Publications
Reid, J. W., & Weigel, E. G. (2022). Examining perspectives of teaching among biology teaching assistants. Journal of College Science Teaching, 51(3).
Reid, J. W., Hardee, A. B., Criswell, B. A., Elrod, M., Berryhill Jr., S. B., & Rushton, G. T. (2022). Empowering teacher leaders: The role of research in changing teacher leaders’ sense of themselves as professionals. The International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2022.2045629
Reid, J. W., Gunes, Z. D. K., Fateh, S., Fatima, A., Macrie-Shuck, M., Nennig, H. T., Quintanilla, F., States, N. E., Syed, A., Cole, R., Rushton, G. T., Shah, L., & Talanquer, V. (2022). Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses. Chemistry Education Research and Practice. https://doi.org/10.1039/D1RP00227A
Polizzi, S. J., Zhu, Y., Reid, J., Ofem, B., Salisbury, S., Beeth, M., Roehrig, G., Mohr-Schroeder, M., Sheppard, K., & Rushton, G. T. (2021). Science and mathematics teacher communities of practice: Social influences on discipline-based identity and self-efficacy beliefs. International Journal of STEM Education. https://doi.org/10.1186/s40594-021-00275-2
Segura-Totten, M., Dewsbury, B., Lo, S. M., Bailey, E. G., Beaster-Jones, L., Bills, R. J., Brownell, S. E., Caporale, N., Dunk, R., Eddy, S. L., García-Ojeda, M. E., Gardner, S. M., Green, L. E., Hartley, L., Harrison, C., Imad, M., Janosik, A. M., Jeong, S., Josek, T., ... Raut, S. A. (2021). Chronicling the Journey of the Society for the Advancement in Biology Education Research (SABER) in its Effort to Become Antiracist: From Acknowledgement to Action. Frontiers in Education. https://doi.org/10.3389/feduc.2021.780401
Reid, J. W., Quinn, C. M., Jia, Z., Grinath, A. S., & Jones, R. S. (2021). Small Instructional Changes to Emphasize Data Modeling Practices in any Laboratory Course Context. The Journal of College Science Teaching.
Mulvey, B. K., Parrish, J. C., Reid, J. W., Papa, J., & Peters-Burton, E. E. (2021). Making Connections Using Individual Epistemic Network Analysis to Extend the Value of Nature of Science Assessment. Science & Education. Doi:10.1007/s11191-020-00189-5
Rosenberg, J. M., Reid, J. W., Dyer, E., Koehler, M., Fischer, C., & McKenna, T.J. (2020). Idle chatter or compelling conversation? The potential of the social media-based #NGSSchat network for supporting science education reform efforts. Journal of Research in Science Teaching, 57, 1322-1355. doi: https://doi.org/10.1002/tea.21660
Cooper, K. M., Auerbach, A. J. J., Bader, J. D., Beadles-Bohling, A. S., Brashears, J. A., Cline, E., Eddy, S. L., Elliott, D. B., Farley, E., Fuselier, L., Heinz, H. M., Irving, M., Josek, T., Lane, A. K., Lo, S. M., Maloy, J., Nugent, M., Offerdahl, E., Palacios-Moreno, J., … , Brownell, S. E. (2020). Fourteen recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology. CBE – Life Sciences Education. doi: https://doi.org/10.1187/cbe.20-04-0062
Reid, J. W., & Gardner, G. E. (2020). Navigating tensions of research and teaching: Biology graduate students’ perceptions of the research-teaching nexus within ecological contexts. CBE – Life Sciences Education. doi: https://doi.org/10.1187/cbe.19-11-0218
Google, A., Gardner, G. E., Reid, J., Majewski, D., Tabakova, V., Mulcahy, K., & Dutta, S. (2020). Considering diverse learners in STEM by incorporation universal design for learning principles with clickers. In J. J. Mintzes and E. M. Walters (Eds.). Active Learning in College Science: The Case for Evidence Based Practices (Chapter 58). Berlin: Springer Nature.
Quinn, C. M., Reid, J. W., & Gardner, G. E. (2020). S + T + M = E as a convergent model for the nature of STEM. Science & Education. https://doi.org/10.1007/s11191-020-00130-w
Lo, S. M., Gardner, G. E., Reid, J. W., Napoleon-Fanis, V., Carroll, P., Smith, E., & Sato, B. K. (2019). Prevailing methods in biology education research: A longitudinal analysis of articles from CBE-Life Sciences Education and abstracts from the Society for the Advancement of Biology Education Research. CBE – Life Sciences Education. doi: doi.org/10.1187/cbe.18-08-0164
Reid, J. W., Smith-Walters, C., Mangione, K., Tharp, T., & Dorris, A. (2019). Supporting English language learners through inquiry-based science: Three strategies for your classroom. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. doi: https://doi.org/10.1007/978-3-030-02245-7_13
Gardner, G. E., Lohr, M. E., Bartos, S., & Reid, J. W. (2018). Comparing individual and group-negotiated conceptual knowledge structures in an introductory biology course for majors. Journal of Biological Education. doi:10.1080/00219266.2018.1469537.
Gardner, G. E., Dutta, S., Mulcahy, K., Tabakova, V., Majewski, D., Reid, J. W., & Jia, Z. (2018). A comparative analysis of the use of student response devices (“clickers”) in university learning environments at a large southeastern university. Journal of STEM Education Research. doi:10.1007/s41979-018-0004-4