Search results

  • CSV Spreadsheet
(1 - 20 of 27)

Pages

Label
A case study of secondary teachers facilitating a historical problem-based learning instructional unit
Pecore, J. L. (2009). A case study of secondary teachers facilitating a historical problem-based learning instructional unit.
From Kilpatrick’s project method to project-based learning
Pecore, J. L. (2015). From Kilpatrick’s project method to project-based learning. International Handbook of Progressive Education, 155-171.
Problem-based learning
Pecore, J. L., & Bohan, C. H. (2013). Problem-based learning: Teachers who flourish and flounder. Curriculum and Teaching Dialogue, 14(1), 125-138.
Portraits of science self-efficacy
Britner, S. L., Williams, B., Pecore, J. L., Gagne, P., Demetrikopoulos, M. K., Poh, R., Carruth, L. L., Goode, C. T., DeHaan, R. L., & Frantz, K. J. (2012). Portraits of science self-efficacy: Four undergraduate women in a summer research experience. Journal of Women and Minorities in Science and Engineering, 18(3), 273-293. doi:10.1615/JWomenMinorScienEng.2013004491
Oceanography for pre-K - third grade
Demetrikopoulos, M. K., Datta, P., Pecore, J., Lamas, C., Thompson, W. D., Wright, M., & Morris, L. G. (2007). Oceanography for pre-K - third grade. Current:The Journal of Marine Education, 23(2), 42-46.
A comparison of internal dispositions and career trajectories after collaborative versus apprenticed research experiences for undergraduates
Frantz, K. J., Demetrikopoulos, M. K., Britner, S. L., Carruth, L. L., Williams, B. A., Pecore, J. L., DeHaan, R. L., & Goode, C. T. (2017). A comparison of internal dispositions and career trajectories after collaborative versus apprenticed research experiences for undergraduates. CBE - Life Sciences Education, 16(1), ar1-1. doi:10.1187/cbe.16-06-0206
Formal lessons improve informal educational experiences
Pecore, J. L., Kirchgessner, M. L., Demetrikopoulos, M. K., Carruth, L. L., & Frantz, K. J. (2017). Formal lessons improve informal educational experiences: The influence of prior knowledge on student engagement. Visitor Studies, 20(1), 89-104. doi:10.1080/10645578.2017.1297134
Changes in science content knowledge and attitudes toward science teaching of educators attending a zoo-based neuroscience professional development
Pecore, J. L., Kirchgessner, M. L., & Carruth, L. L. (2013). Changes in science content knowledge and attitudes toward science teaching of educators attending a zoo-based neuroscience professional development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86, 238-245. doi:10.1080/00098655.2013.826527
Beyond beliefs
Pecore, J. L. (2013). Beyond beliefs: Teachers adapting problem-based learning to preexisting systems of practice. Interdisciplinary Journal of Problem-Based Learning, 7(2), Article 1. doi:10.7771/1541-5015.1359
Development of an innovative method for analyzing the presence of environmental sustainability themes and an ecological paradigm in science content standards
Tenam-Zemach, M., Kirchgessner, M., Pecore, J., Lai, L., & Hecht, S. (2014). Development of an innovative method for analyzing the presence of environmental sustainability themes and an ecological paradigm in science content standards. Studies in Educational Evaluation, 41, 133-142. doi:10.1016/j.stueduc.2014.01.002
Challenging pre-service students' teaching perspectives in an inquiry-focused program
Pecore, J. L., & Shelton, A. (2013). Challenging pre-service students’ teaching perspectives in an inquiry-focused program. The Journal of Mathematics and Science: Collaborative Explorations, 13, 57-77.
Earth core
Pecore, J. L., Christensen, B. A., Mobley, H., & Hanna, N. R. (2007). Earth core: Enhancing delivery of geoscience content in a diverse school system during times of changing state standards. Journal of Geoscience Education, 55(6), 589-595. doi:10.5408/1089-9995-55.6.589
Build-a-brain project
Demetrikopoulos, M. K., Demetrikopoulos, J., Rose, J. D., Fobbs, Jr., A. J., Johnson, J. I., & Carruth, L. L. (2006). Build-a-brain project: Students design and model the brain of an imaginary animal. Science Scope, 29(8), 28-31.
Editorial for progressive education
Pecore, J. L., & Bruce, B. C. (2013). Editorial for progressive education: Antecedents of educating for democracy. International Journal of Progressive Education, 9(1), 10-13.
Scientific research self-efficacy among undergraduates
Goode, C. T., Britner, S. L., Gagne, P., Pecore, J. L., Demetrikopoulos, M. K., Williams, B. A., Carruth, L. L., DeHaan, R. L., & Frantz, K. J. (2012). Scientific research self-efficacy among undergraduates: Current contexts and approaches for measurement. Self-Efficacy in School and Community Settings, 21-52.
Student-centered deliberations of ethical care & use of animals
Pecore, J., Demetrikopoulos, M., & Frantz, K. (2007). Student-centered deliberations of ethical care & use of animals. The American Biology Teacher, 69(7), 416-421.
What happens to cemetery headstones?
Pecore, J., Snow, M., & Lim, M. (2009). What happens to cemetery headstones?: Engaging student interest in acids and bases. The Science Teacher, 76(6), 29-34.
Introduction
Pecore, J. L. (2015). Introduction: Aims of progressive education. International Handbook of Progressive Education, 53-59.
Where in time?
Pecore, J., & Sacks, D. (2005). Where in time?. Science Scope, 29(2), 41-45.
Symposium outcomes
Little, T., Dalgleish, K., Cheever, M., Mclellan, K., Strand, T., & Pecore, J. (2005). Symposium outcomes: Reconstructing the network of progressive educators. Schools: Studies in Education, 2(2), 201-206.

Pages