| Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials CT Forbes, EA Davis Journal of research in science teaching 47 (7), 820-839, 2010 | 271 | 2010 |
| Understanding pedagogical design capacity through teachers’ narratives EA Davis, C Beyer, CT Forbes, S Stevens Teaching and Teacher Education 27 (4), 797-810, 2011 | 173 | 2011 |
| The development of preservice elementary teachers' curricular role identity for science teaching CT Forbes, EA Davis Science Education 92 (5), 909-940, 2008 | 164 | 2008 |
| Empirical research on K-16 climate education: A systematic review of the literature D Bhattacharya, K Carroll Steward, CT Forbes Journal of Geoscience Education 69 (3), 223-247, 2021 | 142 | 2021 |
| Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues CT Forbes, EA Davis Science & Education 17 (8), 829-854, 2008 | 142 | 2008 |
| Preservice elementary teachers' adaptation of science curriculum materials for inquiry‐based elementary science CT Forbes Science Education 95 (5), 927-955, 2011 | 140 | 2011 |
| Empirical validation of integrated learning performances for hydrologic phenomena: 3rd‐grade students' model‐driven explanation‐construction CT Forbes, L Zangori, CV Schwarz Journal of Research in Science Teaching 52 (7), 895-921, 2015 | 139 | 2015 |
| Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction L Zangori, CT Forbes, M Biggers Journal of Research in Science Teaching 50 (8), 989-1017, 2013 | 133 | 2013 |
| Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment CT Forbes, M Zint The Journal of environmental education 42 (1), 30-42, 2010 | 113 | 2010 |
| Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science CT Forbes Journal of Science Teacher Education 24 (1), 179-197, 2013 | 103 | 2013 |
| Patterns of inquiry-based science instruction and student science achievement in PISA 2015 CT Forbes, K Neumann, A Schiepe-Tiska International Journal of Science Education 42 (5), 783-806, 2020 | 97 | 2020 |
| Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere B Baumfalk, D Bhattacharya, T Vo, C Forbes, L Zangori, C Schwarz Journal of Research in Science Teaching 56 (5), 570-597, 2019 | 94 | 2019 |
| Investigating Essential Characteristics of Scientific Practices in Elementary Science Learning Environments: The P ractices of S cience O bservation P rotocol (P‐SOP) CT Forbes, M Biggers, L Zangori School Science and Mathematics 113 (4), 180-190, 2013 | 93 | 2013 |
| Beginning elementary teachers' beliefs about the use of anchoring questions in science: A longitudinal study CT Forbes, EA Davis Science Education 94 (2), 365-387, 2010 | 89 | 2010 |
| Peer mentoring in the development of beginning secondary science teachers: Three case studies CT Forbes* Mentoring & Tutoring: Partnership in Learning 12 (2), 219-239, 2004 | 82 | 2004 |
| Balancing teacher and student roles in elementary classrooms: Preservice elementary teachers’ learning about the inquiry continuum M Biggers, CT Forbes International Journal of Science Education 34 (14), 2205-2229, 2012 | 77 | 2012 |
| Fostering third-grade students’ use of scientific models with the water cycle: Elementary teachers’ conceptions and practices T Vo, CT Forbes, L Zangori, CV Schwarz International Journal of Science Education 37 (15), 2411-2432, 2015 | 76 | 2015 |
| Elementary teachers' curriculum design and pedagogical reasoning for supporting students' comparison and evaluation of evidence-based explanations M Biggers, CT Forbes, L Zangori The Elementary School Journal 114 (1), 48-72, 2013 | 76 | 2013 |
| How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth? K Nelson, J Sabel, C Forbes, N Grandgenett, W Tapprich, C Cutucache International Journal of STEM Education 4 (1), 3, 2017 | 75 | 2017 |
| Introductory biology students’ use of enhanced answer keys and reflection questions to engage in metacognition and enhance understanding JL Sabel, JT Dauer, CT Forbes CBE—Life Sciences Education 16 (3), ar40, 2017 | 67 | 2017 |
Laura ZangoriAssociate Professor of Science Education, University of MissouriVerified email at missouri.edu
