Hayes, K. (2018). Quantifying qualitative data: Building a bridge across a methodological bog to understand capacity for teacher change. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2018 Science Education at the Crossroads Conference (pp. 26-27). Alta, Utah. [Available online at www.sciedxroads.org/proceedings2018.html].
Lee Bae, C. S., DeBusk-Lane, M., Hayes, K. N., Zhang, F. (2018). Opportunities to Participate (OtP) in Science Survey: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools. Research in Science Education
Lee Bae, C. S., Hayes, K. N., Seitz, J. C., O'Connor, D., & DiStefano, R. (2016). A coding tool for examining the substance of teacher professional learning with example cases from middle school science lesson study. Teaching and Teacher Education. 60, 164-178.
Lee, C. S., Hayes, K. N., O'Connor, D., Seitz, J. C., & DiStefano, R. (2016). The Diverse Forms of Teacher Leadership: A Typology and Survey Tool for Middle School Science. Journal of School Leadership. 26, 905-937.
Lee, C. S., Hayes, K. N., DiStefano, R., Seitz, J. C., & O'Connor, D. (2016). Engagement as a mediating factor between student motivation and science achievement in middle school. International Journal of Science Education. 38 (2), 192-215.
Hayes, K.N. (2016). Neoliberalism in historical light: How business models displaced science education goals in two eras. Educational Leadership and Administration: Teaching and Program Development Journal, 27, 1-18.
Hayes, K.N., & Trexler, C.J. (2016). Testing predictors of instructional practice in elementary science education: The significant role of accountability. Science Education, 100(2), 266-289.