Measuring teaching quality of secondary mathematics and science residents: A classroom observation framework I Nava, J Park, D Dockterman, J Kawasaki, J Schweig, KH Quartz, ... Journal of Teacher Education 70 (2), 139-154, 2019 | 37 | 2019 |
The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching J Kawasaki, WA Sandoval Journal of Science Teacher Education, 1-17, 2019 | 34 | 2019 |
Patterns of classroom talk through participation in discourse-focused teacher professional development WA Sandoval, AJ Kwako, AS Modrek, J Kawasaki International Society of the Learning Sciences, Inc.[ISLS]., 2018 | 30 | 2018 |
Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards J Kawasaki, WA Sandoval Journal of Science Teacher Education 31 (4), 384-400, 2020 | 28 | 2020 |
Teachers’ uptake of problematic assumptions of climate change in the NGSS HF Clark, WA Sandoval, JN Kawasaki Environmental Education Research 26 (8), 1177-1192, 2020 | 27 | 2020 |
Secondary Teachers' Emergent Understanding of Teaching Science Practices. WA Sandoval, JN Kawasaki, N Cournoyer, L Rodriguez ICLS, 2016 | 24 | 2016 |
Characterizing science classroom discourse across scales WA Sandoval, J Kawasaki, HF Clark Research in Science Education 51, 35-49, 2021 | 14 | 2021 |
Using multiple measures of teaching quality to strengthen teacher preparation J Kawasaki, KH Quartz, JF Martinez Education Policy Analysis Archives 28, 128-128, 2020 | 13 | 2020 |
Examining teachers' goals and classroom instruction around the science and engineering practices in the Next Generation Science Standards J Kawasaki University of California, Los Angeles, 2015 | 13 | 2015 |
The influence of non-epistemic features of settings on epistemic cognition JN Kawasaki, DJ DeLiema, WA Sandoval Canadian Journal of Science, Mathematics and Technology Education 14, 207-221, 2014 | 11 | 2014 |
Supporting assessment autonomy: How one small school articulated the infrastructure needed to own and use student data KH Quartz, J Kawasaki, D Sotelo, K Merino Journal of Educational Change 15, 125-152, 2014 | 9 | 2014 |
A Distributed Intelligence Approach to Multidisciplinarity: Encouraging Divergent Thinking in Complex Science Issues in Society. J Kawasaki, D Toyofuku The STEAM Journal 1 (1), 10, 2013 | 9 | 2013 |
Using multiple measures of teaching quality to improve the preparation of urban teachers KH Quartz, JF Martinez, J Kawasaki SAGE Publications Limited, 2017 | 5 | 2017 |
From theory to practice: How pre-service science teachers learn to become social justice educators J Kawasaki, K Anderson-Levitt, L Nenadal, N Tanio, J Pham, C Diera, ... International Society of the Learning Sciences, Inc.[ISLS]., 2018 | 3 | 2018 |
Racial capitalism and student teachers of color: A mixed methods case exploring the cost of becoming a teacher J Kawasaki The New Educator 19 (3), 197-214, 2023 | 2 | 2023 |
Learning to become a community teacher A Francois, J Kawasaki Preparing and Sustaining Social Justice Educators, 31-48, 2021 | 2 | 2021 |
Supporting Novice Teachers’ Learning to Enact a Social Justice Framework of Science Teaching J Kawasaki, H Clark, A Francois International Society of the Learning Sciences (ISLS), 2020 | 1 | 2020 |
Exploring the Goals of Social Justice Teaching Through the Eyes of Early Career Science Teachers J Kawasaki, S Chang Journal of Science Teacher Education, 1-20, 2023 | | 2023 |
Using Argument to Reason About Science Practice: Students can productively argue about a lot more than just claims and their evidence. W Sandoval, J Kovach, L Perez, L Kim-John, J Kawasaki Science & Children 60 (7), 2023 | | 2023 |
Using Argument to Reason About Science Practice W Sandoval, J Kovach, L Perez, L Kim-John, J Kawasaki Science and Children 60 (7), 54-57, 2023 | | 2023 |