| How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity NB Songer, B Kelcey, AW Gotwals Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 309 | 2009 |
| Learning progressions in science: Current challenges and future directions AC Alonzo, AW Gotwals Springer Science & Business Media, 2012 | 256 | 2012 |
| Reasoning up and down a food chain: Using an assessment framework to investigate students' middle knowledge AW Gotwals, NB Songer Science Education 94 (2), 259-281, 2010 | 213 | 2010 |
| Guiding explanation construction by children at the entry points of learning progressions NB Songer, AW Gotwals Journal of Research in Science Teaching 49 (2), 141-165, 2012 | 135 | 2012 |
| Eliciting, identifying, interpreting, and responding to students’ ideas: Teacher candidates’ growth in formative assessment practices AW Gotwals, D Birmingham Research in science education 46, 365-388, 2016 | 127 | 2016 |
| Validity evidence for learning progression‐based assessment items that fuse core disciplinary ideas and science practices AW Gotwals, NB Songer Journal of Research in Science Teaching 50 (5), 597-626, 2013 | 117 | 2013 |
| Supporting kindergartners’ science talk in the context of an integrated science and disciplinary literacy curriculum TS Wright, AW Gotwals The Elementary School Journal 117 (3), 513-537, 2017 | 114 | 2017 |
| Early elementary students’ understanding of complex ecosystems: A learning progression approach H Hokayem, AW Gotwals Journal of Research in Science Teaching 53 (10), 1524-1545, 2016 | 98 | 2016 |
| Professional development at the local level: Necessary and sufficient conditions for critical colleagueship T Kintz, J Lane, A Gotwals, D Cisterna Teaching and teacher education 51, 121-136, 2015 | 75 | 2015 |
| Using video to examine formative assessment practices as measures of expertise for mathematics and science teachers AW Gotwals, J Philhower, D Cisterna, S Bennett International Journal of Science and Mathematics Education 13, 405-423, 2015 | 69 | 2015 |
| Fidelity of implementation in three sequential curricular units NB Songer, AW Gotwals Annual Meeting of the American Educational Research Association, Montreal …, 2005 | 58 | 2005 |
| Assessing students’ progressing abilities to construct scientific explanations AW Gotwals, NB Songer, L Bullard Learning progressions in science, 183-210, 2012 | 53 | 2012 |
| Enactment of ongoing formative assessment: Challenges and opportunities for professional development and practice D Cisterna, AW Gotwals Journal of Science Teacher Education 29 (3), 200-222, 2018 | 52 | 2018 |
| “It’s 1000 degrees in here when I teach”: Providing preservice teachers with an extended opportunity to approximate ambitious instruction D Stroupe, AW Gotwals Journal of Teacher Education 69 (3), 294-306, 2018 | 49 | 2018 |
| Introduction: Leaping into learning progressions in science AW Gotwals, AC Alonzo Learning progressions in science, 1-12, 2012 | 42 | 2012 |
| Supporting disciplinary talk from the start of school: Teaching students to think and talk like scientists TS Wright, AW Gotwals The Reading Teacher 71 (2), 189-197, 2017 | 32 | 2017 |
| A tale of two progressions: On the benefits of careful comparisons RG Duncan, AW Gotwals Science Education 99 (3), 410-416, 2015 | 32 | 2015 |
| Measuring students' scientific content and inquiry reasoning A Gotwals, N Songer International Society of the Learning Sciences, 2006 | 32 | 2006 |
| Learning progressions for multiple purposes: Challenges in using learning progressions AW Gotwals Learning progressions in science, 461-472, 2012 | 27 | 2012 |
| Where are we now? Learning progressions and formative assessment AW Gotwals Applied Measurement in Education 31 (2), 157-164, 2018 | 23 | 2018 |
Nancy SongerUniversity of UtahVerified email at utah.edu
