Kloser, M., Wilsey, M., Hopkins, D., Dallavis, J. W., Lavin, E., and Comuniello, M. (2017). Dual identities: Organizational negotiation in STEM-focused Catholic schools. Cultural Studies in Science Education, 1-31.

Pattison, S., Svarovsky, G., Gotan, I., Corrie, P., Benne, M., Weiss, S., Nuñez, V., & Ramos-Montanez, S. (2017). Head Start on Engineering. Connected Science Learning, 4(1). Retrieved from http://csl.nsta.org/2017/10/head-start-engineering/.

Kloser, M. (2016). Alternate text types and student outcomes: An experiment comparing traditional textbooks and more epistemologically considerate texts, International Journal of Science Education, 38(16), 2477-2499.

Trinter, C. & Hope, S. (2016). The absence and presence of mathematics in teacher-led interdisciplinary unit design. Journal of Mathematics Education, 9(2), 4-21.

Trinter, C. (2016). The importance of theoretical frameworks and mathematical constructs in designing digital tools. Journal of Computers in Mathematics and Science Teaching, 35(3), 269-293.

Kloser, M. and Wilsey, M. (2015). No blue ribbon: Reforming science fairs in middle and high school science education, The Science Teacher, 82(8).

Kloser, M. J. and Brownell, S. E. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 1 – 20.

Garofalo, J., Trinter, C. & Swartz, B. (2015). Engaging with constructive and non-constructive proofs. Mathematics Teacher, 108(6), 422-428.

Trinter, C., Moon, T., & Brighton, C. (2015). Characteristics of students' mathematical promise when engaging with problem-based learning units in primary classrooms. Journal of Advanced Academics, 26(1), 24-58.

Trinter, C., Brighton, C. & Moon, T. (2015). Differentiated educational games: discarding the one size fits all approach to educational game play. Gifted Child Today, 38(2), 88-94.