Drewes, A. & Scantlebury, K. (2016). Perspectives on coteaching from the classroom: Student, preservice and clinical educators’ voices. Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD.

Scantlebury, K., Danielsson, A. Hussenius, A., & Gullberg, A. & Andersson, K. (2016). Apparatus from a Baradian perspective: Implications for practice, Paper presented in symposium Why Matter Matters in Science Education: Implications for Practice for National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD.

Drewes, A. & Scantlebury, K. (2016). Evaluating coteaching as a model for pre-service teacher preparation: developing an instrument utilizing mixed methods. Paper presented at American Education Research Association (AERA) Annual Meeting, Washington, D.C.

Gallo-Fox, J., Scantlebury, K., & Soslau, E. (2016). Problematizing coevaluation in coteaching:
Shifting emphases and re-structuring stakeholder roles. Paper presented at American Education Research Association (AERA) Annual Meeting, Washington, D. C.

Drewes, A. Scantlebury, K., Soslau, E. & Gallo Fox, J. (2016). Evaluating coteaching as a model for student teaching using quantitative measures. Paper presented at Annual Association of Colleges of Teacher Education Research Association (AACTE) Annual Meeting, Las Vegas, NV.

Juck, M., Gleason, S., & Scantlebury, K. (2015). Incorporating informational texts into high school science. Paper presented at National Science Teachers Association (NSTA) Area Conference, Philadelphia, PA.

Chismar, K. Scantlebury, K. Craig, K. Gleason, S. & Juck, M. (2015). Huddling up: Improving students’ science learning during lesson enactment. Paper presented at National Science Teachers Association (NSTA) Area Conference, Philadelphia, PA.

Scantlebury, K. (2015). Gender matters. Presentation in NARST symposium Handbook of Research in Science Teaching Presented at National Association of Research in Science Teaching (NARST) Annual Meeting, Chicago, IL.

Scantlebury, K., Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A. (2015). Using spacetimemattering to engage science education with matter and material feminism. Paper in NARST related paper set Material practice and materiality: too long ignored in science education and possibly the NGSS? Presented at the National Association of Research in Science Teaching (NARST) Annual Meeting, Chicago, IL.

Scantlebury, K., Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A. (2015). Communicating through silence: Examining the unspoken and the unsaid in discussions about science. Paper in NARST Symposium Decolonizing research methodologies in science education. Presented at the National Association of Research in Science Teaching (NARST) Annual Meeting, Chicago, IL.

Scantlebury, K., Chismar, K., Gleason, S., Craig, K, & Juck, M. (2015). Huddle up: enactment of coteaching in science classes. Poster presented at the National Association of Research in Science Teaching (NARST) Annual Meeting, Chicago, IL.

Soslau, E. Gallo-Fox, J., Scantlebury, K., & Gleason, S. (2015). Opportunities for learning in a coteaching model: Implications for university-based field instructors. Paper presented at the American Education Research Association (AERA) Annual Meeting, Chicago, IL.

Scantlebury, K. Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A. (2015). Communicating through silence: Examining the unspoken and the unsaid in discussions about science. Paper presented in AERA symposium Decolonizing research methodologies in science education at the American Education Research Association (AERA) Annual Meeting, Chicago, IL.

Scantlebury, K. Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A (2015). Connecting material feminism with science education. Paper in AERA symposium Material practice and materiality: Too long ignored in science education research and practice and perhaps other disciplines also? Paper presented at American Education Research Association (AERA) Annual Meeting, Chicago, IL.

Scantlebury, K., Juck, M. & Gleason, S. (2015). Infusing literacy into high school science. Paper presented to the National Science Teachers Association Meeting, Chicago, IL.

Soslau, E., Scantlebury, K., Gallo-Fox, J., & Gleason, S. (2015). Using coteaching as a model to reposition and professionally develop cooperating teachers as teacher educators. Paper presented at Annual Association of Colleges of Teacher Education Research Association (AACTE) Annual Meeting, Atlanta, GA.

Scantlebury, K., (2014). Research worth reading: 2013 Research selected by NSTA affiliates. Paper presented at National Science Teachers Association (NSTA) Annual Meeting, Boston, MA.

Hanuscin, D. & Scantlebury, K.  (March 2014). Communicating research to teachers, administrators, and policy makers. Preconference workshop presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Pittsburgh, PA.

Gullberg, A. Andersson, K. Hussenius, A., Danielesson, A. & Scantlebury, K. (2014). Chafing borderlands: Obstacles for science teaching and learning in teacher education. Paper presented at American Education Research Association (AERA) Annual Meeting, Philadelphia, PA.

Hussenius, A., Andersson, K., Gullberg, A., Danielesson, A. & Scantlebury, K. (2014). Interstitial spaces and transgressive identities – A model for challenge and change in teacher education. Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Pittsburgh, PA.

Scantlebury, K., Hussenius, A., Gullberg, A. Andersson, K. & Danielesson, A. (2014). Can material feminism make gender matter in 21st science education research? Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Pittsburgh, PA.

