Books

Scantlebury, K., Kahle, J.B., & Martin, S. (Editors). (2010). Re-visioning science education from feminist perspectives: Challenges, choices and careers. New York: Sense Publishers.

Murphy, C. & Scantlebury, K. (Editors). (2010). Coteaching in international contexts: Research and practice. Springer Publishing.

Martin, S., Scantlebury, K., Carumbo, C. Siry, C & Pitts, W. (contract accepted). Improving teachers’ content knowledge and inquiry practices through professional development programs.  Springer Publishers.

Monographs

  • Baker, D., & Scantlebury, K. (Eds.). (1995). Science “Coeducation”: Viewpoints from gender, race and ethnic perspectives. NARST Monograph Series, Monograph #7, Manhattan, KS: National Association of Research in Science Teaching.

Monograph Chapters

  • Scantlebury, K. & Kahle, J.B. (2003). Successful strategies for closing the achievement gap in urban schools. In M. K. Kelly & I. DeLoach Johnson, (Eds.). (pp. 79-82). Proceedings of Ohio’s invitational conference: Narrowing achievement gaps. Oxford, OH: Miami University.
  • Scantlebury, K. & Jones, L. S.  (1999). Science education as a site for feminist leadership in the natural sciences. In G.M Hildebrand, (Ed). (1999). Gazing into the Future: Proceedings of the Gender and Science Education (GASE) Colloquium Boston, 1999. (pp. 88-89). The University of Melbourne, Parkville, Vic, Australia.
  • Baker, D., & Scantlebury, K. (1995). Where feminist research and science education meet. In D. Baker & K. Scantlebury (Eds.), Science “coeducation”: Viewpoints from gender, race and ethnic perspectives. (pp. 1-6). NARST Monograph Series, Monograph #7, Manhattan, KS: National Association of Research in Science Teaching.
  • Roychoudry, A., Tippins, D., & Scantlebury, K. (1995). “Science is all around: A gender-inclusive science teaching.” In D. Baker & K. Scantlebury (Eds.), Science “coeducation”: Viewpoints from gender, race and ethnic perspectives (pp. 109-123). NARST Monograph Series, Monograph #7, Manhattan, KS: National Association of Research in Science Teaching.).
  • Scantlebury, K., & Baker, D. (1992). Teaching for gender differences. In F. Lawrenz, R. Cochran, J. Krajck & P. Simpson (Eds.), Research matters to the science teacher (pp. 93-100). Manhattan, KS: National Association of Research in Science Teaching.
  • Scantlebury, K., & Kahle, J. B. (1991). Assessing the equitable science classroom. In L. Rennie, L. Parker & G. Hildebrand. (Eds.), Proceedings of the Sixth International Gender and Science and Technology (GASAT) Conference: Action for equity: The second decade. (pp. 310-318). Perth, Australia. Key Centre for Teaching and Research in School Science and Mathematics (particularly for Women) Curtin University of Technology.
  • Scantlebury, K. (1987). Female enrollment in science courses at tertiary institutions, 1975-1985. In B. Fraser & G. Giddings (Eds.). Gender issues in science education (pp. 19-29). Perth: Research Seminar & Workshop Series, Curtin University of Technology.

