Drewes, A., Scantlebury, K., & Soslau, E., (2022). Evaluating coteaching as a model for pre-service teacher preparation: Developing an instrument utilizing mixed methods. Research & Practice in Assessment, 17, (1), 29-46.

Milne, C, Elliott, C H, Devitt, A, Scantlebury, K, (2021). Learning from Flint: How matter imposes itself in the Anthropocene and what that means for education, Reimagining Science Education in the Anthropocene (245–257) doi.org/10.1007/978-3-030-79622-8_15

Milne, C, Elliott, C H, Devitt, A, Scantlebury, K, (2021). Learning from Flint: How matter imposes itself in the Anthropocene and what that means for education, Reimagining Science Education in the Anthropocene (245–257) doi.org/10.1007/978-3-030-79622-8_1

Drewes, A., Soslau, E. & Scantlebury, K., (2021). Striving towards an ideal: Coevaluation of student coteaching experiences. Journal of Education for Teaching. 47(1), 60-74, DOI: 10.1080/02607476.2020.1845954.

Andersson, K. Gullberg, A. Danielesson, A., Scantlebury, K. & Hussenius, A., (2020). Chafing borderlands: Obstacles for science teaching and learning in preschool teacher education. Cultural Studies of Science Education. 15(2) 433 – 452

 DOI : 10.1007/s11422-019-09934-x.

Drewes, A., Scantlebury, K., & Soslau, E., (2019). Listening to the missing voices: Students’ perspectives on coteaching. Research and Practice in Assessment. 14, 5-18.

Kayumova, S., Zhang, W., & Scantlebury, K. (2018). Displacing and disrupting colonizing knowledge-making-practices in science education: Power of graphic-textual illustrations. Canadian Journal of Science, Mathematics and Technology Education. 257–270. DOI: 10.1007/s42330-018-0030-3

Soslau, E., Kotch-Jester, S. Scantlebury, K. & Gleason, S. (2018). Coteachers’ huddles: Developing adaptive teaching expertise during student teaching. Teaching and Teacher Education. 73, 99–108, doi.org/10.1016/j.tate.2018.03.016

Soslau, E., Gallo-Fox, J., & Scantlebury, K.  (2018). The promises and realities of implementing a coteaching model of student teaching. The Journal of Teacher Education. DOI 10.1177/0022487117750126.

 

Gullberg, A. Andersson, K., Hussénius, A., Danielsson, A., & Scantlebury, K., (2017). Pre-service teachers’ views of the child – Reproducing or challenging gender stereotypes in science in preschool. Research in Science Education. 48(4), 691-715, DOI 10.1007/s11165-016-9593-z.

Gallo-Fox, J., & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education. 60, 191-202, doi.org/10.1016/j.tate.2016.08.007

Braden, S., Wassell, B. Scantlebury, K. & Grover, A. (2016). Supporting English language learners in science classrooms: Insights from middle school ELL students. Language and Education. 30(5),438-458.10.1080/09500782.2015.1134566.

Qi, L., Scantlebury, K., Farjado, J. & Baille, M. (2015). Successful experiences of undergraduate quality of University of Delaware, Modern University Education.

Danielsson, A., Andersson, K., Gullberg, A., Hussenius, A., & Scantlebury, K. (2015). In biology class we would just sit indoors”: Experiences of insideness and outsideness in the places student teachers’ associate with science. 11 (4), 1115Drewes, A., Soslau, E & Scantlebury, K. (2021). Striving towards an ideal: Coevaluation of student coteaching experiences. Journal of Education for Teaching. 47(1), 60-74, DOI: 10.1080/02607476.2020.1845954

Andersson, K. Gullberg, A. Danielesson, A., Scantlebury, K. & Hussenius, A., (2020). Chafing borderlands: Obstacles for science teaching and learning in preschool teacher education. Cultural Studies of Science Education. 15(2) 433 – 452, DOI : 10.1007/s11422-019-09934-x.