Andersson, K., Gullberg, A. Hussenius, A., Danielesson, A. & Scantlebury, K. (2014). Gender knowledge as an important but neglected aspect of pedagogy of science. Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Pittsburgh, PA.

Gullberg, A. Andersson, K. Hussenius, A., Danielesson, A. & Scantlebury, K. (2014). Chafing borderlands: Obstacles for science teaching and learning in teacher education. Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Pittsburgh, PA.

Scantlebury, K., Wassell, B., & Braden, S. (2013). “What is good science teaching? Challenges in teaching science to urban ELL middle school students.” Poster presented at National Association for Research in Science Teaching (NARST) Annual Meeting, San Juan, Puerto Rico.

Scantlebury, K., Wassell, B., & Braden, S. (2013). “We stumble, fall, get up, and continue walking”: Latino/a students’ science attitudes“. Paper presented for National Association for Research in Science Teaching Annual Meeting (NARST), San Juan, Puerto Rico.

Wassell, B., Braden, S. & Scantlebury, K., (2013). “Step up and be parents!” Science teachers’ expectations for family involvement for Latino/a ELL middle school students. Paper presented at National Association for Research in Science Teaching Annual Meeting (NARST), San Juan, Puerto Rico.

Wassell, B., Hawrylak, M., & Scantlebury, K., (2013). Teachers’ expectations for family involvement for Latino/a ELL students in STEM. Paper presented at AERA Annual Meeting, San Francisco, CA.

Braden, S. Wassell, B., & Scantlebury, K., (2013). What’s missing from the Sheltered Instruction Observation Protocol (SIOP) model? Insights from middle school English Language Learners (ELLs) in science classes. Paper presented at AERA Annual Meeting, San Francisco, CA.

Scantlebury, K., (2013). Research worth reading: 2012 Research selected by NSTA affiliates. Paper presented at National Science Teachers Association Annual Meeting, San Antonio, TX.

Scantlebury, K., Wassell, B. & Martin, S., (2013). Gendered expectations for ELL students’ science achievement and participation. Paper presented at National Science Teachers’ Association Annual Meeting, San Antonio, TX.

Wassell, B., Gullo, D., Scantlebury, K., & Martin, S. (2012). Gendered expectations for English Language Learners’ experiences and participation in science. Presentation at the Joint Annual Meeting (JAM) of the National Science Foundation (NSF), June 12-15, 2012, Washington, DC.

Scantlebury, K., Tamagni, M., & Wassell, B. (2012). Effective strategies for teaching science ELL middle school students. Paper presented at NSTA STEM Expo, Atlantic City, NJ.

Dunn, T. & Scantlebury, K. (2012). Restructuring teachers’ professional development through coteaching and coplanning. Paper presented at NSTA STEM Expo, Atlantic City, NJ.

Scantlebury, K., (2012). Research worth reading: 2011 Research Selected by NSTA Affiliates. Paper presented at National Science Teachers Association Annual Meeting, Indianapolis, IN.

Wassell, B., Martin, S., Scantlebury, K., Abdul-Malik, C., Hong, H. (2012). Using observation and dialogue to enhance science learning for ELLs. Poster presented at the annual conference of Teachers of English to Speakers of Other Languages (TESOL), Philadelphia, PA.

Wassell, B., Martin, S., Scantlebury, K., Megill Legendre, L., Lowery, X., & Curro, K. (2012). Revolutionize your classroom and empower students with cogenerative dialogue. Presented at the annual conference of Teachers of English to Speakers of Other Languages (TESOL), Philadelphia, PA.

Scantlebury, K., Martin, S., & Wassell, B. (2012). A “B” isn’t good enough: Gendered expectations for ELL students’ science achievement and participation. Poster presented at National Association for Research in Science Teaching Annual Meeting, Indianapolis, IN.

Wassell, B., Scantlebury, K., & Martin, S. (2012). Identifying teachers’ beliefs and practices in teaching science to middle school ELL students. Paper presented for American Educational Research Association Annual Meeting, Vancouver, Canada.

Scantlebury, K., Martin, S., & Wassell, B. (2012). Examining the intersection of gender and race on ELL students’ participation in science. Paper accepted to Annual Meeting of Association of Science Teacher Education, Clearwater, FL.

Kahle, J.B., Li, Y., & Scantlebury, K. (2011). Program and policy changes for teachers’ professional development based on evaluation data. Paper presented at National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Scantlebury, K., Li, Y., Kahle, J.B., & Blasie, C. (2011). Re-presenting gender differences in science achievement. Paper presented at National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Murphy, C. & Scantlebury, K. (2011). Coteaching in science and mathematics: A Vygotskian framework for enhancing teacher professional development to effect classroom transformation. Paper presented at National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Martin, S., Wassell, B. & Scantlebury, K. (2011). Examining the intersections of race, ethnicity, class and gender: An analysis of research on English language learners in K-12 science education. Poster presented at National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Li, Y., Kahle, J.B., Scantlebury, K. & Blasie, C. (2011). Falsehoods and fallacies:  Differences in middle school science achievement. Paper presented at American Educational Research Association Annual Meeting, New Orleans, LA.

