Books

Scantlebury, K., Kahle, J.B., LaVan, S.K. & Martin, S. (Editors). (contract accepted). Re-visioning science education from feminist perspectives: Challenges, choices and careers. Sense Publishers.

Monographs

  • Baker, D., & Scantlebury, K. (Eds.). (1995). Science “Coeducation”: Viewpoints from gender, race and ethnic perspectives. NARST Monograph Series, Monograph #7, Manhattan, KS: National Association of Research in Science Teaching.

Monograph Chapters

  • Scantlebury, K. & Kahle, J.B. (2003). Successful strategies for closing the achievement gap in urban schools. In M. K. Kelly & I. DeLoach Johnson, (Eds.). (pp. 79-82). Proceedings of Ohio’s invitational conference: Narrowing achievement gaps. Oxford, OH: Miami University.
  • Scantlebury, K. & Jones, L. S.  (1999). Science education as a site for feminist leadership in the natural sciences. In G.M Hildebrand, (Ed). (1999). Gazing into the Future: Proceedings of the Gender and Science Education (GASE) Colloquium Boston, 1999. (pp. 88-89). The University of Melbourne, Parkville, Vic, Australia.
  • Baker, D., & Scantlebury, K. (1995). Where feminist research and science education meet. In D. Baker & K. Scantlebury (Eds.), Science “coeducation”: Viewpoints from gender, race and ethnic perspectives. (pp. 1-6). NARST Monograph Series, Monograph #7, Manhattan, KS: National Association of Research in Science Teaching.
  • Roychoudry, A., Tippins, D., & Scantlebury, K. (1995). “Science is all around: A gender-inclusive science teaching.” In D. Baker & K. Scantlebury (Eds.), Science “coeducation”: Viewpoints from gender, race and ethnic perspectives (pp. 109-123). NARST Monograph Series, Monograph #7, Manhattan, KS: National Association of Research in Science Teaching.).
  • Scantlebury, K., & Baker, D. (1992). Teaching for gender differences. In F. Lawrenz, R. Cochran, J. Krajck & P. Simpson (Eds.), Research matters to the science teacher (pp. 93-100). Manhattan, KS: National Association of Research in Science Teaching.
  • Scantlebury, K., & Kahle, J. B. (1991). Assessing the equitable science classroom. In L. Rennie, L. Parker & G. Hildebrand. (Eds.), Proceedings of the Sixth International Gender and Science and Technology (GASAT) Conference: Action for equity: The second decade. (pp. 310-318). Perth, Australia. Key Centre for Teaching and Research in School Science and Mathematics (particularly for Women) Curtin University of Technology.
  • Scantlebury, K. (1987). Female enrollment in science courses at tertiary institutions, 1975-1985. In B. Fraser & G. Giddings (Eds.). Gender issues in science education (pp. 19-29). Perth: Research Seminar & Workshop Series, Curtin University of Technology.