Kayumova, S., Zhang, W., & Scantlebury, K. (2018). Displacing and disrupting colonizing knowledge-making-practices in science education: Power of graphic-textual illustrations. Canadian Journal of Science, Mathematics and Technology Education. doi.org/10.1007/s42330-018-0030-3

Soslau, E., Kotch-Jester, S. Scantlebury, K. & Gleason, S.  (2018). Coteachers’ huddles: Developing adaptive teaching expertise during student teaching. Teaching and Teacher Education. 73, 99–108, doi.org/10.1016/j.tate.2018.03.016

Soslau, E., Gallo-Fox, J., & Scantlebury, K. (2018). The promises and realities of implementing a coteaching model of student teaching. The Journal of Teacher Education.DOI 10.1177/0022487117750126.

Gullberg, A. Andersson, K., Hussénius, A., Danielsson, A., & Scantlebury, K., (2017). Pre-service teachers’ views of the child – Reproducing or challenging gender stereotypes in science in preschool.Research in Science Education. DOI 10.1007/s11165-016-9593-z.

Gallo-Fox, J., & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education. dx.doi.org/10.1016/j.tate.2016.08.007

Braden, S., Wassell, B. Scantlebury, K. & Grover, A. (2016). Supporting English language learners in science classrooms: Insights from middle school ELL students. Language and Education. 10.1080/09500782.2015.1134566.

Qi, L., Scantlebury, K., Farjado, J. & Baille, M. ( June, 2015). Successful experiences of undergraduate quality of University of Delaware, Modern University Education.

Danielsson, A., Andersson, K., Gullberg, A., Hussenius, A., & Scantlebury, K. (2015). In biology class we would just sit indoors”: Experiences of insideness and outsideness in the places student teachers’ associate with science. Cultural Studies of Science Education. DOI:10.1007/s11422-015-9702-8

Gallo-Fox, J. & Scantlebury, K. (2015). ““It isn’t necessarily sunshine and daisies every time:” Coplanning opportunities and challenges when student teaching. Asia-Pacific Journal of Teacher Education. DOI:10.1080/1359866X.2015.1060294.

Murphy, C., Scantlebury, K., & Milne, C. (2015). Coteaching in science teacher professional development: A Vygotskian framework. Asia-Pacific Journal of Teacher Education. DOI: 10.1080/1359866X.2015.1060291.

Wassell, B., Grover, A., & Scantlebury, K., (2015). Supporting language learners in science classrooms: Insights from middle school English Language Learner students Language & Education. DOI 10.1080/09500782.2015.1134566.

Wassell, B., Hawrylak, M., & Scantlebury, K., (2015). Barriers, resources, frustrations, and empathy: Teachers’ expectations for family involvement for Latino/a ELL Students in urban STEM classrooms. Urban Education. DOI: 10.1177/0042085915602539.

Scantlebury, K. (2014). Jane Butler Kahle: passion, determination, and vision. Cultural Studies of Science Education, 9(2), 263-273. DOI: 10.1007/s11422-014-9594-z

Scantlebury, K., (2014). Promoting girls’ voices: Using cogernative dialogues (cogen)s in science. Biology International [On-line Journal], 54 (2), Available at: http://biologyinternational.org/volume-54-2/

Wassell, B. Martin, S. & Scantlebury, K. (2013). Using cogenerative dialogues to foster community and support English Language Learner students’ language and science learning. TESOL Journal, 759-771. DOI: 10.1002/tesj.109

 Kim, H. & Scantlebury, K. (2013). Being “chill” with teachers and “frozen” by peers in science: Overcoming social and educational barriers in a learning community. Cultural Studies of Science Education, 8, 673-682. DOI: 10.1007/s11422-013-9507-6

Li, Y., Kahle, J. B., Blasie, C. & Scantlebury, K. (2011). Teacher change and student learning: what works? MSPNet http://hub.mspnet.org/index.cfm/22674

Milne, C., Scantlebury, K., Blonstein, J. & Gleason, S. (2011). Coteaching and disturbances: Building a better system for learning to teach science. Research in Science Education, 41, 414-440. doi.org/10.1007/s11165-010-9172-7

Scantlebury, K., & Murphy, C. (2009). Maria Edgeworth: Nineteenth century Irish female pioneer of science education. Irish Educational Studies, 28(1), 103-113. doi.org/10.1080/03323310802597374

Scantlebury, K. Gallo-Fox, J. & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching & Teacher Education. 24, 967–981. doi.org/10.1016/j.tate.2007.10.008

