Anderson, C. W., de los Santos, E. X., Bodbyl Roels, S., Covitt, B., Edwards, K. D., Hancock, J. B., Lin, Q., Morrison Thomas, C., Penuel, W., Welch, M. (In press, 2018). Designing educational systems to support enactment of the Next Generation Science Standards. Submitted to the Journal of Research in Science Teaching.
Edwards, K. D. (in press, 2018), Texts as tools: Engaging students in reading to complement hands-on activities. Accepted for publication in Science Scope. For a copy of this publication, please contact the author (Kirsten Edwards: firstname.lastname@example.org) or the Carbon TIME project (email@example.com). (prepublication draft)
Covitt, B. A., & Anderson C. W. (2018). Assessing scientific genres of explanation, argument, and prediction. In A. L. Bailey, C. Maher, & L. Wilkinson (Eds.) Language, literacy, and learning in the STEM disciplines: How language counts for English learners, pp. 206-230. London: Routledge (Taylor & Francis). For a copy of this publication, please contact the author (Beth Covitt: Beth.Covitt@mso.umt.edu) or the environmental literacy project (firstname.lastname@example.org).
Penuel, W. R., de los Santos, E. X., Lin, Q., Marshall, S., Anderson, C. W., and Frank, K. A. (2018). Building networks to support effective use of science curriculum materials in the Carbon TIME project. In S. A. Yoon & K. Baker-Doyle (Eds.), Networked by design: Interventions for teachers to develop social capital. New York, NY: Routledge Press. For a copy of this publication, please contact the author (William Penuel William.Penuel@colorado.edu) or the environmental literacy project (email@example.com)