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Alonzo, A.C. & Aschbacher, P.R. (2004). Value-added?   Long assessment of students' scientific inquiry skill s. In Assessment for reform-based science teaching and learning , a symposium at the annual meeting of the AERA, San Diego.  
 
Alonzo, A. & Jones, M.S. (2003). Writing-to-think in science: Challenges teachers face in facilitating students' writing in science. In Writing-to-think in Elementary Inquiry Science , a symposium at the annual meeting of the AERA, Chicago.
 
Alonzo, A., & Jones, M.S.(2003). Albatross, add-on or tool: How teachers conceptualized the relationship of the second-hand investigation text to a hands-on inquiry science curriculum. In Incorporating Literacy into Elementary Science Education: Teachers' Efforts to use Second-Hand Investigation Texts with Hands-On Inquiry Science Curriculum, a symposium at the annual meeting of the AERA, Chicago.
 
Aschbacher, P.R. (2003). Gender differences in the perception and use of an informal science learning web site: Final report to NSF .   CAPSI Research Technical Report 101. Pasadena, CA: CAPSI.
 
Aschbacher, P.R. (2000) Reflections of state standards and assessment in classroom practice and professional development in elementary science. In Studying local implementation of state standards and assessments , a symposium at the annual meeting of the AERA, New Orleans.
 
Aschbacher, P.R. & Alonzo, A.C. (2004). Using science notebooks to assess conceptual understanding. In Assessment for reform-based science teaching and learning , a symposium at the annual meeting of the AERA, San Diego.
 
Aschbacher, P.R., Foley, B.F., Jones, M., Roth, E.J., & Alonzo, A (2001) Challenges in assessing evidence of learning and teaching in elementary science . Symposium presented at American Educational Research Association Annual Meeting, Seattle.
 
Aschbacher, P.R., Foley, B.F., Jones, M., Roth, E.J., & Seltzer, M. (2002) Comparing hands-on inquiry science to textbook-based science in elementary classrooms , a symposium at the annual meeting of the AERA, New Orleans.
 
Aschbacher, P.R. & McPhee-Baker,C.. (2003). Incorporating literacy into hands-on science classes: Reflections in student work. In Incorporating Literacy into Elementary Science Education: Teachers' Efforts to use Second-Hand Investigation Texts with Hands-On Inquiry Science Curriculum, a symposium at the annual meeting of the AERA, Chicago.
 
Aschbacher, P.R. & McPhee-Baker,C. (2003). Writing-to-think in science: What's the relationship between writing opportunities and student science understanding? In Writing-to-think in Elementary Inquiry Science , a symposium at the annual meeting of the AERA, Chicago.
 
Aschbacher, P.R & Roth, E.J. (2002) What's happening in the inquiry science elementary classroom and why? In Policy levers for urban systemic mathematics and science reform: Impact studies from four sites , a symposium at the annual meeting of the AERA, New Orleans.
 
Foley, B.F., Jones, M.S, & McPhee-Baker, C. (2002) Why girls go to Whyville.net: A girl-friendly online community for science learning. Paper presented at the annual meeting of the AERA, New Orleans.
 
Foley, B., Jones, M. S, McPhee-Baker, C., & Aschbacher, P.    (2002, October).   Designs that work for girls: Analyzing the design of a web site popular with girls.   Paper presented at the biannual meeting of the International Conference for the Learning Sciences, Seattle, WA.
 
Foley, B., Jones, M.S, McPhee-Baker, C., & Aschbacher, P.R. (2003). Designs that work for girls: Analyzing the design of a web site popular with girls. In Gendered by Design: Examining the Impact of Designon the Existing Technological Gender Gap , a symposium at the annual meeting of the AERA, Chicago.
 
Gilmartin, S. K., Li, E., Aschbacher, P. A., & McPhee, C. (2005, April). The relationship between interest in physical science/engineering, science class experiences, and family contexts: Variations by gender and race/ethnicity among secondary students. A paper presented at the annual meeting of the American Educational Research Association. Montréal, Canada.
 
Jones, M. S. (2005, April). Science for all: Promoting interest and participation in a diverse middle school. A paper presented at the annual meeting of the American Educational Research Association. Montréal, Canada.
 
Jones, M.S, McPhee-Baker, C., Foley, B., & Aschbacher, P.R. (2003). Children with multiple identities? The creation of “self” in an interactive online community. In Technology and Identity , a symposium at the annual meeting of the AERA, Chicago.
 
Pine, J., Aschbacher, P.R., Foley, B.F., Jones, M., Kyles, T., McPhee, C., Phelps, S., & Roth, E.J. (2003). Comparative science abilities of fifth graders in hands-on and textbook curricula. Presented at the Annual Meeting of the National Science Teachers' Association.
 
Pine, J., & Jones, M.   (2004, February). A performance assessment comparison of fifth-grade students from hands-on and textbook science programs.   Paper presented at the annual meeting of the American Association for the Advancement of Science, Seattle, WA.
 
Roth, E. J., & Li, E. (2005, April). Mapping the boundaries of science identity in ISME’s first year. A paper presented at the annual meeting of the American Educational Research Association. Montréal, Canada.
 
Roth, E.J., Aschbacher, P.R. & Thompson, L.J. (2002) Adding value: Scaffolding students' work so science notebooks improve teaching and learning.   In Challenges of validity and value in using students' science notebooks to improve teaching and learning , a symposium at the annual meeting of the AERA, New Orleans.
 
Roth, E.J. & Jurist, M. (2001) Science and classroom management: A comparison of techniques and effects . Paper presented at the annual meeting of the AERA, Seattle.
 
Roth, E.J. & Razfar,A. (2003). Examining the walk: How teachers incorporated the second hand investigation text ini the hands-on inquiry science curriculum. tIn Incorporating Literacy into Elementary Science Education: Teachers' Efforts to use Second-Hand Investigation Texts with Hands-On Inquiry Science Curriculum, a symposium at the annual meeting of the AERA, Chicago.
 
Roth, E.J. & Rodriguez, M. (2003). Writing-to-think in science: Opportunities afforded elementary students in writing-focused and comparison classes. In Writing-to-think in Elementary Inquiry Science , a symposium at the annual meeting of the AERA, Chicago.