Publication

“This is more about a book than about science!” Preservice teachers’ perceptions toward using literacy strategies in inquiry-based science lessons

Dr. Suzanne Nesmith, published “This is more about a book than about science!” Preservice teachers’ perceptions toward using literacy strategies in inquiry-based science lessons in Electronic Journal of Science Education, Vol. 21, Issue 5, 2017, with co-author(s) Evan Ditmore, Lakia Scott, and Toby Zhu.

Publication

Are graphic novels always cool? Student and parent perspectives on elementary mathematics and science graphic novels: The need for action research by school leaders

Dr. Suzanne Nesmith, published Are graphic novels always cool? Student and parent perspectives on elementary mathematics and science graphic novels: The need for action research by school leaders in Planning and Changing, Vol. 47, Issue 3/4, p. 228-245, 2016, with co-author(s) Sandi Cooper, Gretchen Schwarz, and Amanda Walker.

Publication

Exploring educators’ environmental education attitudes and efficacy: Insights gleaned from a Texas wetland academy

Dr. Suzanne Nesmith, published Exploring educators’ environmental education attitudes and efficacy: Insights gleaned from a Texas wetland academy in International Journal of Science Education, Vol. 6, Issue 3, p. 303-324, 2016, with co-author(s) Christopher J. Wynveen, Erin M. Dixon, Bryan W. Brooks, Cole W. Matson, William C. Hockaday, Megan A. Schaum, and John E. DeFillipo.

Publication

Social and environmental justice in the chemistry classroom

Dr. Suzanne Nesmith, published Social and environmental justice in the chemistry classroom in Journal of Chemical Education, Vol. 94, Issue 8, p. 983-987, 2017, with co-author(s) , Grace A. Lasker, Karolina E. Mellor, Melissa L. Mullins, and Nancy J. Simcox.

Publication

Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics

Dr. Suzanne Nesmith, published Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics in Action in Teacher Education, Vol. 39, Issue 3, p. 321-339, 2017, with co-author(s) , Barbara Purdum-Cassidy, Sandi Cooper, and Rachelle D. Rogers.

Publication

Longitudinal change in science self-efficacy of elementary teachers

Dr. Suzanne Nesmith, published Longitudinal change in science self-efficacy of elementary teachers in Initiatives in Mathematics and Science Education with Global Impacts, p. 205-216, 2014, with co-author(s) J. Park, and M. McCall.

Publication

Exploring graphic novels for elementary science and mathematics

Dr. Suzanne Nesmith, published Exploring graphic novels for elementary science and mathematics in School Library Media Research, Vol. 14, p. 3-19, 2011, with co-author(s) Sandi Cooper, and Gretchen Schwarz.

Publication

Ways that preservice teachers integrate children’s literature into mathematics lessons

Dr. Suzanne Nesmith, published The Teacher Educator in The Teacher Educator, Vol. 50, Issue 3, p. 170-186, 2015, with co-author(s) Rachelle Meyer Rogers, Sandi Cooper, and Barbar Purdum-Cassidy.

Publication

Envisioning equitable classrooms that enhance all students’ wonderful ideas: A Duckworth perspective

Dr. Suzanne Nesmith, published Envisioning equitable classrooms that enhance all students’ wonderful ideas: A Duckworth perspective in Journal of Latinos and Education, Vol. 13, Issue 3, p. 238-239, January 1, 1970, with co-author(s) Jason F. Trumble, Sarah J. Haugh-Villareal, Kelsie S. Porter, Megan A. Schaum, Erin M. Spencer, and Jessica N. Stephens.

Publication

Exploring the role of field experience context in pre-service teachers’ development as mathematics educators

Dr. Suzanne Nesmith, published Exploring the role of field experience context in pre-service teachers’ development as mathematics educators in Action in Teacher Education, Vol. 35, Issue 3, p. 165-185, January 1, 1970, with co-author(s) Dr. Sandi Cooper.