, Callihan L. Examining Teachers' Hurdles to ‘Science for All’ International Journal of Science Education. 33: 2183-2213. DOI: 10.1080/09500693.2010.530698 |
0.672 |
|
| 2011 |
Southerland SA, Sowell S, Blanchard M, Granger EM. Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers' Openness to Reform Research in Science Education. 41: 299-317. DOI: 10.1007/S11165-010-9166-5 |
0.62 |
|
| 2011 |
Southerland SA, Sowell S, Enderle P. Science Teachers' Pedagogical Discontentment: Its Sources and Potential for Change Journal of Science Teacher Education. 22: 437-457. DOI: 10.1007/S10972-011-9242-3 |
0.841 |
|
| 2010 |
Nadelson LS, Southerland SA. Examining the Interaction of Acceptance and Understanding: How Does the Relationship Change with a Focus on Macroevolution? Evolution: Education and Outreach. 3: 82-88. DOI: 10.1007/S12052-009-0194-4 |
0.46 |
|
| 2010 |
Blanchard MR, Southerland SA, Osborne JW, Sampson VD, Annetta LA, Granger EM. Is inquiry possible in light of accountability?: A Quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction Science Education. 94: 577-616. DOI: 10.1002/Sce.20390 |
0.568 |
|
| 2009 |
Enderle PJ, Smith MU, Southerland S. Does prior knowledge matter? Do Lamarckian misconceptions exist? A critique of Geraedts and Boersma (2006) International Journal of Science Education. 31: 2527-2532. DOI: 10.1080/09500690802428106 |
0.754 |
|
| 2009 |
Nadelson LS, Southerland SA. Development and Preliminary Evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM The Journal of Experimental Education. 78: 151-190. DOI: 10.1080/00220970903292983 |
0.471 |
|
| 2009 |
Settllage J, Southerland SA, Smith LK, Ceglie R. Constructing a doubt-free teaching self: Self-efficacy, teacher identity, and science instruction within diverse settings Journal of Research in Science Teaching. 46: 102-125. DOI: 10.1002/Tea.20268 |
0.611 |
|
| 2009 |
Saka Y, Southerland SA, Brooks JS. Becoming a member of a school community while working toward science education reform: Teacher induction from a Cultural Historical Activity Theory (CHAT) perspective Science Education. 93: 996-1025. DOI: 10.1002/Sce.20342 |
0.647 |
|
| 2009 |
Blanchard MR, Southerland SA, Granger EM. No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers Science Education. 93: 322-360. DOI: 10.1002/Sce.20298 |
0.654 |
|
| 2008 |
Kahveci A, Gilmer PJ, Southerland SA. Understanding chemistry professors' use of educational technologies: An activity theoretical approach International Journal of Science Education. 30: 323-349. DOI: 10.1080/09500690601188638 |
0.726 |
|
| 2008 |
Kahveci A, Southerland SA, Gilmer PJ. From marginality to legitimate peripherality: Understanding the essential functions of a women's program Science Education. 92: 33-64. DOI: 10.1002/Sce.20234 |
0.657 |
|
| 2007 |
Smith LK, Southerland SA. Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform Journal of Research in Science Teaching. 44: 396-423. DOI: 10.1002/Tea.20165 |
0.666 |
|
| 2007 |
Southerland SA, Golden BW. Not in our classrooms: Why intelligent design is wrong for our schools Science Education. 91: 681-682. DOI: 10.1002/Sce.20221 |
0.728 |
|
| 2006 |
Johnston A, Southerland SA, Sowell S. Dissatisfied with the fruitfulness of "learning ecologies" Science Education. 90: 907-911. DOI: 10.1002/Sce.20161 |
0.412 |
|
| 2006 |
Southerland SA, Johnston A, Sowell S. Describing teachers' conceptual ecologies for the nature of science Science Education. 90: 874-906. DOI: 10.1002/Sce.20153 |
0.654 |
|
| 2005 |
Southerland SA, Smith MU, Cummins CL. "What do you Mean by that?" Using Structured Interviews to Assess Science Understanding Assessing Science Understanding. 71-93. DOI: 10.1016/B978-012498365-6/50006-8 |
0.412 |
|
| 2005 |
Southerland S, Kittleson J, Settlage J, Lanier K. Individual and group meaning-making in an urban third grade classroom: Red Fog, Cold Cans, and Seeping Vapor Journal of Research in Science Teaching. 42: 1032-1061. DOI: 10.1002/Tea.20088 |
0.791 |
|
| 2004 |
Baxter BK, Jenkins CC, Southerland SA, Wilson P. Using a Multilevel Assessment Scheme in Reforming Science Methods Courses Journal of Science Teacher Education. 15: 211-232. DOI: 10.1023/B:Jste.0000047084.51834.A3 |
0.595 |
|
| 2004 |
Kittleson JM, Southerland SA. The Role of Discourse in Group Knowledge Construction: A Case Study of Engineering Students Journal of Research in Science Teaching. 41: 267-293. DOI: 10.1002/Tea.20003 |
0.381 |
|
| 2003 |
Gess-Newsome J, Southerland SA, Johnston A, Woodbury S. Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching American Educational Research Journal. 40: 731-767. DOI: 10.3102/00028312040003731 |
0.623 |
|
| 2003 |
Southerland SA, Gess-Newsome J, Johnston A. Portraying in the classroom: The manifestation of scientists' beliefs in classroom practice Journal of Research in Science Teaching. 40: 669-691. DOI: 10.1002/Tea.10104 |
0.627 |
|
| 2003 |
Sinatra GM, Southerland SA, McConaughy F, Demastes JW. Intentions and beliefs in students' understanding and acceptance of biological evolution Journal of Research in Science Teaching. 40: 510-528. DOI: 10.1002/Tea.10087 |
0.446 |
|
| 2001 |
Abrams E, Southerland S, Cummins C. The how's and why's of biological change: How learners neglect physical mechanisms in their search for meaning International Journal of Science Education. 23: 1271-1281. DOI: 10.1080/09500690110038558 |
0.451 |
|
| 2001 |
Southerland SA, Sinatra GM, Matthews MR. Belief, Knowledge, and Science Education Educational Psychology Review. 13: 325-351. DOI: 10.1023/A:1011913813847 |
0.534 |
|
| 2001 |
Southerland SA, Abrams E, Cummins CL, Anzelmo J. Understanding students' explanations of biological phenomena: Conceptual frameworks or p-prims? Science Education. 85: 328-348. DOI: 10.1002/Sce.1013 |
0.45 |
|
| 2000 |
Southerland SA. Epistemic universalism and the shortcomings of curricular multicultural science education Science and Education. 9: 289-307. DOI: 10.1023/A:1008676109903 |
0.515 |
|
| 1999 |
Southerland SA, Gess-Newsome J. Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge Science Education. 83: 131-150. DOI: 10.1002/(Sici)1098-237X(199903)83:2<131::Aid-Sce3>3.0.Co;2-X |
0.67 |
|
| 1997 |
Gardner SA, Southerland SA. Interdisciplinary Teaching? It Only Takes Talent, Time, and Treasure English Journal. 86: 30-36. DOI: 10.2307/819858 |
0.591 |
|
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