Scantlebury, K., Madsen, J., Watson, G. & Kahle, J. B. (2010). Those who can teach: Reflections from GK12 Fellows. Paper presented at American Educational Research Association Annual Meeting, Denver, CO.

Milne, C. & Scantlebury, K. (2010). Valuing the disturbances of learning to teach science: How coteaching helps. Paper presented at American Educational Research Association Annual Meeting, Denver, CO.

Wassell, B., Scantlebury, K., & Gallo-Fox, J. (2010). Coplanning meetings: Important sites for shaping teacher practice and development. Paper presented at American Educational Research Association Annual Meeting, Denver, CO.

Li, Y., Kahle, J.B., Scantlebury, K. & Woodruff, S. (2010). Improving students’ science achievement through long-term teacher professional development. Paper presented at National Association for Research in Science Teaching Annual Meeting, Philadelphia, PA.

Milne, C. & Scantlebury, K. (2010). The role of coteaching in valuing and using the disturbances of learning to teach science. Paper presented at National Association for Research in Science Teaching Annual Meeting, Philadelphia, PA.

Scantlebury, K., Madsen, J., Watson, G. & Kahle, J. B. (2010). Impact of GK12 Fellows on teachers’ pedagogical practices and students’ science attitudes. Paper presented at National Association for Research in Science Teaching Annual Meeting, Philadelphia, PA.

Scantlebury, K., Madsen, J., Watson, G. & Quillen, A. (2010). Delaware’s NSF GK–12 Project: Integrating Science Research into Vo-Tech High Schools. Paper presented at National Science Teachers’ Association, Philadelphia, PA.

Scantlebury, K., & Melvin, K. (2010). Project SMART: A partnership for recruiting science and math teachers. Paper presented at National Science Teachers’ Association, Philadelphia, PA.

Dunn, T. & Scantlebury, K. (2010). Preservice science teacher educators using coteaching as as part of a PDS. Paper presented at National Science Teachers Association Annual Meeting, Philadelphia, PA.

Scantlebury, K., Madsen, J., Watson, G. & Kahle, J. B. (2010). Those who can teach: Reflections from GK12 Fellows. Paper presented at Association for Science Teacher Education Annual Meeting, Sacramento, CA.

Milne, C. & Scantlebury, K. (2010). The disturbances of learning to teach science: how coteaching helps. Paper presented at Association for Science Teacher Education Annual Meeting, Sacramento, CA.

Quillen, A. Scantlebury, K., Gross, B. & Kittel, M. (2009). Developing a successful GK-12 program – creating a learning environment in which graduate fellows, high school teachers and high school students thrive. Paper presented at National Association of Biology Teachers Annual Meeting Denver, CO.

Scantlebury, K. Woodruff, S., Li, Y. & Blasie, C. (September, 2009). Reducing achievement differences: impact of chemistry teachers’ pedagogical practices and knowledge on student achievement. Paper presented at 238^th American Chemical Society Meeting, Washington, DC.

Kahle, J.B., Scantlebury, K. & Li, Y. (April, 2009). Sustaining change: Are booster shots needed? Paper presented at National Association for Research in Science Teaching Annual Meeting, Garden Grove, CA.

Scantlebury, K. & Martin, S. (April, 2009). How does she know? Re-visioning conceptual change from feminist perspectives. Paper presented at National Association for Research in Science Teaching Annual Meeting, Garden Grove, CA.

Scantlebury, K., Gallo-Fox, J & Wassell, B. (April, 2009). Reflecting on practice: Using coplanning for teacher development. Paper presented at National Association for Research in Science Teaching Annual Meeting, Garden Grove, CA.

Scantlebury, K. & Siry, C. (March, 2009). Inspiring inservice teachers and mentoring beginning teachers and through coteaching. Paper presented at the National Science Teachers Association (NSTA), National Meeting, New Orleans, LA.

Kahle, J. B. Woodruff, S., Li, Y. & Scantlebury, K. (January, 2009). Challenges and opportunities in evaluating two MSP projects. Paper presented at the National Science Foundation, Math-Science Partnership Conference, Washington, DC.

Scantlebury, K., Kahle, J. B. & Li, Y.(January, 2009). Does sustained science content based professional development make a difference to students’ science achievement? Paper presented at the National Science Foundation, Math-Science Partnership Conference, Washington, DC.

Scantlebury, K. (January, 2009). Responding to the storm: professional development programs focused on improving teachers’ content knowledge and inquiry practices. Symposium presented at Association for Science Teacher Education Annual Meeting, Hartford, CT.

Scantlebury, K. & Kahle, J. B. (November 2008). Factors impacting high school teachers’ and students’ chemistry achievement. Paper presented at School Science and Mathematics Association, Annual Conference, Raleigh, NC.

Kahle, J. B., Yue, L., & Scantlebury, K. (July 2008). Issues and opportunities in evaluating large scale, multiple site projects. Paper presented at the 20^th Biennial Conference in Chemistry Education, Bloomington, Indiana, IN.

Gleason, S., Smithers, S. Rennie, N. & Scantlebury, K. (March, 2008). Restructuring science teachers’ professional development through coteaching. Paper presented at the National Science Teachers Association (NSTA), National Meeting, Boston, MA.

