Courtney Stanford
Affiliations: | 2012-2016 | Chemistry | University of Iowa, Iowa City, IA |
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Publications
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| Farhat NJ, Stanford C, Ruder SM. (2019) Assessment of Student Performance on Core Concepts in Organic Chemistry Journal of Chemical Education. 96: 865-872 |
| Ruder SM, Stanford C. (2018) Strategies for Training Undergraduate Teaching Assistants to Facilitate Large Active-Learning Classrooms. Journal of Chemical Education. 95: 2126-2133 |
| Khatri R, Henderson C, Cole R, et al. (2017) Characteristics of well-propagated teaching innovations in undergraduate STEM International Journal of Stem Education. 4: 2 |
| Froyd JE, Henderson C, Cole RS, et al. (2017) From Dissemination to Propagation: A New Paradigm for Education Developers Change: the Magazine of Higher Learning. 49: 35-42 |
| Moon A, Stanford C, Cole R, et al. (2017) Decentering: A Characteristic of Effective Student–Student Discourse in Inquiry-Oriented Physical Chemistry Classrooms Journal of Chemical Education. 94: 829-836 |
| Stanford C, Cole R, Froyd J, et al. (2017) Analysis of Propagation Plans in NSF-Funded Education Development Projects Journal of Science Education and Technology. 26: 418-437 |
| Moon A, Stanford C, Cole R, et al. (2017) Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation Journal of Research in Science Teaching. 54: 1322-1346 |
| Moon A, Stanford C, Cole R, et al. (2016) The nature of students' chemical reasoning employed in scientific argumentation in physical chemistry Chemistry Education Research and Practice. 17: 353-364 |
| Stanford C, Moon A, Towns M, et al. (2016) Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom Journal of Chemical Education. 93: 1501-1513 |
| Stanford C, Cole R, Froyd J, et al. (2015) Supporting sustained adoption of education innovations: The Designing for Sustained Adoption Assessment Instrument International Journal of Stem Education. 3: 1-13 |