2017
Covitt, B. A., & Anderson C. W. (in press, 2017). 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. 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).
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).