Scantlebury, K. Green, K. & Dunn, T. (March, 2008). Preservice science teacher education in a professional development school (PDS) using coteaching. Paper presented at the National Science Teachers Association (NSTA), National Meeting, Boston, MA.

Scantlebury, K. & Gallo-Fox, J. (March, 2008). Coteaching as professional development for cooperating teachers Paper presented to National Association for Research in Science Teaching Annual Meeting, Baltimore, MD.

Watson, G. Allen, D., Scantlebury, K., Madsen, J., & Quillen, A. (February, 2008). Delaware GK-12: A partnership for improving science education in votech high schools. Poster presented at AAAS, Annual Meeting, Boston, MA.

Scantlebury, K. & Gallo-Fox, J. (January, 2008). Coteaching in a secondary science professional development school. Paper presented at Association for Science Teacher Education Annual Meeting, St Louis, MI.

Scantlebury, K. & Gallo-Fox, J. (2007). Coteaching in a professional development school. Paper presented at Southeastern Association for Science Teacher Education Annual Meeting, Valdosta, GA.

Scantlebury, K. (April, 2007). Re-visioning science education from feminist perspectives:
Challenges, choices and careers. Symposium presented at National Association of Research in Science Teaching Annual Meeting, New Orleans, LA.

Wassell, B., Gallo-Fox, J. & Scantlebury. K. (February, 2007) Coteaching:  Rethinking high school science teacher preparation. Paper presented at American Association of Colleges for Teacher Education, New York, NY.

Scantlebury, K. (February, 2007). Foregrounding girls’ learning: Using cogenerative dialogues to include African-American girls in science. Paper presented at the American Association of Colleges for Teacher Education, New York, NY.

Martin, S. & Scantlebury, K. (January, 2007). More than a conversation: Using cogenerative dialogues in the professional development of high school chemistry teachers. Paper presented at the Association for Science Teacher Education Annual Meeting, Clearwater, FL.

Madsen, J., Watson, G. Allen, D., Scantlebury, K. & Quillen, A. (October, 2006). Delaware GK-12: Improvement of science education in vocational technical high schools through collaborative learning and coteaching, Paper presented at Geological Society of America, Annual Meeting, Philadelphia, PA.

Milne, C., Scantlebury, K. & Otieno, T, (April, 2006). Using sociocultural theory to understand and explain the relationship between a science-based professional education program and teacher change. Poster presented at National Association of Research in Science Teaching Annual Meeting, San Francisco, CA.

Juck, M. & Scantlebury, K. (April, 2006). “Oh, you’re the newbie”: The influence of coteaching on first year science teachers’ agency. Paper presented at National Association of Research in Science Teaching Annual Meeting, San Francisco, CA.

LaVan, S.K & Scantlebury, K. (April, 2006). Listening to girls: using cogenerative dialogues to connect African- American girls with science. Paper presented at National Association of Research in Science Teaching Annual Meeting, San Francisco, CA.

Beers, J., LaVan, S.K & Scantlebury, K. (April, 2006). What kind of girl does science? Shifting perceptions about science and transforming student identities as learners. Poster presented at National Association of Research in Science Teaching Annual Meeting, San Francisco, CA.

Juck, M. & Scantlebury, K. (April, 2006). Gaining respect & building rapport: The impact of coteaching on first year science teachers’ agency. Paper presented at American Educational Research Association Annual Meeting, San Francisco, CA.

Gallo-Fox, J., & Scantlebury, K. (April, 2006). Coteaching: A professional development model for cooperating teachers Paper presented at American Educational Research Association Annual Meeting, San Francisco, CA.

Scantlebury, K. (March, 2006). “Telling the story: Analyzing data for patterns and contradictions in education research”. Paper presented for the 231st ACS National Meeting, Atlanta, GA.

Scantlebury, K. & Martin, S. (March, 2006). Implementing cogenerative dialogues in teaching chemistry teachers. Paper presented at the 231st ACS National Meeting, Atlanta, GA.

Scantlebury, K. & Gleason, S. (February, 2006). Coteaching as a structure to educate preservice science teachers in theory, praxis and practice. Paper presented at 27th Annual Urban Ethnography in Education Research Forum, Philadelphia, PA.

Milne, C. Scantlebury, K., Blonstein, J. & Gleason, S. (January, 2006). Yours, mine and ours: Modeling professional collaboration by coteaching in teacher education. Paper presented at the Association for Science Teacher Education Annual Meeting, Portland, OR.

Milne, C. Elemsky, R., LaVan, S-K., Martin, S. Scantlebury, K. Gilmer, P, & Tobin, K. (January, 2006). Coteaching and cogenerative dialogues: Dynamic pathways for innovative research and teaching strategies in science teacher education. Workshop presented at the Association for Science Teacher Education Annual Meeting, Portland, OR.

Scantlebury, K. (March, 2005). Gender perspectives on coteaching. Paper presented at the European Science Education Research Association Conference, Barcelona, Spain.