Book Chapters-Peer Reviewed

  • Bayne, G. & Scantlebury, K. (in press). Cogenerative dialogues as pedagogy|research in science education. In K. Irby, G. Brown & R. Lara-Aleci (Eds.) The Handbook of Educational Theories, Information Age Publishing Inc.
  • Kahle, J. B., Scantlebury, K. & Li, Y. (in press).  Evaluating undergraduate chemistry reform:  Challenges, opportunities, and directions. In J. Ryan (Ed.).Assessment in the Disciplines. Volume 5, Assessment in Chemistry. Association for Institutional Research (AIR).
  • Scantlebury, K. & Martin, S. (2010). How does she know? Re-visioning conceptual change from feminist perspectives. In W. M Roth (Ed.) Re/structuring science education: Reuniting sociological and psychological perspectives. (pp. 173-186). Springer.
  • Scantlebury, K. Martin, S. & Kahle, J.B. (2010). Laughter, solidarity, support and love In K. Scantlebury, J.B. Kahle, & S. Martin (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 215-220). Sense Publishers.
  • Scantlebury, K., Martin, S., & Kahle, J.B. (2010). Women in science education: Introduction and historical overview. In K. Scantlebury, J.B. Kahle, & S. Martin (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 1-12). Sense Publishers.
  • Scantlebury, K. Kahle, J.B. & Meece, J. (2010). Wine & whine: Cross generational mentoring in academe.  In K. Scantlebury, J.B. Kahle, & S. Martin, (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 191-200). Sense Publishers.
  • Scantlebury, K. (2010). Still part of the conversation: Gender issues in science education. In B. Fraser, C. McRobbie, & K. Tobin (Eds.) Second international handbook of science education. New York: Springer Publishers.
  • Scantlebury, K. (2010).  Teaching chemistry in the USA In B. Risch (Ed.) Teaching chemistry around the world. Bielefeld University.
  • Scantlebury, K. & Murphy, C. (2010). Epilogue: New directions for coteaching In C. Murphy & K. Scantlebury (Eds.). (pp. 383-390). Coteaching in international contexts: Research and practice. New York: Springer Publishing.
  • Juck, M., Scantlebury, K. & Gallo-Fox, J. (2010). It is time to go solo:  The first year of teaching.  In C. Murphy & K. Scantlebury (Eds.) Coteaching in international contexts: Research and practice. (pp. 241-262). New York: Springer Publishing.
  • Murphy, C.  & Scantlebury, K. (2010). Introducing coteaching. In C. Murphy & K. Scantlebury (Eds.) Coteaching in international contexts: Research and practice. (pp. 34-35). New York: Springer Publishing.
  • Talaquer, V., Scantlebury, K., & Dukerich, L.(2009). Prospective chemistry teachers’ subject matter knowledge: What we know and need to know.In A. Collins, & N. Gillespie, N., (Eds.). The continuum of secondary science teacher preparation: Knowledge, questions and research recommendations. (pp. 91-102). New York: Springer Publishing.
  • Scantlebury, K. (2009).Gender bias in teaching.In E. Anderman (Ed.). Psychology of classroom learning: An encyclopedia. (pp. 221-224).Detroit: Macmillan Reference USA.
  • Scantlebury, K. (2009).Gender role stereotyping. In E. Anderman (Ed.). Psychology of classroom learning: An encyclopedia. (pp. 224-227).Detroit: Macmillan Reference. USA.
  • Scantlebury, K. (2007). Producing challenges. In W.-M. Roth. (Ed.). In search of meaning and coherence: A life in research. (pp. 3-4). Rotterdam: Sense Publishers.
  • Scantlebury, K. & Boone, W. (2007). Designing and utilizing tests and surveys for chemistry education research: Developing tests and surveys that yield quantitative data. In D. Bunce & R. Cole. (Eds.) Nuts and bolts of chemical education research. (pp. 149-169). Washington DC: ACS Publishers.
  • Scantlebury, K. (2007). Pushed back to strength: Feminist research collaborations. In S. Ritchie (Ed.). Research collaboration: Relationships and praxis. (pp. 123-134). Rotterdam: Sense Publishers.
  • Scantlebury, K. (2007). Outsiders within: Urban African American girls’ identity & science. In W-M. Roth, & K. Tobin (Eds.). Science, learning, and identity: Sociocultural and cultural-historical perspectives. (pp. 121-134). Rotterdam: Sense Publishers.
  • Scantlebury, K. & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. Abell & N. Lederman. (Eds.) Handbook of research on science education. (pp. 257 –286). Mahwah, NJ:  Lawrence Erlbaum.
  • Tonso, K. Scantlebury, K. Roth, W-M, & Tobin, K. (2007). Gendered identities. In W-M. Roth, & K. Tobin (Eds.). Science, learning, and identity: sociocultural and cultural-historical perspectives. (pp. 135-144). Rotterdam: Sense Publishers.
  • Scantlebury, K. (2006). Gender. In K. Tobin (Ed.). Teaching and learning science: A handbook. (pp. 201-206). Praeger Publishing.
  • Gleason, S., Fennemore, M., & Scantlebury, K.  (2006). Choreographing teaching: Coteaching with special education/inclusion teachers in science classrooms.In K. Tobin. (Ed.), Teaching and learning science: A handbook. (pp. 235-238). Praeger Publishing.
  • Scantlebury, K. (2005). A snake in the nest or in a snake’s nest: Peer review for a female science educator. In W-M. Roth (Ed.). Auto/biography and auto/ethnography: praxis of research method.  (pp. 331-338). Rotterdam: Sense Publishers.
  • Scantlebury, K. (2005). Meeting the needs and adapting to the capital of a Queen Mother and an Ol' Head: Gender equity in urban high school science. In K. Tobin, R. Elmesky, & G. Seiler, (Eds). (pp. 201-212). Improving urban science education: new roles for teachers, students, and researchers. New York: Rowman & Littlefield Publishers, Inc.
  • Scantlebury, K. (2005). Gender issues in coteaching. In W-M. Roth & K. Tobin. Teaching together, learning together.  (pp. 233-248). New York:  Peter Lang Publishing.
  • Meece, J. & Scantlebury, K. (2005). Gender and schooling: Progress and persistent barriers. In J. Worrell & C. Goodhart (Eds.) Handbook of Girls & Women’s Psychological Health (pp. 283-291).  New York:  Oxford University Press.
  • Scantlebury, K. (2002). A feminist pedagogy in undergraduate science: Conflicting concepts? In P. Taylor, P. Gilmer & K. Tobin (Eds.), Transforming undergraduate science teaching: Social constructivist perspectives. (pp. 117-143).  New York, NY: Peter Lang Publishing.
  • Scantlebury, K., McKinley, E. & Jesson, J. (2002). Imperial Knowledge: Science, education and equity. In B. E. Hernandez-Truyol & C. Gleason (Eds.), Moral imperialism: A critical anthology.  (pp. 229- 239). New York: New York Law Review Press.
  • Jones, L. S. & Scantlebury, K., (2001). Feminist leadership in the academy: Innovations in feminist science education. In M. Mayberry, B. Subramaniam & L. Weasel. (Eds.) A new generation of feminist science studies. (Un)disciplined identities: forging knowledge across borders. (pp. 138-144). New York: Routledge.
  • Scantlebury, K. (1998). An untold story: Gender, social constructivism and science education. In W. Coburn (Ed.), The socio-cultural perspectives on science education (pp. 1415-1443). New York: Kluwer Press.
  • Scantlebury, K. (1997). Preservice science teacher education and the National Science Education Standards. In American Chemical Society. Chemistry in the National Science Education Standards: A reader and resource manual for high school teachers (pp. 87-91). Education Division, American Chemical Society. Washington, DC.

