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