Scantlebury, K. Gallo-Fox, J. Wassell, B., & Juck, M. (April, 2005). Learning to teach: Coteaching both|and solo teaching. Paper presented to the American Educational Research Association Annual Meeting, Montreal, Canada.

Wassell, B., Scantlebury, K. Gallo-Fox, J. & Juck, M. (April, 2005). Structure and agency in the coteaching model for student teaching: Utilizing resources and building community. Paper presented to the American Educational Research Association Annual Meeting, Montreal, Canada.

Gallo-Fox, J., Wassell, B., Scantlebury, K. & Gleason, S. (April, 2005). Coteaching: A professional development model of co-respect, co-planning, co-responsibility and cogenerative dialogues for interns and cooperating teachers. Paper presented to the American Educational Research Association Annual Meeting, Montreal, Canada.

Scantlebury, K. (March, 2005). Gender considered: The feminist perspective on coteaching. Paper presented at the National Association for Research in Science Teaching, Dallas, TX.

Scantlebury, K. Gallo-Fox, J. Wassell, B., & Juck, M. (March, 2005). Swings and Roundabouts: Coteaching both|and Solo teaching. Paper presented at the National Association for Research in Science Teaching, Dallas, TX.

Scantlebury, K. Gleason, S. Juck, M. & Rifenburg, S. (March, 2005). Innovative Practices in Student Teaching: Coteaching. Paper presented at the National Science Teachers Association Annual Meeting, Dallas, TX.

Scantlebury, K. Gleason, S. & Rifenburg, S. (March, 2005). Coteaching, coplanning, coresponsibility, corespect: 4 Key tenants to improving high school science teaching. Paper presented at the National Science Teachers Association Annual Meeting, Dallas, TX.

Scantlebury, K. Gallo-Fox, J. Wassell, B. Juck, M. & Gleason, S. (January, 2005). Making connections & stepping on toes: Interns gain ‘science teaching capital” through coteaching and solo teaching experiences. Paper presented at the Association for Educators of Teachers of Science (AETS), Colorado Springs, CO.

Scantlebury, K. Gleason, S. & Freeley, C. (April, 2004). Using co-teaching to improve the teaching of preservice and inservice high school science teachers. Paper presented at the National Science Teachers Association (NSTA), National Meeting, Atlanta, GA.

Scantlebury, K., Fassinger, R. & Richmond, G. (April, 2004). There is no crying in chemistry: The lives of female academic chemists. Paper presented at National Association of Research in Science Teaching, Vancouver, BC, Canada.

Scantlebury, K., Fassinger, R. & Richmond, G. (April, 2004). Grace under fire: The lives of female academic chemists. Paper presented for American Educational Research Association Annual Meeting, San Diego, CA.

Milne C. E, Otieno, T. & Scantlebury, K. (April, 2004). Framing urban high school teachers’ professional development: modeling a disposition to inquiry? Paper presented for American Educational Research Association Annual Meeting, San Diego, CA.

Martin^, S., Milne C. E., & Scantlebury, K., (April, 2004). Eyerollers, Jokers, Risk-takers and Turn Sharks: The emergence of   students and the formation of cliques in graduate chemistry courses for teachers. Paper presented for American Educational Research Association Annual Meeting, San Diego, CA.

Milne C. E, Otieno, T. & Scantlebury, K. (January, 2004). Framing urban high school teachers’ professional development: modeling a disposition to inquiry? Paper presented at the Association for Educators of Teachers of Science, Nashville, TN.

Scantlebury, K., Gleason, S. Gallo-Fox, J. & Rulon, M. (January, 2004). Tag team wrestling of whose line is it anyway? Coteaching in a secondary science education program. Paper presented as part of interactive symposium Tobin, K. Scantlebury, K., Roth, M, Lavan, S-K, Martin, S. & Wassell, B. Learning to teach science using coteaching and cogenerative dialogues. Association for Educators of Teachers of Science, Nashville, TN.

Scantlebury, K., Tobin, K.& Milne, C. (September, 2003). Target students: Catalysts or inhibitors to the teaching and learning of chemistry in a masters of chemistry education program. Paper presented at 226th ACS National Meeting New York, NY.

Scantlebury, K, Fasinger, R. & Richmond, G. (September, 2003). COACh: Catalyzing the career achievements of female academic chemists & chemical engineers through mentoring and leadership programs Paper presented at 226th ACS National Meeting New York, NY.

Scantlebury, K, Fasinger, R. & Richmond, G. (September, 2003). Grace under fire: Women chemists’ perseverance in and dedication to chemistry. Paper presented at 226th ACS National Meeting New York, NY.

Scantlebury, K & Tobin, K. (April 2003). Target Students: Catalysts or inhibitors to the teaching and learning of chemistry in a masters of chemistry education program. Paper presented at American Educational Research Association Annual Meeting, Chicago, IL.

Scantlebury, K & Tobin, K. (April 2003). Just another day: The impact of urban African-American girls’ lifeworlds on their struggles and survival in high school science. Paper presented at American Educational Research Association Annual Meeting, Chicago, IL.

