Stephanie J. Hathcock

发表

Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

Bradley W. Bergey, Avi Kaplan, J. Garner, 2020, Journal of Science Teacher Education.

Instrumental STEM (iSTEM): An Integrated STEM Instructional Model

Diana V. Cantu, Stephanie J. Hathcock, Daniel Dickerson, 2016 .

Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integrationin Elementary Education Methods Courses

Sheri Vasinda, Stephanie J. Hathcock, Qiuying Wang, 2017 .

Scaffolding for Creative Product Possibilities in a Design-Based STEM Activity

Petros J. Katsioloudis, Stephanie J. Hathcock, Angela Eckhoff, 2014, Research in Science Education.

The Examination of a Pullout STEM Program for Urban Upper Elementary Students

Craig O. Stewart, Stephanie J. Hathcock, Angela Eckhoff, 2014 .

Scaffolding for Creative Product Possibilities in a Design-Based STEM Activity

Petros J. Katsioloudis, Stephanie J. Hathcock, Angela Eckhoff, 2015 .

Professional identity and pedagogical discontentment in high school science teachers participating in a professional development institute

Stephanie J. Hathcock, 2014 .

Examining micro‐change within and among science teachers' identities: A multiple case study

Avi Kaplan, J. Garner, Stephanie J. Hathcock, 2020, Science Education.

Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integrationin Elementary Education Methods Courses

Sheri Vasinda, Stephanie J. Hathcock, Qiuying Wang, 2017 .

The Examination of a Pullout STEM Program for Urban Upper Elementary Students

Craig O. Stewart, Stephanie J. Hathcock, Angela Eckhoff, 2013, Research in Science Education.