Julie Gess-Newsome
Affiliations: | University of Utah, Salt Lake City, UT |
Area:
Mathematics Education, Administration EducationGoogle:
"Julie Gess-Newsome"
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Publications
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| Gess-Newsome J, Taylor JA, Carlson J, et al. (2019) Teacher Pedagogical Content Knowledge, Practice, and Student Achievement. International Journal of Science Education. 41: 944-963 |
| Drits-Esser D, Gess-Newsome J, Stark LA. (2016) Examining the sustainability of teacher learning following a year-long science professional development programme for inservice primary school teachers Professional Development in Education. 1-22 |
| Kirschner S, Borowski A, Fischer HE, et al. (2016) Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge International Journal of Science Education. 38: 1343-1372 |
| Gess-Newsome J. (2015) A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit Re-Examining Pedagogical Content Knowledge in Science Education. 28-42 |
| Bosch PC, Gess-Newsome J. (2014) An Evaluation of Student Interpersonal Support in a Spanish-English Nursing Program Qualitative Research in Education. 3: 30-50 |
| Gess-Newsome J. (2008) American Biology Teacher: Guest Editorial American Biology Teacher. 70: 136-138 |
| Smith LK, Gess-Newsome J. (2004) Elementary Science Methods Courses and the National Science Education Standards: Are We Adequately Preparing Teachers? Journal of Science Teacher Education. 15: 91-110 |
| Gess-Newsome J, Southerland SA, Johnston A, et al. (2003) Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching American Educational Research Journal. 40: 731-767 |
| Southerland SA, Gess-Newsome J, Johnston A. (2003) Portraying in the classroom: The manifestation of scientists' beliefs in classroom practice Journal of Research in Science Teaching. 40: 669-691 |
| Woodbury S, Gess-Newsome J. (2002) Overcoming the paradox of change without difference: A model of change in the arena of fundamental school reform Educational Policy. 16: 763-782 |