Giambetti, C. & Scantlebury, K. (March, 2003). Gangsta’, gentlemen and good girls: science students build capital. Paper presented at National Association of Research in Science Teaching, Philadelphia, PA.

Scantlebury, K. Baker, D., Sugi, A., Atsushi, Y. (March, 2003). The cultural context of gender research in Japanese Science Education: Why university students “don’t understand the question”. Paper presented at National Association of Research in Science Teaching, Philadelphia, PA.

Scantlebury, K. Gleason, S. & McWatters, W. (March, 2003). Camera! Action! Cut! Using technology to improve secondary science teaching. Paper presented at the National Science Teachers Association (NSTA), National Meeting, Philadelphia, PA.

Scantlebury, K. & Otieno, T. (February, 2003). Note-takers and Risk-takers: Gender roles in a masters of chemistry education program. Paper presented at 24th Annual Urban Ethnography in Education Research Forum, Philadelphia, PA.

Milne C. E , Scantlebury, K. Otieno, T. Tobin, K. & Martin, S. (January, 2003). Developing and implementing chemistry education courses for practicing teachers Paper presented at the Association for Educators of Teachers of Science, St Louis, MI.

Scantlebury, K (January, 2003). Queen mother, flyy girl and ‘ho: The influence of African American girls’ culture of femininity on learning high school science. Paper presented at the Association for Educators of Teachers of Science, St Louis, MI.

Milne C. E , Scantlebury, K. & Otieno, T. (August, 2002). Paperclips + polymers = problems: The role of laboratory activities in high school chemistry. Paper presented at 224th ACS National Meeting Boston, MA.

Milne C. E, Scantlebury, K. & Otieno, T. (August, 2002). The researched and the researchers: Framing urban high school teachers professional development from liberatory education perspective. Paper presented at 224th ACS National Meeting Boston, MA.

Scantlebury, K & Fasinger, R. (August, 2002). COACh: Lowering the activation energy for female academic chemists Paper presented at 224th ACS National Meeting Boston, MA.

Scantlebury, K. & Baker, D. (April, 2002). The 3 K’s: Kitanai, Kitui, and Kiken: Japanese science education from a feminist stance. Paper presented at Gender and Science Education (GASE) Colloquium, New Orleans, LA.

Scantlebury, K. (April, 2002). COACh: Catalyzing women’s participation in
academic chemistry through proactive mentoring. Paper presented at Gender and Science Education (GASE) Colloquium, New Orleans, LA.

Scantlebury, K. (April, 2002). Flyy girls, smuts & baby daddy’s: Students’ gender roles and learning science in urban schools. Paper presented as part of the symposium C. Milne (organizer) Equity and Urban school science: Possibilities and challenges. at the National Association of Research in Science Teaching, New Orleans, LA.

Milne, C. Scantlebury, K. & Otieno, T. (April, 2002). Students’, teachers, and researchers’ cultural transformations and professional education programs for teachers: coherence and contradictions A Calabrese-Barton (Symposium organizer) Crafting socially just and empowering science education in urban settings. Paper presented for presentation at the American Educational Research Association Annual Meeting, New Orleans, LA.

Scantlebury, K., Kahle, J. B., Meece, J. & Gohn, A.J. (April, 2001). Students’, teachers and researchers’ perceptions of standards-based teaching practices in science and mathematics middle school classes. Paper presented at the American Educational Research Association Annual Meeting, Seattle, WA.

McKinley, E., Scantlebury, K., & Jesson, J. (April, 2001). Mixing metaphors: Science, culture and globalization. Paper presented at the American Educational Research Association Annual Meeting, Seattle, WA.

Scantlebury, K. Equity praxis and pedagogy within the sciences. (March, 2001). Paper presented at the National Association of Research in Science Teaching, St Louis, MI.

Boone, W., Scantlebury, K & Kahle, J. (March, 2001). Equity and measurement in science education – How the Rasch Model can improve the precision, usefulness, and fairness of testing. Paper presented at the National Association of Research in Science Teaching, St Louis, MI.

Kahle, J. B, Scantlebury, K. Clark, J. & DeBoer, G. (March, 2001). Science education initiatives & programs at NSF’s Division of Elementary, Secondary, and Informal Education (ESIE). Paper presented at the National Association of Research in Science Teaching, St Louis, MI.

Scantlebury, K. & Kahle, J. B, (January, 2001). ESIE Programs for science teacher professional development, materials development, and informal science education. Paper presented at the Association for Educators of Teachers of Science, Costa Mesa, CA.

Scantlebury, K. (April, 2000). Science education for all? Examining Connections/Disconnection Between Theory and Classroom Practice and finally moving this idea from Rhetoric toward Reality. Panel, Respondent, Symposium presented at the National Association of Research in Science Teaching, New Orleans, LA.

Boone, W, Scantlebury, K., &. Kahle, J. B. (April, 2000). Five years of State-wide Science Measurement. Paper presented at the National Association of Research in Science Teaching, New Orleans, LA.

