Matthew Kloser
Cited by
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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), 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
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
“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
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
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
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
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
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
The Impact of Traditional Textbook and Epistemologically Transparent Text Accounts on High School Biology Students' Interest, Comprehension, Learning, and Epistemology
MJ Kloser
Stanford University, 2011
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
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