Faculty and Staff Publications
Faculty member John Pekins was published by the National Council of Teachers of English for his essay “Minimum Competency Testing in Florida and the K-12/College Disconnect” (2010). Read it here
Faculty member Will Benedicks wrote an article recently published by Perspectives on History magazine for his essay titled “What Do I Do and Where Do I Go From Here? Mentoring at an Open Door Institution” (2012). Read it here
Authors Jeanne Barker, Kathy Harvey, Maureen O’Neil and Judy Stewart teach Early Childhood Education at Tallahassee Community College and have just published a Resource Manual entitled: “Creating Curious Young Minds
Walker, J., Sampson, V., Grooms, J., Anderson, B., & Zimmerman, C. (2012). Argument-Driven Inquiry in undergraduate chemistry labs: The impact on students’ conceptual understanding, argument skills, and attitudes towards science. Journal of College Science Teaching, 41(4), 82-89.
Walker, J., Sampson, V., Zimmerman, C., & Grooms, J. (2011). A performance-based assessment for limiting reactants. Journal of Chemical Education, 88(8), 1243-1246.
Walker, J., Sampson, V., & Zimmerman, C. (2011) Argument-Driven Inquiry: An introduction to a new instructional model for use in undergraduate chemistry labs. Journal of Chemical Education, 88(8), 1048-1056
Sampson, V., Enderle, P. and Walker J. (2011). The development and validation of the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol: A tool for evaluating how students participate in scientific argumentation. M. Kline (Ed.), Perspectives in Scientific Argumentation: Theory, Practice and Research.
Sampson, V. and Walker, J. (2011). Writing to learn by learning to write in science: Aninitial test of the Argument-Driven Inquiry instructional model in an undergraduate chemistry laboratory course. To appear in the International Journal of Science Education.
Walker, J. and Sampson, V. (2013). Learning to argue and arguing to learn: Argument-Driven Inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory courses. Submitted to the Journal for Research in Science Teaching.
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