Guest Journal Editor

  • Scantlebury, K. (2010). (Ed.). Feminist perspectives of science education. Cultural Studies of Science Education.

In Preparation

Book chapters

  • Martin, S., Wassell, B. & Scantlebury, K. (accepted). Examining the intersections of race, ethnicity, class and gender: An analysis of research on English language learners in K-12 science education. In J. Bianchini, V. Akerson, A. C. Barton, O. Lee, & A. Rodriguez (Eds.) Equity and Ethics in Science Education. NARST.
  • Scantlebury, K., Hussénius, A., Andersson, K. & Gullberg, A. (accepted). Ignoring half the sky: A feminist critique of science education’s knowledge society. In N. Mansour  & R. Wegerif (Eds.) Science education for diversity in knowledge society. Rotterdam: Springer Publishing.

Papers

  • Scantlebury, K. (invited). Jane Butler Kahle: A passion for equity, a determination for all to have “an opportunity of a lifetime” and vision. Cultural Studies of Science Education.
  • Murphy, C. & Scantlebury, K., (in preparation). Rethinking science teacher education from a Vygotskian perspective, Journal of Research in Science Teaching


Papers

In Press

 

Published

  • Milne, C., Scantlebury, K., Blonstein, J. & Gleason, S.  (2010). Coteaching and disturbances: Building a better system for learning to teach science. Research in Science Education. Published on line DOI 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.
  • Scantlebury, K. (2008). Whose knowledge? Whose curriculum? Cultural Studies of Science Education, 3,(3), 694-696.
  • Scantlebury, K. Gallo-Fox, J. & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching & Teacher Education. 24, 967–981.
  • 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), 119-1136.
  • 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.
  • 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.
  • 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.
  • 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 & All: A response to coteaching  researchers. [16 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal].
  • 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.