Book Chapters-Peer Reviewed

  • Scantlebury, K. & Kahle, J.B. (in press). Overview of women in science education.  In K. Scantlebury, J.B. Kahle, & S. Martin (Editors). (contract accepted). Re-visioning science education from feminist perspectives: Challenges, choices and careers. Sense Publishers.
  • Scantlebury, K. Kahle, J.B. & Meece, J. (in press). Wine & whine: Cross generational mentoring in academe.  In K. Scantlebury, J.B. Kahle, S. Martin, & S-K. LaVan (Editors). (contract accepted). Re-visioning science education from feminist perspectives: Challenges, choices and careers. Sense Publishers.
  • Scantlebury, K. (2007). Producing challenges. In W.-M. Roth In search of meaning and coherence: A life in research. (pp. 3-4). Sense Publishers.
  • Scantlebury, K. & Boone, W. (2008). Designing and utilizing tests and surveys for chemistry education research: Developing tests and surveys which yield quantitative data. In D. Bunce & R. Cole. (Eds.) Nuts and bolts of chemical education research. ACS Publishers.
  • Scantlebury, K. (2007). Pushed back to strength: Feminist research collaborations. In S. Ritchie (Ed.). Research collaboration: Relationships and praxis. (pp. 123-134). Sense Publishers.
  • Scantlebury, K. (2007). Outsiders within: Urban African American girls’ identity & science. In W-M. Roth, & K. Tobin (Ed.). Science, learning, and identity: sociocultural and cultural-historical perspectives. (pp. 121-134). Sense  Publishers.
  • Scantlebury, K. & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. Abell & N. Lederman. (Eds.) Handbook of research on science education. (pp. 257 –286). Mahwah, NJ:  Lawrence Erlbaum.
  • Scantlebury, K. (2006). Gender. In K. Tobin (Ed.). Teaching and learning science: A Handbook. (pp. 201-206). Praeger Publishing.
  • Gleason, S., Fennemore, M., & Scantlebury, K.  (2006). Choreographing teaching: Coteaching with special education/inclusion teachers in science classrooms. In K. Tobin. (Ed.), Teaching and learning science: A handbook. (pp. 235-238). Praeger Publishing.
  • Scantlebury, K. (2005). A snake in the nest or in a snake’s nest: Peer review for a female science educator. In W-M. Roth (Ed.).Auto/biography and auto/ethnography: praxis of research method.  (pp. 331-338). Sense Publishers.
  • Scantlebury, K. (2005). Meeting the needs and adapting to the capital of a Queen Mother and an Ol' Head: Gender equity in urban high school science. In K. Tobin, R. Elmesky, & G. Seiler, (Eds). (pp. 201-212). Improving urban science education: new roles for teachers, students, and researchers. New York: Rowman & Littlefield Publishers, Inc.
  • Scantlebury, K. (2005). Gender issues in coteaching. In W-M. Roth & K. Tobin. Teaching together, learning together.  (pp. 233-248). New York:  Peter Lang Publishing.
  • Meece, J. & Scantlebury, K. (2005). Gender and schooling: Progress and persistent barriers. In J. Worrell & C. Goodhart. (Eds.) Handbook of girls & women’s psychological health.  (pp. 283-291). Oxford University Press.
  • Scantlebury, K. (2002). A feminist pedagogy in undergraduate science: Conflicting concepts? In P. Taylor, P. Gilmer & K. Tobin (Eds.), Transforming undergraduate science teaching: Social constructivist perspectives. (pp. 117-143).  New York, NY: Peter Lang Publishing.
  • Scantlebury, K., McKinley, E. & Jesson, J. (2002). Imperial Knowledge: Science, education and equity. In B. E. Hernandez-Truyol & C. Gleason (Eds.), Moral imperialism: A critical anthology.  (pp. 229- 239). New York: New York Law Review Press.
  • Jones, L. S. & Scantlebury, K., (2001). Feminist leadership in the academy: Innovations in feminist science education. In M. Mayberry, B. Subramaniam & L. Weasel. (Eds.) A new generation of feminist science studies. (Un)disciplined identities: forging knowledge across borders. (pp. 138-144). New York: Routledge.
  • Scantlebury, K. (1998). An untold story: Gender, social constructivism and science education. In W. Coburn (Ed.), The socio-cultural perspectives on science education (pp. 1415-1443). New York: Kluwer Press.
  • Scantlebury, K. (1997). Preservice science teacher education and the National Science Education Standards. In American Chemical Society. Chemistry in theNational Science Education Standards: A reader and resource manual for high school teachers (pp. 87-91). Education Division, American Chemical Society. Washington, DC.

Guest Journal Editor

  • Scantlebury, K. & McKinley, E. (2009). (Eds.) Feminist perspectives of science education, Cultural Studies of Science Education.

Papers

In Press

  • Scantlebury, K. Gender bias in teaching. Psychology of Classroom Learning: An encyclopedia.
  • Scantlebury, K. Gender role stereotyping. Psychology of Classroom Learning: An encyclopedia.
  • Scantlebury, K., & Murphy, C. Maria Edgeworth: Eighteenth century Irish female pioneer of science education. Accepted to Irish Educational Studies (August, 2007).
  • Scantlebury, K. Gallo-Fox, J. & Wassell, B. Coteaching as a model for preservice secondary science teacher education. Accepted to Teaching & Teacher Education (August 2007).
  • Scantlebury, K., Fassinger, R.  & Richmond, G. (in press) Grace under fire: The lives of female academic chemists. Accepted to Cultural Studies of Science Education, (January, 2009).

