2020
Covitt, B. A., Parker, J. M., Kohn, C., Lee, M., Lin, Q., & Anderson, C. W. (2020). Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning. The Journal of Environmental Education, 52(2), 98-117.
2019
Zhao, P., Anderson, C. W., Scott, E., Draney, K., Kim, J. (2019). How Chinese and American Students Construct Explanations of Carbon-Transforming Processes. Eurasia Journal of Mathematics, Science and Technology Education , 15(4), em1688.
Edwards, K. D. (2019). Texts as Tools: Engaging students in reading to complement hands-on investigations. Science Scope, 42(5), 84-88.
2018
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: edwar594@msu.edu) or the Carbon TIME project (envlit@msu.edu). (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 (envlit@msu.edu).
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 (envlit@msu.edu) .
2017
Miller, H. K., & Anderson, C. W. (2017). Using NGSS crosscutting concepts as a tool for climate change and citizenship education. In D. Sheperdson, A. Roychoudhury, and A. Hirsch (Eds.), Teaching and learning about climate change: A framework for educators (pp. 181-193). New York: Routledge. For a copy of this publication, please contact the author (Hannah Miller hannah.miller@jsc.edu ) or the environmental literacy project (envlit@msu.edu).
Johnson, W. R., & Anderson, C. W. (2017). Unpacking the climate change performance expectations in the Next Generation Science Standards. In D. Sheperdson, A. Roychoudhury, and A. Hirsch (Eds.), Teaching and learning about climate change: A framework for educators (pp. 106-119). New York: Routledge. For a copy of this publication, please contact the author (Wendy Johnson john3062@msu.edu ) or the environmental literacy project (envlit@msu.edu).
Anderson, C. W., and Doherty, J. (2017). Ecosystems: Interactions, energy, and dynamics. In R. Duncan, A. Rivett, and J. Krajcik (Eds.) Disciplinary core ideas in the Next Generation Science Standards. (pp. 123-144) Washington, DC: NSTA Press. For a copy of this publication, please contact the author (Andy Anderson andya@msu.edu ) or the environmental literacy project (envlit@msu.edu).
Covitt, B. A., Dauer, J. M., and Anderson, C. W. (2017). The role of practices in scientific literacy. In B. Reiser, C. Schwarz, & C. Passmore (Eds.). Bringing next generation science & engineering practices into our K-12 Classrooms: Moving beyond "knowing" science to making sense of the world. (pp. 59-84) Washington, DC: NSTA Press. For a copy of this publication, please contact the author (Beth Covitt beth.covitt@umontana.edu ) or the environmental literacy project (envlit@msu.edu).
Chen, J., Gotwals, A. W., Anderson, C. W., & Reckase, M. (2016). Measuring students’ science learning progression using ordered multiple choice, multiple true or false and constructed response Items. International Journal of Assessment Tools in Education, 3(2), 101-122. For a copy of this publication, please contact the author (Jing Chen jingchenhao@gmail.com ) or the environmental literacy project (envlit@msu.edu).
Chen, J., and Anderson, C. W. (2015). Comparing American and Chinese Students’ learning progression on carbon cycling in socio-ecological systems. Science Education International, 27(4), 129-154. For a copy of this publication, please contact the author (Jing Chen jingchenhao@gmail.com ) or the environmental literacy project (envlit@msu.edu).
2016
2015 and before
Parker, J., de los Santos, E., and Anderson, C. W. (2015, April). What learning progressions tell us about students’ ability to participate in the global climate change and biofuels debates. American Biology Teacher, 77(4), 232-238. For a copy of this publication, please contact the author (Joyce Parker parker13@msu.edu ) or the environmental literacy project (envlit@msu.edu).
Dauer, J., Doherty, J., Freed, A., and Anderson, C. W. (2014). Connections between student explanations and inquiry for plant photosynthesis and cellular respiration. CBE: Life Sciences Education, 13, 397–409. For a copy of this publication, please contact the author (Jenny Dauer jenny.dauer@unl.edu ) or the environmental literacy project (envlit@msu.edu).
Dauer, J., Miller, H. & Anderson, C. W. (2014). Conservation of energy: An analytical tool for student accounts of carbon-transforming processes. In R. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann & A. Scheff (Eds.), Teaching and Learning of Energy in K-12 Education, pages 47-66. New York: Springer. For a copy of this publication, please contact the author (Jenny Dauer jenny.dauer@unl.edu ) or the environmental literacy project (envlit@msu.edu).
Parker, J., de los Santos, E., and Anderson, C. W. (2013). What learning progressions on carbon- transforming processes tell us about how students learn to use the laws of conservation of matter and energy. Educacion Quimica, 24(4), 399-406. For a copy of this publication, please contact the author (Joyce Parker parker13@msu.edu ) or the environmental literacy project (envlit@msu.edu).
Covitt, B. A., Harris, C. B., and Anderson, C. W. (2013, November). Evaluating scientific arguments with slow thinking. Science Scope, 37(3), 44-52. For a copy of this publication, please contact the author (Beth Covitt beth.covitt@umontana.edu ) or the environmental literacy project (envlit@msu.edu).
Jin, H., Zhan, L., and Anderson, C. W. (2013). Developing a fine-grained learning progression framework for carbon-transforming processes. International Journal of Science Education, 35(10), 1663-1697. For a copy of this publication, please contact the author (Hui Jin hjin@ets.org ) or the environmental literacy project (envlit@msu.edu).
Jin, H., and Anderson, C. W. (2012). A learning progression for energy in socio-ecological systems. Journal of Research in Science Teaching, 49(9), 1149–1180. For a copy of this publication, please contact the author (Hui Jin hjin@ets.org ) or the environmental literacy project (envlit@msu.edu).
Jin, H., & Anderson, C. W. (2012). Development and validation of assessments for a learning progression on carbon cycling in socio-ecological systems. In A. Alonzo and A. Gotwals (eds), Learning progressions in science: Current challenges and future directions, pp. 151-182. Boston: Sense Publishers. For a copy of this publication, please contact the author (Hui Jin hjin@ets.org ) or the environmental literacy project (envlit@msu.edu).
Mohan, L., Chen, J., and Anderson, C. W. (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46 (6), 675-698. For a copy of this publication, please contact the author (Andy Anderson andya@msu.edu ) or the environmental literacy project (envlit@msu.edu).