Hussénius, A. Scantlebury, K. Andersoon, K. & Gullberg, A. (2016). Transgressing disciplinary borders: position-status-power as feminist within science/scientists within gender studies. Paper presented as part of the symposium, Feminist ways of being, knowing and teaching in the academy: International perspectives on feminist-inspired pedagogies at European Education Research Conference, Dublin, Ireland
Hussénius, A. Gullberg, A. Elmgren, M. Engström, S., Blomqvist, M., Scantlebury, K., & Hasse, C. (2016). Science faculty as teacher educators – A feminist perspective. Paper presented as part of the symposium, Feminist ways of being, knowing and teaching in the academy: International perspectives on feminist-inspired pedagogies at European Education Research Conference, Dublin, Ireland.
Scantlebury, K. Tolbert, S. & Kayumova, S. (2016) Re-turning feminist science education research to matter. Paper presented as part of the symposium, Feminist Ways of Being, Knowing and Teaching in the Academy 2: International Perspectives on Feminist-Inspired Pedagogies at European Education Research Conference, Dublin, Ireland.
Scantlebury, K. Gleason, S. Soslau, E. & Gallo Fox, J. (2016). Huddle up: The in situ evaluation of coteaching through the development of coteachers’ adaptive practices. Paper presented as part of the symposium, Coteaching in teacher education: New Developments at European Education Research Conference, Dublin, Ireland.
Scantlebury, K. Gleason, S. Soslau, E. & Gallo Fox, J. (2016). Problematizing coevaluation in coteaching: Shifting emphases and re-structuring stakeholder roles. Paper presented at European Education Research Conference, Dublin, Ireland.
Osgood, J., Taylor, C. Gannon, S. & Scantlebury, K. (accepted). Gender equality matters: Education, intersectionality and nationalism. Paper accepted at Gender and Education Association Biennial Interim Conference, Linkoping, Sweden.
Hussénius, A. Gullberg, A. Elmgren, M. Engström, S., Blomqvist, M., Scantlebury, K., & Hasse, C. (2016). Borderland between academic disciplines and school science – feminist perspectives on science teacher education. Paper presented at Gender and Education Association Biennial Interim Conference, Linkoping, Sweden.
Scantlebury, K. (2015). Making the material matter in feminist science education research. Paper presented at 2015 International Conference of the East-Asian Association for Science Education, Beijing, China.
Scantlebury, K. (2015). Missed opportunities and huddles: Coteaching in science. Paper presented at 2015 International Conference of the East-Asian Association for Science Education, Beijing, China.
Scantlebury, K. & Soslau, E. (2015). Transitioning professional development within classes through coteaching. Paper presented at European Education Research Conference, Budapest, Hungary.
Scantlebury, K. (2015). Perhaps we need a tsunami? Including the material into feminist praxis, theory and research. Paper presented as part of research workshop on Wondering about waves: Putting material feminist pedagogies in motion at European Education Research Conference, Budapest, Hungary.
Scantlebury, K. (2015). Gender matters: Building on the past, recognizing the present, and using material feminism to frame future science education research. Paper presented at 10th Biennial Conference of the Gender and Education Association, University of Roehampton, London, England.
Alrwaythi, E., Almazroa, H. Alahmad, N. Scantlebury, K. & Alshaya F. (2014). Exploring curriculum implementation: Focus on science teaching. Paper presented at 2nd IHPST Asian Regional Conference, Taipei, Taiwan.
Soslau, E. Gallo-Fox, J., Scantlebury, K., & Gleason, S. (2014). Coteaching and coevaluation in student teaching: Understanding new roles for university supervisors. Paper presented at British Education Research Association (BERA) Annual Meeting, London, England.
Scantlebury, K., Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A. (2014). Engaging science education with material feminism. Paper presented at European Education Research Conference, Porto, Portugal.
Andersson, K., Hussenius, A., Scantlebury, K., Gullberg, A., & Danielesson, A. (2014). Critiquing science, thinking gender in science teacher education. Paper presented at Gender & STEM Network Conference Gender and STEM: What schools, families, and workplaces can do? Berlin, Germany.
Scantlebury, K. Wassell, B. & Braden, S. Encouraging Latino/a students in science: student attitudes and supportive teaching practices. Paper presented at Gender & STEM Network Conference Gender and STEM: What schools, families, and workplaces can do? Berlin, Germany.
Scantlebury, K., Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A. Making matter matter to make feminism and gender matter in science education. (2014). Paper presented at Nordic Research Symposium on Science Education (NFSUN), Helsinki, Finland.
Hussenius, A., Andersson, K., Scantlebury, K. & Gullberg, A. Interstitial spaces – a model for challenge and change. (2014). Paper presented at Nordic Research Symposium on Science Education (NFSUN), Helsinki, Finland.
Scantlebury, K., Wassell, B., & Martin, S. (2013). Enhancing girls’ (re) voice: Cogenerative dialogues as feminist pedagogy|research for Latin@ and Asian girls’ science learning. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.
Scantlebury, K., & Wassell, B. (2013). “In the eyes of the beholder”: ELL students’ and researchers differing perspectives on ‘good science teaching” in an urban, charter middle school. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.
Gullberg, A. Andersson, K. Hussenius, A., Danielesson, A. & Scantlebury, K. (2013). Chafing borderlands – Student teachers’ meeting with feminist critique in science courses. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.
Danielesson, A., Andersson, K., Gullberg, A., Hussenius, A., & Scantlebury, K. (2013). Science = nature? An exploration of the places primary school student teachers associate with science. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.
Andersson, K., Gullberg, A. Hussenius, A., Danielesson, A. & Scantlebury, K. (2013). How gender awareness affects pre-service teachers’ teaching knowledge in science and technology. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.
Scantlebury, K., (2013). Promoting girls’ voices: Using cogens in science. Paper presented at World Conference on New Trends in Science Education, Cracow, Poland.
Scantlebury, K., (2013). Cognerative dialogues: A feminist pedagogy|research (re)structuring of science to enhance girls’ (re)voicing of their learning needs. Paper presented at ATGender Conference, Gothenberg, Sweden.
Hussénius, A., Scantlebury, K., Andersson, K. & Gullberg, A. (2013). Talking science-talking gender. Paper presented at ATGender Conference, Gothenberg, Sweden.
Hussenius, A., Andersson, K, , A. & Scantlebury, K. (2011). Gender awareness in constructing knowledge of science and science teaching. Paper presented at European Science Education Research (ESERA) Annual Meeting, Lyon, France.
Kahle, J. B., Scantlebury, K &. Li, Y. (2011). Building upon success: Teacher change and student learning. Paper presented at European Science Education Research (ESERA) Annual Meeting, Lyon, France.
Scantlebury, K. Martin, S., & Wassell, B. (2011). Globalization and science education: issues impacting English language learners in US urban schools. Paper presented at European Science Education Research (ESERA) Annual Meeting, Lyon, France.
Kahle, J.B., Scantlebury, K. & Li, Y. (September, 2009). Professional development programs in science that sustain changes in teacher practice? Paper presented at European Science Education Research (ESERA) Annual Meeting, Istanbul, Turkey.
Scantlebury, K. (2009). Eyes on the prize: Urban African-American girls’ participation in high school science. Paper presented in ESERA symposium Social difference as a resource for producing success in science in culturally diverse fields. Paper presented at European Science Education Research (ESERA) Annual Meeting, Istanbul, Turkey
Scantlebury, K. (2007). Using cogenerative dialogues to develop urban African American girls’ hybrid science identities. Paper presented at Australasian Science Education Research Meeting, Perth, Western Australia.