Published

  • Scantlebury, K. & LaVan, S.-K. (2006). Re-visioning cogenerative dialogues as feminist research|pedagogy [32 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 7(2). Available at: http://www.qualitative-research.net/fqs-texte/2-06/06-2-41-e.htm
  • Scantlebury, K. Tai, T. & Rahm, J. (2007). “That don’t look like me.” Stereotypic images of science: Where do they come from and what can we do with them? Cultural Studies of Science Education, 1 (3),545-558.
  • Scantlebury, K., Baker, D. Sugi, A. Yoshida, A., & Uysal, S. (2006). Avoiding the issue of gender in Japanese science education.International Journal of Science and Mathematics Education DOI. 10.1007/s10763-006-9045-8.
  • Boone, W., & Scantlebury, K (2006). The role of Rasch analysis in science education utilizing multiple choice tests.Science Education. 90, 253-269.
  • Gallo-Fox, J., Wassell, B., Scantlebury, K. & Juck, M. (2006, September). Warts and all: An ethical struggle with disseminating research on coteaching [45 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal]. http://www.qualitative-research.net/fqs-texte/4-06/06-4-18-e.htm
  • Gallo-Fox, J., Wassell, B., & Juck, M. & Scantlebury, K. (2006, September). Re-positioning Warts & All: A response to coteaching  researchers. [16 paragraphs].  Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal].
  • Martin, S., Milne C. E., & Scantlebury, K.(2006). Eyerollers, jokers, risk-takers and turn sharks: Target students in a professional science education program.Journal of Research in Science Teaching, 43(8), 819-851.
  • Milne C. E., Scantlebury, K. & Otieno, T. (2006). Using socio-cultural theory to understand the relationship between teacher change and a science-based professional education program. Cultural Studies of Science Education. 325-352.
  • Stith, I., Scantlebury, K., LaVan, S.-K., Emdin, C., Lehner, E., & Kim, M. (2006). The ethics of cogenerative dialogue: A cogenerative dialogue [17 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 7(2), Art. 44. Available at: http://www.qualitative-research.net/fqs-texte/2-06/06-2-44-e.htm
  • Zambolinas, M., Espinet, M., Milne, C. & Scantlebury, K. (2006). Teacher agency, social structures and professional education in science education. Cultural Studies of Science Education. 353-36.
  • Scantlebury, K. (2005, October). Maintaining ethical and professional relationships in large qualitative studies: A Quixotic ideal?  [9 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 6(3), Art. 39. Available at: http://www.qualitative-research.net/fqs-texte/3-05/05-3-39-e.htm
  • Scantlebury, K. (2005, January). Learning from flyy girls: feminist research ethics in urban schools [28 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 6(1), Art. 32. Available at: http://www.qualitative-research.net/fqs-texte/a5b6c7/05-1-32-e.htm
  • Fassinger, R., Scantlebury, K., & Richmond, G. (2005). Career, family, and institutional influences on the work lives of academic women in the chemical sciences. Journal of Women and Minorities in Science & Engineering 10(4), 297-316.
  • Scantlebury, K. (2002). A snake in the nest or in a snake’s nest: What counts as peer review for a female science educator in a chemistry department? Research in Science Education, 32, 157-162.
  • Scantlebury, K., McKinley, E., & Jesson, J., (2001). Imperial knowledge; Science education and equity. ACE Papers Working papers from the Auckland College of Education 8  January, 71-84.
  • Scantlebury, K., Boone, W. J., Fraser, B. J. & Kahle, J. B. (2001). Design, validation, and use of an evaluation instrument for monitoring systemic reform. Journal of Research in Science Teaching, 38(6), 646-662.
  • Hewson, P., Kahle, J., & Scantlebury, K. (2001). Equity in systemic reform: Comparing two middle schools. Journal of Research in Science Teaching. 38(10), 1130-1144.
  • Kahle, J. B., Meece, J., & Scantlebury, K. (2000). Urban African American middle school science students: Does standards-based teaching make a difference?  Journal of Research in Science Teaching, 37(9), 1019-1041.
  • Bailey, B., Scantlebury, K., & Johnson, E. (1999). Encouraging the beginning of equitable science teaching practice: Collaboration is the key. Journal of Science Teacher Education, 10(3), 1-14.
  • Johnson, E., Borleske, B., Gleason, S., Bailey, B., & Scantlebury, K. (1998). Structured Observation- A tool for increasing equity: A guide to coding classroom interactions. The Science Teacher, 65(3), 46-49.
  • Scantlebury, K. (1997). Implementing and supporting gender-sensitive science teaching. In Girls succeeding in science, math & technology: Who works and what works (pp. 11-15). AAUW, The Philadelphia Branch. Philadelphia: AAUW.
  • Letts, W., Bailey, B., & Scantlebury, K. (1997). Preparing science teachers in an era of reform: Practitioners’ perspectives of methods courses. School Science and Mathematics, 97(4), 192-199.
  • Mandes, B., & Scantlebury, K. (1997). Isoelectronic. In J. Lagowski (Ed.), Macmillan encyclopedia of chemistry (pp. 808). New York: Simon & Schuster Macmillan.
  • Scantlebury, K., Johnson, E., Lykens, S., Clements, R., Gleason, S., & Lewis, R. (1996). Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers. Research in Science Education, 26(3), 271-282.
  • Trumbore, C., Benvour, J., & Scantlebury, K. (1996). The development and implementation of a chemistry course for non-science majors. Journal of Chemical Education, 73(11), 1012-1016.
  • Scantlebury, K. (1995). Challenging gender-blindness in preservice secondary science teachers. Journal of Science Teacher Education, 6(3), 134-142.
  • Scantlebury, K., Letts, W., & Laird, S. (1995). Reconciling the contradictions of science teaching. In F. Finley, D. Allchin, D. Rhees & S. Fifield (Eds.), Proceedings of the third international history, philosophy and science teaching conference (pp. 1012-1021). Minneapolis, MN: The University of Minnesota Press.
  • Scantlebury, K. (1994). Emphasizing gender issues in the undergraduate preparation of science teachers: Practicing what we preach. Journal of Women and Minorities in Science and Engineering, 1(2), 153-164.
  • Scantlebury, K., & Kahle, J. B. (1993). The implementation of equitable teaching strategies by biology student teachers. Journal of Research in Science Teaching, 30(6), 537-545.
  • Scantlebury, K. (1992). Chemistry activities for primary school children. The Journal of the Science Teachers Association of the Northern Territory, 11, 95-98. University of Northern Territory.
  • Bailey, B. L., Scantlebury, K., & Letts, W. J., IV. (1997). It’s not my style: Using disclaimers to ignore gender issues in science. Journal of Teacher Education, 48(1), 29-36.
  • Benvour, J., & Scantlebury, K. (1997). Periodic properties. In J. Lagowski (Ed.), Macmillan encyclopedia of chemistry. (pp. 1166-1168). New York: Simon & Schuster Macmillan.
  • Brickhouse, N., Carter, C., & Scantlebury, K. (1990). Women in chemistry: Shifting the equilibrium towards success. Journal of Chemical Education, 67(2), 116-118.

