**Publications from 2014**

"STEM in the science classroom: A critical examination of mathematics manifest in science teaching and learning"Campbell, T., Witzig, S. B., Welty, D., & French, M. M. (2014). STEM in the science classroom: A critical examination of mathematics manifest in science teaching and learning. In R. E. Yager & H. Brunkhorst (Eds.). Exemplary STEM Programs: Designs for Success. Arlington, VA: National Science Teachers Association Press. | ||

"The role of symbols in mathematical communication: The case of the limit notation"Gucler, B. (2014). The role of symbols in mathematical communication: The case of the limit notation. Research in Mathematics Education, 16(3), 251-268. doi: 10.1080/14794802.2014.919872. | ||

"Critical discourse analysis and science education texts: Employing Foucauldian notions of discourse and subjectivity"Bazzul, J. (2014). Critical discourse analysis and science education texts: Employing Foucauldian notions of discourse and subjectivity. Review of Education, Pedagogy, and Cultural Studies, 36(5), 422-437. | ||

"The sociopolitical importance of genetic, phenomenological approaches to science teaching and learning"Bazzul, J. (2014). The sociopolitical importance of genetic, phenomenological approaches to science teaching and learning. Cultural Studies of Science Education, 1-9. | ||

"Tracing 'ethical subjectivities' in science education: How biology textbooks can frame ethico-political choices for students"Bazzul, J. (2014). Tracing 'ethical subjectivities' in science education: How biology textbooks can frame ethico-political choices for students. Research in Science Education, 1-18. | ||

"Investigating why teachers reported continued use and sharing of an educational innovation after the research has ended."Hegedus, S. J., Dalton, S., Roschelle, J., Penuel, W., Dickey-Kurdziolek, M. & Tatar, D. (2014). Investigating why teachers reported continued use and sharing of an educational innovation after the research has ended. Mathematical Thinking and Learning, 16(4), 312-333. doi: 10.1080/10986065.2014.953017 | ||

"Building the BIKE: Development and testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE)"Witzig, S. B., Rebello, C. M., Siegel, M. A., Freyermuth, S. K., Izci, K., & McClure, B. A. (2014). Building the BIKE: Development and testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE). Research in Science Education, 44(5),675-698. DOI: 10.1007/s11165-014-9398-x | ||

"Science education as a site for biopolitical engagement and the reworking of subjectivities: Theoretical considerations and possibilities for research"Bazzul, J. (2014). Science education as a site for biopolitical engagement and the reworking of subjectivities: Theoretical considerations and possibilities for research. In L. Bencze & S. Alsop (Eds.), Activist Science and Technology Education (pp. 37-53). Springer Netherlands. |