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Batz, Z., Olsen, B., Dumont, J., Dastoor, F., and Smith, M. (2015). Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach that Improves Performance, Perception, and Retention. CBE Life Sci Educ., vol. 14 no. 2, ar. 2.

Barth-Cohen, L., Shemwell, J.T., Capps, D.K. (2013). Using the knowledge in pieces framework to understand teachers’ productive knowledge in field. Geological Society of America, Abstracts with Program, vol. 45, n. 7.

Freeman S, Eddy SL, McDonough M, Smith MK, Wenderoth MP, Okoroafor N, Jordt H. End of lecture: Active learning increases student performance across STEM disciplines. PNAS 2014 ; published ahead of print May 12, 2014, doi:10.1073/pnas.1319030111

Smith MK, Jones FHM, Gilbert SL, Wieman C. The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices. CBE-Life Sci Educ. 2013, Winter, 12(4):618-627. This paper was selected as an Editor’s Choice in Science.

Harrer, B.W., Flood, V.J., and Wittmann, M.C. Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts. Physical Review Special Topics – Physics Education Research, 9, 023101 (2013).

“Paying Attention to Theory in Science Classroom Argumentation”. Kalee Gwarjanski; Advisor Jon Shemwell. University of Maine, October 2013

Reaching Struggling Introductory Biology Students with a Targeted Peer-Tutoring Program, Zachary Batz, Advisor Michelle K. Smith, University of Maine, May 2014

Identifying Productive Resources in Secondary School Students’ Discourse About Energy, Benedikt Harrer, Advisor Michael Wittmann, University of Maine, December 2013

Correlations Between Teachers’ Knowledge of Students and Energy, and Students’ Performance on Assessments, Levi Lucy, Advisor Michael Wittmann, University of Maine, October 2013


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