| 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 | 235 | 2010 |
| The development of preservice elementary teachers' curricular role identity for science teaching CT Forbes, EA Davis Science Education 92 (5), 909-940, 2008 | 145 | 2008 |
| Understanding pedagogical design capacity through teachers’ narratives EA Davis, C Beyer, CT Forbes, S Stevens Teaching and Teacher Education 27 (4), 797-810, 2011 | 142 | 2011 |
| Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues CT Forbes, EA Davis Science & Education 17, 829-854, 2008 | 139 | 2008 |
| 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 | 122 | 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 | 117 | 2013 |
| Preservice elementary teachers' adaptation of science curriculum materials for inquiry‐based elementary science CT Forbes Science Education 95 (5), 927-955, 2011 | 117 | 2011 |
| 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 | 96 | 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 | 85 | 2013 |
| 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 | 82 | 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 | 81 | 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 | 81 | 2004 |
| 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 | 69 | 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 | 68 | 2019 |
| 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 | 68 | 2012 |
| 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 | 67 | 2013 |
| 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 | 62 | 2015 |
| Preservice Elementary Teachers and Explanation Construction: Knowledge‐for‐Practice and Knowledge‐in‐Practice L Zangori, CT Forbes Science Education 97 (2), 310-330, 2013 | 62 | 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, 1-13, 2017 | 58 | 2017 |
| Exploring the effect of embedded scaffolding within curricular tasks on third-grade students’ model-based explanations about hydrologic cycling L Zangori, CT Forbes, CV Schwarz Science & Education 24, 957-981, 2015 | 54 | 2015 |
Laura ZangoriAssociate Professor of Science Education, University of MissouriVerified email at missouri.edu
