Matthew Kloser
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Undergraduate biology lab courses: comparing the impact of traditionally based “cookbook” and authentic research-based courses on student lab experiences
SE Brownell, MJ Kloser, T Fukami, R Shavelson
Journal of College Science Teaching 41 (4), 36-45, 2012
Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology
SE Brownell, MJ Kloser
Studies in Higher Education 40 (3), 525-544, 2015
Identifying a core set of science teaching practices: A Delphi expert panel approach
M Kloser
Journal of Research in Science Teaching 51 (9), 1185-1217, 2014
Middle and high school students’ conceptions of climate change mitigation and adaptation strategies
L Bofferding, M Kloser
Environmental Education Research 21 (2), 275-294, 2015
Integrating teaching and research in undergraduate biology laboratory education
MJ Kloser, SE Brownell, NR Chiariello, T Fukami
PLoS biology 9 (11), e1001174, 2011
Effects of a research-based ecology lab course: a study of nonvolunteer achievement, self-confidence, and perception of lab course purpose
MJ Kloser, SE Brownell, RJ Shavelson, T Fukami
Journal of College Science Teaching 42 (3), 72-81, 2013
Context matters: volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses
SE Brownell, MJ Kloser, T Fukami, RJ Shavelson
Journal of Microbiology & Biology Education 14 (2), 176-182, 2013
Teaching the practice of leading sense-making discussions in science: Science teacher educators using rehearsals
EA Davis, M Kloser, A Wells, M Windschitl, J Carlson, JC Marino
Journal of Science Teacher Education 28 (3), 275-293, 2017
Exploring high school biology students' engagement with more and less epistemologically considerate texts
M Kloser
Journal of Research in Science Teaching 50 (10), 1232-1257, 2013
Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences
M Kloser, M Wilsey, TC Madkins, M Windschitl
Teaching and teacher education 80, 115, 2019
“We do STEM”: Unsettled conceptions of STEM education in middle school STEM classrooms
M Kloser, M Wilsey, KE Twohy, AD Immonen, AC Navotas
School science and mathematics 118 (8), 335-347, 2018
A place for the nature of biology in biology education
MJ Kloser
The Electronic Journal for Research in Science & Mathematics Education 16 (1), 2012
Evidence of middle school science assessment practice from classroom‐based portfolios
M Kloser, H Borko, JF Martinez, B Stecher, R Luskin
Science Education 101 (2), 209-231, 2017
Rehearsals as examples of approximation
M Kelley-Petersen, EA Davis, H Ghousseini, M Kloser, C Monte-Sano
Teaching core practices in teacher education, 85-106, 2018
Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development Experience
M Wilsey, M Kloser, H Borko, S Rafanelli
Educational Assessment 25 (2), 136-158, 2020
Alternate text types and student outcomes: an experiment comparing traditional textbooks and more epistemologically considerate texts
M Kloser
International Journal of Science Education 38 (16), 2477-2499, 2016
Interrogating practice or show and tell?: Using a digital portfolio to anchor a professional learning community of science teachers
M Kloser, A Edelman, C Floyd, JF Martínez, B Stecher, J Srinivasan, ...
Journal of Science Teacher Education 32 (2), 210-241, 2021
Building bridges towards cognition: Cultural continuity and the language-identity dilemma
BA Brown, M Kloser, JB Henderson
annual meeting of the American Educational Research Association, Denver, CO, 2010
Dual identities: organizational negotiation in STEM-focused Catholic schools
M Kloser, M Wilsey, DW Hopkins, JW Dallavis, E Lavin, M Comuniello
Cultural Studies of Science Education 13, 549-579, 2018
The nature of the teachers’ role in supporting student investigations in middle and high school science classrooms: Creating and participating in a community of practice
M Kloser
Commissioned paper for the National Academies of Sciences, Engineering, and …, 2017
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