Martin, S., & Scantlebury, K. (2009). More than a conversation: Using cogenerative dialogues in the professional development of high school chemistry teachers. Educational Assessment, Evaluation and Accountability, 21(2), 119-136. doi.org/10.1007/s11092-008-9062-y

Scantlebury, K., Baker, D. Sugi, A. Yoshida, A., & Uysal, S. (2007). Avoiding the issue of gender in Japanese science education. International Journal of Science and Mathematics Education, 5, 415-438. doi.org/10.1007/s10763-006-9045-8

Scantlebury, K. Tai, T. & Rahm, J. (2007). “That don’t look like me.” Stereotypic images of science: Where do they come from and what can we do with them? Cultural Studies of Science Education, 1 (3), 545-558. doi.org/10.1007/s10763-006-9045-8

Scantlebury, K. & LaVan, S. K. (2006). Re-visioning cogenerative dialogues as feminist research|pedagogy [32 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 7(2). Available at: http://www.qualitative-research.net/fqs-texte/2-06/06-2-41-e.htm.

Boone, W., & Scantlebury, K (2006). The role of Rasch analysis in science education utilizing multiple choice tests. Science Education. 90, 253-269. doi.org/10.1002/sce.20106

Gallo-Fox, J., Wassell, B., Scantlebury, K. & Juck, M. (2006, September). Warts and all: An ethical struggle with disseminating research on coteaching [45 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal]. http://www.qualitative-research.net/fqs-texte/4-06/06-4-18-e.htm.

Gallo-Fox, J., Wassell, B., & Juck, M. & Scantlebury, K. (2006, September). Re-positioning warts and all: A response to coteaching researchers. [16 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal]. http://www.qualitative-research.net/index.php/fqs/article/view/183

Martin^, S., Milne C. E., & Scantlebury, K. (2006). Eyerollers, jokers, risk-takers and turn sharks: Target students in a professional science education program. Journal of Research in Science Teaching, 43, (8), 819-851. doi.org/10.1002/tea.20154

Milne C. E., Scantlebury, K. & Otieno, T. (2006). Using socio-cultural theory to understand the relationship between teacher change and a science-based professional education program. Cultural Studies of Science Education. 1, (2), 325-352.

Stith, I., Scantlebury, K., LaVan, S.-K., Emdin, C., Lehner, E., & Kim, M. (2006). The ethics of cogenerative dialogue: A cogenerative dialogue [17 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 7(2), Art. 44. Available at: http://www.qualitative-research.net/fqs-texte/2-06/06-2-44-e.htm

Zembylas, M., Espinet, M., Milne, C. & Scantlebury, K. (2006). Teacher agency, social structures and professional education in science education. Cultural Studies of Science Education, 1, (2), 353-366. doi.org/10.1007/s11422-006-9012-2

Scantlebury, K. (2005, October). Maintaining ethical and professional relationships in large qualitative studies: A Quixotic ideal? [9 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 6(3), Art. 39. Available at: http://www.qualitative-research.net/fqs-texte/3-05/05-3-39-e.htm.

Scantlebury, K. (2005, January). Learning from flyy girls: feminist research ethics in urban schools [28 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 6(1), Art. 32. Available at: http://www.qualitative-research.net/fqs-texte/a5b6c7/05-1-32-e.htm

Fassinger, R., Scantlebury, K., & Richmond, G. (2005). Career, family, and institutional influences on the work lives of academic women in the chemical sciences. Journal of Women and Minorities in Science & Engineering, 10, (4), 297-316. doi.org/10.1615/JWomenMinorScienEng.v10.i4.10

Scantlebury, K. (2002). A snake in the nest or in a snake’s nest: What counts as peer review for a female science educator in a chemistry department? Research in Science Education, 32, 157-162. doi.org/10.1023/A:1016069826685

Scantlebury, K., McKinley, E., & Jesson, J., (2001). Imperial knowledge; Science education and equity. ACE Papers Working papers from the Auckland College of Education 8, January, 71-84.

