S. Loper

发表

Scientific Argumentation for All? Comparing Teacher Beliefs About Argumentation in High, Mid, and Low Socioeconomic Status Schools

Katherine L. McNeill, Rebecca Katsh-Singer, S. Loper, 2016 .

Developing Educative Materials to Support Middle-School Science Teachers’ PCK for Argumentation: Comparing Multimedia to Text-Based Supports

Katherine L. McNeill, Megan Goss, S. Loper, 2018 .

Factors impacting teachers' argumentation instruction in their science classrooms

Katherine L. McNeill, María González‐Howard, Rebecca Katsh-Singer, 2016 .

Teachers’ enactments of curriculum: Fidelity to Procedure versus Fidelity to Goal for scientific argumentation

Katherine L. McNeill, María González‐Howard, S. Loper, 2018, International Journal of Science Education.

The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation

Katherine L. McNeill, Laura M. O’Dwyer, María González‐Howard, 2019, Technology, Pedagogy and Education.

Multimedia Educative Curriculum Materials (MECMs): Teachers’ Choices in Using MECMs Designed to Support Scientific Argumentation

Katherine L. McNeill, María González‐Howard, S. Loper, 2017 .

The Argumentation Toolkit: A Resource for Integrating Argumentation into Your Science Classroom

Katherine L. McNeill, María González‐Howard, Megan Goss, 2018 .

An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use

Katherine L. McNeill, María González‐Howard, S. Loper, 2017 .

Three design heuristics for enhancing the use of video to improve teaching practice

Anushree Bopardikar, J. Carlson, E. Kimber, 2018 .

Moving beyond Pseudoargumentation: Teachers' Enactments of an Educative Science Curriculum Focused on Argumentation.

Katherine L. McNeill, Suzanna Loper, María González‐Howard, 2017 .

Determination of local magnitude using BDSN broadband records

B. Romanowicz, R. Uhrhammer, S. Loper, 1996, Bulletin of the Seismological Society of America.

Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation

Katherine L. McNeill, Suzanna Loper, María González‐Howard, 2016 .

Curriculum implementation for scientific argumentation : Fidelity to procedure versus fidelity to goals

Katherine L. McNeill, María González‐Howard, S. Loper, 2016 .

Digital education futures: design for doing education differently

R. Wegerif, T. Hall, Déirdre Ní Chróinín, 2022, Irish Educational Studies.

Computational Thinking for Science: Positioning coding as a tool for doing science

E. Greenwald, S. Loper, A. Krakowski, 2023, Journal of Research in Science Teaching.