Gayle Buck
Affiliations: | Educational Studies | The University of Nebraska - Lincoln, Lincoln, NE |
Area:
Teacher Training Education, Sciences EducationGoogle:
"Gayle Buck"
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Publications
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| Nageotte N, Buck G. (2020) Transitioning to Teaching Science in Higher Education: Exploring Informal Dialogical Approaches to Teaching in a Formal Educational Setting Studying Teacher Education. 16: 105-122 |
| Gilles B, Buck G. (2020) Preservice Teachers’ use of Discourse to Shape the Construction of Scientific Arguments Journal of Science Teacher Education. 31: 291-310 |
| Nageotte N, Buck G. (2020) “I Gotta Touch that?” Attitudes and Self-Efficacy of Pre-Service Teachers Regarding Scary or Disgusting Science Journal of Outdoor and Environmental Education. 23: 173-190 |
| Wang J, Buck G. (2015) The Relationship Between Chinese Students’ Subject Matter Knowledge and Argumentation Pedagogy International Journal of Science Education. 37: 340-366 |
| Beeman-Cadwallader N, Buck G, Trauth-Nare A. (2014) Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator Studying Teacher Education. 10: 70-85 |
| Trauth-Nare A, Buck G. (2011) Using reflective practice to incorporate formative assessment in a middle school science classroom: a participatory action research study Educational Action Research. 19: 379-398 |
| Quigley C, Oliviera AW, Curry A, et al. (2011) Issues and techniques in translating scientific terms from english to khmer for a university-level text in Cambodia Language, Culture and Curriculum. 24: 159-177 |
| Buck G, Cook K, Quigley C, et al. (2009) Profiles of urban, low SES, African American girls' attitudes toward science: A sequential explanatory mixed methods study Journal of Mixed Methods Research. 3: 386-410 |
| Latta MM, Buck G. (2008) Enfleshing Embodiment: ‘Falling into trust’ with the body's role in teaching and learning Educational Philosophy and Theory. 40: 315-329 |
| Latta MM, Buck G. (2007) Professional Development Risks and Opportunities Embodied within Self-Study Studying Teacher Education. 3: 189-205 |