Scantlebury, K., Boone, W. J., Fraser, B. J. & Kahle, J. B. (2001). Design, validation, and use of an evaluation instrument for monitoring systemic reform. Journal of Research in Science Teaching, 38(6), 646-662. doi.org/10.1002/tea.1024

Hewson, P., Kahle, J., & Scantlebury, K. (2001). Equity in systemic reform: Comparing two middle schools. Journal of Research in Science Teaching, 38 (10), 1130-1144. doi.org/10.1002/tea.10006

Kahle, J. B., Meece, J., & Scantlebury, K. (2000). Urban African American middle school science students: Does standards-based teaching make a difference? Journal of Research in Science Teaching, 37 (9), 1019-1041. doi.org/10.1002/1098-2736(200011)37:9<1019::AID-TEA9>3.0.CO;2-J

Bailey, B., Scantlebury, K., & Johnson, E. (1999). Encouraging the beginning of equitable science teaching practice: Collaboration is the key. Journal of Science Teacher Education, 10 (3), 1-14. doi.org/10.1023/A:1009421427028

Johnson, E., Borleske, B., Gleason, S., Bailey, B., & Scantlebury, K. (1998). Structured observation- A tool for increasing equity: A guide to coding classroom interactions. The Science Teacher, 65 (3), 46-49.

Scantlebury, K. (1997). Implementing and supporting gender-sensitive science teaching. In Girls succeeding in science, math & technology: Who works and what works (pp. 11-15). AAUW, The Philadelphia Branch. Philadelphia: AAUW.

Letts, W., Bailey, B., & Scantlebury, K. (1997). Preparing science teachers in an era of reform: Practitioners’ perspectives of methods courses. School Science and Mathematics, 97 (4), 192-199. doi.org/10.1111/j.1949-8594.1997.tb17366.x

Mandes, B., & Scantlebury, K. (1997). Isoelectronic. In J. Lagowski (Ed.), Macmillan encyclopedia of chemistry (pp. 808). New York: Simon & Schuster Macmillan.

Scantlebury, K., Johnson, E., Lykens, S., Clements, R., Gleason, S., & Lewis, R. (1996). Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers. Research in Science Education, 26 (3), 271-282. .doi.org/10.1007/BF02356939

Trumbore, C., Benvour, J., & Scantlebury, K. (1996). The development and implementation of a chemistry course for non-science majors. Journal of Chemical Education, 73(11), 1012-1016. doi.org/10.1021/ed073p1012

Scantlebury, K. (1995). Challenging gender-blindness in preservice secondary science teachers. Journal of Science Teacher Education, 6(3), 134-142. doi.org/10.1007/BF02614571

Scantlebury, K., Letts, W., & Laird, S. (1995). Reconciling the contradictions of science teaching. In F. Finley, D. Allchin, D. Rhees & S. Fifield (Eds.), Proceedings of the third international history, philosophy and science teaching conference (pp. 1012-1021). Minneapolis, MN: The University of Minnesota Press.

Scantlebury, K. (1994). Emphasizing gender issues in the undergraduate preparation of science teachers: Practicing what we preach. Journal of Women and Minorities in Science and Engineering, 1(2), 153-164. doi.org/10.1615/JWomenMinorScienEng.v1.i2.50

Scantlebury, K., & Kahle, J. B. (1993). The implementation of equitable teaching strategies by biology student teachers. Journal of Research in Science Teaching, 30(6), 537-545. doi.org/10.1002/tea.3660300603

Scantlebury, K. (1992). Chemistry activities for primary school children. The Journal of the Science Teachers Association of the Northern Territory, 11, 95-98. University of Northern Territory.

Bailey, B. L., Scantlebury, K., & Letts, W. J., IV. (1997). It’s not my style: Using disclaimers to ignore gender issues in science. Journal of Teacher Education, 48 (1), 29-36. doi.org/10.1177/0022487197048001005

Benvour, J., & Scantlebury, K. (1997). Periodic properties. In J. Lagowski (Ed.), Macmillan encyclopedia of chemistry. (pp. 1166-1168). New York: Simon & Schuster Macmillan.

Brickhouse, N., Carter, C., & Scantlebury, K. (1990). Women in chemistry: Shifting the equilibrium towards success. Journal of Chemical Education, 67(2), 116-118. doi.org/10.1021/ed067p116