Scantlebury, K., Kahle, J. B., & Meece, J. (April, 2000). Urban African American middle school science students: Does standards-based teaching make a difference? Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

Scantlebury, K. & Jones, L. S. (April, 2000). Social justice leadership by science educators in natural science departments. Poster presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

Boone, W., Scantlebury, K., &. Kahle, J. B. (January, 2000). Science teacher education and reform: An instrument to measure opportunities to learn. Paper presented at the Association for the Education of Teachers of Science Annual Meeting, Akron, OH.

Fraser, B. J., Kahle, J. B., & Scantlebury, K. (April, 1999). Classroom, home, and peer environment influences on student outcomes: An analysis of systemic reform data. Paper presented at American Educational Research Association Annual Meeting, Montreal, Canada.

Scantlebury, K., Ague, J., Kahle, J. B., & Tobin, K. (April, 1999). Culturally relevant science teaching. Paper presented at American Educational Research Association Annual Meeting, Montreal, Canada.

Scantlebury, K., Kahle, J. B., Kelly, M. K., & Damnjanovic, A. (April, 1999). Steele Middle School. In P. Hewson (Chair), Equity in systemic reform: The case of mathematics and science in middle schools. Symposium presented at American Educational Research Association Annual Meeting, Montreal, Canada.

Scantlebury, K., & Jones, L. (April, 1999). Science education as a site for feminist leadership in the natural sciences. Paper presented at Gender and Science Education (GASE) Colloquium, Boston, MA.

Boone, W., Scantlebury, K., & Kahle, J. B. (March, 1999). Challenges, false starts and successes: Using the Rasch Model to link science tests: A tool for the evaluation of reform. Paper presented at the meeting of the National Association of Research in Science Teaching, Boston, MA.

Fraser, B., Kahle, J. B., & Scantlebury, K. (March, 1999). Classroom, home and peer environment influences on student outcomes: An analysis of systemic reform data. Paper presented at the meeting of the National Association of Research in Science Teaching, Boston, MA.

Scantlebury, K., Boone, W., Damnjanovic, A., & Kahle, J. B. (March, 1999). Design of an evaluation tool to measure long-term systemic reform in science education. Paper presented at the meeting of the National Association of Research in Science Teaching, Boston, MA.

Boone, W. J., Scantlebury, K., Kahle, J. B., & Damnjanovic, A. (January, 1999). An instrument to gauge teachers’ attitudes towards and assessment of parental involvement in middle school classrooms. Paper presented at the meeting of the Association for the Education of Teachers in Science, Austin, TX.

Kelly, M. K., Kahle, J. B., Scantlebury, K., & Damnjanovic, A. (January, 1999). Performance assessment as a tool to enhance teacher understanding of student conceptions of science. Paper presented at the meeting of the Association for the Education of Teachers in Science, Austin, TX.

Scantlebury, K., Jones, L., & Rodriguez, A. (April, 1998). Benefiting from the craft knowledge of mentors: How to advance the beginning researcher/professor’s academic career. Paper presented at the National Association of Research in Science Teaching, Annual Conference (NARST), San Diego, CA.

Scantlebury, K., Henderson, P., Lykens, S., Clements, R., Sossion, T., & Troxell, L. (April, 1998). Enhancing equity in science teaching: A collaborative effort. Paper presented at the NSTA, National Meeting, Las Vegas, NV.

Scantlebury, K. (December, 1997). Science teachers’ perceptions of gender and science teaching. Paper presented at the Australasian Joint Regional Conference of Gender and Science and Technology (GASAT)-International Organisation of Science and Technology (IOSTE), Perth, Australia.

Scantlebury, K., & Johnson, E. (December, 1997). Equity and classroom interactions-Is your student teacher ready? National Science Teachers’ Association (NSTA), Regional Meeting, Nashville, TN.

Scantlebury, K., & Johnson, E. (December, 1997). Inquiry-Based science and physiology in the science methods classroom. National Science Teachers Association (NSTA), Regional Meeting, Nashville, TN.

Scantlebury, K., Oxenrieder, E., & Gleason, S. (November, 1997). Preparing student teachers to meet the NSES: Equity and classroom interactions. National Science Teachers Association (NSTA), Regional Meeting, Pittsburgh, PA.

Scantlebury, K. (July, 1997). Cooperating teachers: Catalysts in improving student teachers’ equitable teaching practices. 28^th Australasian Science Educators Research Association Conference, University of South Australia, Adelaide, SA, Australia.

Scantlebury, K., & Bailey, B. (March, 1997). Enhancing equity in science teaching: A collaborative effort. National Association of Research in Science Teaching, Annual Conference, Oak Park, IL.

Scantlebury, K. (March, 1997). The three R’s of the three C’s reform, responsibility, and respect in cross-colleges collaborations. National Association of Research in Science Teaching, Annual Conference, Oak Park, IL.

Scantlebury, K., Bailey, B., Henderson, P., Lykens, S., Clements, R., Gleason, S., & Troxell, L. (April, 1997). Effective collaborations that promote and produce exemplary science teachers. National Science Teachers Association (NSTA), National Meeting, New Orleans, LA.

Scantlebury, K., & Gleason, S. (April, 1997). Cooperating teachers: Catalysts in changing preservice science teacher education. American Chemical Society, San Francisco.