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

Evaluation Reports

  • Scantlebury, K. (2010).Alliance for the Advancement of Florida’s Academic Women in Chemistry and Engineering (AAFAWCE), Evaluation 20009-2010. University of Delaware, Newark, DE.
  • Scantlebury, K., Woodruff, S. & Yue, L. (2010). CASPiE Evaluation-2008-2010. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.
  • Kahle, J. B., Yue, L. & Scantlebury, K. (2010). Evaluation of the University of Pennsylvania Science Teacher Institute-2009-2010. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.
  • Scantlebury, K., Woodruff, S. & Yue, L. (2009). CASPiE Evaluation-2008-2009. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.
  • Kahle, J. B., Yue, L. & Scantlebury, K. (2009). Evaluation of the University of Pennsylvania Science Teacher Institute-2008-2009. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.
  • Scantlebury, K. Kahle, J. B. & Yue, L. (2008). Evaluation of the University of Pennsylvania Science Teacher Institute-2007-2008. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.
  • Scantlebury, K. Kahle, J. B., & Yue, L. (2008). CASPiE Evaluation-2007-2008. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.
  • Kahle, J. B., Scantlebury, K. & Yue, L. (2007). Evaluation of the University of Pennsylvania Science Teacher Institute-2006-2007. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.
  • Kahle, J. B. & Scantlebury, K. C. (2006). Evaluation of the University of Pennsylvania Science Teacher Institute-2005-06. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.

Book Reviews

  • Scantlebury, K. (1990, March/April) [Review of Chemistry]. Science, Books & Films, 25(4), 182-183. Washington, DC: American Association for the Advancement of Science.
  • Scantlebury, K., & Kahle, J. B. (1989, March/April). [Review of Chemistry: The central science]. Science, Books & Films, 24(4), 216-217. Washington, DC: American Association for the Advancement of Science.
  • Kahle, J. B., & Scantlebury, K. (1988, March/April). [Review of Biology: A systems approach.] Science, Books & Films, 23(3), 200-201. Washington, DC: American Association for the Advancement of Science. Tallahassee, FL.

Submitted Manuscripts

  • Gallo-Fox, J., Wassell, B. & Scantlebury, K. Coteaching as professional development for cooperating teachers. Submitted to Journal of Science Teacher Education (August 2007).

Manuscripts in Progress

Book Chapter

  • Martin, S., Wassell, B. & Scantlebury, K. (in preparation) Examining the intersections of race, ethnicity, class and gender: An analysis of research on English language learners in K-12 science education In J. Bianchini, V. Akerson, A. C. Barton, O. Lee, & A. Rodriguez (Eds.) Equity and Diversity Issues in Science Education, NARST: Springer Publishers.
  • K. Scantlebury, A. Hussénius, K. Andersson & A. Gullberg. (in preparation). Ignoring half the sky: a feminist critique of science education’s knowledge society. InN Mansour & R. Wegerif (Eds.)Science education for diversity in knowledge society. Springer Publishing.
  • Scantlebury, K.  &  Kahle, J. B.Program and policy changes for teachers’ professional development based on evaluation data. (in preparation) In S. Martin, K. Scantlebury, C. Carumbo, C. Siry & W. Pitts, (contract accepted). Responding to the Storm: Professional development programs focused on improving teachers’ content knowledge and inquiry practices. Springer Publishers (December 2010).
  • Martin, S., Scantlebury, K. & Blasie, C.Introduction to and historical overview of PennSTI (in preparation) In S. Martin, K. Scantlebury, C. Carumbo, C. Siry & W. Pitts, (contract accepted). Responding to the Storm: Professional development programs focused on improving teachers’ content knowledge and inquiry practices. Springer Publishers (December 2010).
  • Kahle, J. B, Scantlebury, K.  &.Li, Y.  Student outcome measures for PennSTI: Development and results of content and attitude questionnaires. (in preparation) In S. Martin, K. Scantlebury, C. Carumbo, C. Siry & W. Pitts, (contract accepted). Responding to the Storm: Professional development programs focused on improving teachers’ content knowledge and inquiry practices. Springer Publishers (December 2010).
  • Scantlebury, K.  The influence of GK12 experiences on science doctoral students’ attitudes towards education.
  • Scantlebury, K. Gender considered: The feminist perspective on coteaching.
  • Scantlebury, K. & Gallo-Fox, J. Teacher talk: Coplanning sessions between science student and cooperating teachers during student teaching. In preparation toTeaching & Teacher Education (March, 2010).
  • Scantlebury, K., Kahle, J.B. & Li, Y. (2007). Theinfluence of sustained content based professional development on students’ science achievement. In preparation to Journal of Research in Science Teaching (December, 2010).
  • Scantlebury, K., Who talks?  Who does? A feminist critique of coteaching and coplanning In preparation to Teaching and Teacher Education