Evaluation Reports

  • Kahle, J.B. & Scantlebury, K. C. (2006). Evaluation of the University of Pennsylvania Science Teacher Institute-2005-06. Oxford, OH: Miami University, Evaluation & Assessment Center for Mathematics and Science Education.

Book Reviews

  • Scantlebury, K. (1990, March/April) [Review of Chemistry]. Science, Books & Films, 25(4), 182-183. Washington, DC: American Association for the Advancement of Science.
  • Scantlebury, K., & Kahle, J. B. (1989, March/April). [Review of Chemistry: The central science]. Science, Books & Films, 24(4), 216-217. Washington, DC: American Association for the Advancement of Science.
  • Kahle, J. B., & Scantlebury, K. (1988, March/April). [Review of Biology: A systems approach.] Science, Books & Films, 23(3), 200-201. Washington, DC: American Association for the Advancement of Science.

Submitted Manuscripts

  • Scantlebury, K., Fassinger, R. & Richmond, G. COACh: Lowering the activation energy for women in the chemical sciences. Submitted to Journal of Women and Minorities in Science & Engineering (March, 2006).
  • Gallo-Fox, J., Wassell, B. & Scantlebury, K. Coteaching as professional development for cooperating teachers. Submitted to Journal of Teacher Education (August 2006).
  • Juck, M. & Scantlebury, K. Exploring how coteaching impacted beginning science teachers’ agency. Submitted to Journal of Research in Science Teaching (August 2007).
  • Martin, S. & Scantlebury, K. More than a conversation: Cogenerative dialogues in professional development. Submitted to Journal of Personnel Evaluation in Education (June, 2007).
  • Milne, C., Scantlebury, K., Blonstein, J. & Gleason, S. Yours, mine and ours:Coteaching in university settings: Modeling the practice for preservice teachers. Submitted to Science  Education (June, 2007).

Manuscripts in Progress

  • Scantlebury, K. Gender considered: The feminist perspective on coteaching.
  • Scantlebury, K. & LaVan, S.K  Listening to girls: using cogenerative dialogues to connect African- American girls with science. In preparation to Journal of Research in Science Teaching (December, 2007).
  • Murphy, C. & Scantlebury, K.  International perspectives on coteaching. In preparation to International Journal of Science Education (March, 2007).
  • Scantlebury, K. & Gallo-Fox, J. (2007). Teacher Talk: Coplanning sessions between science student and cooperating teachers during student teaching.. In preparation to Teaching & Teacher Education
  • Scantlebury, K. Kahle, J.B. & Li, Y. (2007). Theinfluence of sustained content based professional development on students’ science achievement. In preparation to Journal of Research in Science Teaching
  • Scantlebury, K. & Gallo-Fox, J. (2007). Coteaching in a secondary science professional development school. In preparation to Journal of Science Teacher Education.