Bailey, B., Gleason, S., & Scantlebury, K. (January, 1997). Preservice science teacher education: The National Science Education Standards and equity: Collaboration is the key. Association for the Education of Teachers in Science, Cincinnati, OH.

Bailey, B., & Scantlebury, K. (November, 1996). Theory meets practice in the methods course. Southeastern Association for the Education of Teachers in Science, Smyrna, GA.

Scantlebury, K., Henderson, P., Lykens, S., Clements, R. Gleason, S., & Philhower, M. (October, 1996). Effective collaborations that promote and produce exemplary science teachers. National Science Teachers Association (NSTA), Regional Meeting, Phoenix, AZ.

Scantlebury, K., & Bailey, B. (October, 1996More power to you! Cooperating teachers’ influence on student teachers. National Science Teachers Association (NSTA), Regional Meeting, Phoenix, AZ.

Quillen, A., Troxell, L., Henderson, P., Bailey, B., Scantlebury, K., & Johnson, E. (October, 1996). You too can mold millions of tiny minds! National Association of Biology Teachers, Charlotte, NC.

Scantlebury, K. (July, 1996). Making chemistry learning equitable and gender friendly. Symposium Organizer. 14^th International Conference on Chemical Education, Brisbane, Australia.

Scantlebury, K. (July, 1996). Student teaching: The key to beginning the cycle of equitable teaching. 14^th International Conference on Chemical Education, Brisbane, Australia.

Scantlebury, K. (July, 1996). Value, care and status: Understanding science teachers’ gender-related contradictions. 27^th Australasian Science Educators Research Association Conference, University of Canberra, Canberra, ACT, Australia.

Scantlebury, K., Gleason, S., & Bailey, B. (August, 1996). Balancing the equity equation: Focusing on preservice chemistry education to achieve gender-sensitivity in high school chemistry. 14^th Biennial Conference in Chemical Education, Clemson University, Clemson, SC.

Scantlebury, K. (April, 1996). Two different worlds: The science classroom environment from female and male students’ perspectives and preferences. National Association of Research in Science Teaching, Annual Conference, St. Louis, MO.

Bailey, B., Scantlebury, K., & Letts, (April, 1996). W. What is a gender-sensitive science teacher? National Association of Research in Science Teaching (NARST), Annual Conference, St. Louis, MO.

Scantlebury, K., Letts, W., & Bailey, B. (April, 1996). It’s really nice to work with young people: Is science teaching “women’s true profession?” National Association of Research in Science Teaching, (NARST) Annual Conference, St. Louis, MO.

Bailey, B., Scantlebury, K., & Letts, W. (March, 1996). Students’ critique leads to new research! National Science Teachers Association (NSTA), St. Louis, MO.

Scantlebury, K. (March, 1996). The role of business in science education reform. Symposium Organizer. American Chemical Society, New Orleans, LA.

Scantlebury, K., Gleason, S., Lykens, S. R., & Bailey, B. (March, 1996). Cooperating teachers: Catalysts for challenging and changing preservice teachers teaching practices. American Chemical Society, New Orleans, LA.

Scantlebury, K., Bailey, B., Letts, W., Johnson, E., Lykens, S., Clements, R., Gleason, S., & Lewis, R. (January, 1996). Creating a cycle of equitable teaching. Association for the Education of Teachers in Science, Seattle, WA.

Scantlebury, K. (Poster) (December, 1995). The preparation of gender-sensitive teachers in the University of Delaware’s Secondary Science Education Program. National Science Foundation, (NSF) Invitational Conference, Women & Science: Celebrating Achievements & Charting Challenges, Washington, DC.

Scantlebury, K., Laird, S., & Letts, W. (October, 1995). Reconciling the contradictions in science teaching. The Third International History, Philosophy and Science Teaching Conference, Minneapolis, MN.

Scantlebury, K., Gleason, S., Bailey, B., & Lykens, S. (August, 1995). Using research tools with cooperating teachers to improve the classroom practice of student teachers. American Chemical Society, Chicago.

Scantlebury, K. (April, 1995). Meeting the demands of a new position: The importance of mentors. American Chemical Society, Anaheim, CA.

Baker, D., & Scantlebury, K. (April, 1995). Introduction to the monograph on gender equity. National Association of Research in Science Teaching, Annual Conference, San Francisco, CA.

Bailey, B., Letts, W., & Scantlebury, K. (April, 1995). Teachers’ perceptions of the relative importance of science methods course topics. National Association of Research in Science Teaching, Annual Conference, San Francisco, CA.

Scantlebury, K., & Bailey, B. (March, 1995). Training secondary science teachers for a diverse society. National Science Teachers Association (NSTA), Annual Meeting, Philadelphia, PA.

Scantlebury, K., (March, 1994). Preparation of gender-sensitive secondary science teachers. American Chemical Society, San Diego, CA.

Scantlebury, K. (August, 1994). Maria Edgeworth: Eighteenth century pioneer of chemical education. 13th Biennial Conference in Chemical Education, Bucknell University, Lewisburg, PA.

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.