• Peer-Reviewed Publications

    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

    Inouye, C., Lee Bae, C. S., Hayes, K. N. (2017). Using Whiteboards to Support College Students' Learning of Complex Physiological Concepts. Advances in Physiology Education. 41, 478-484.

     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.

    Hayes, K.N. Lee, C. S., DiStefano, R., O'Connor, D., & Seitz, J. (2016). Measuring science instructional practice: A survey tool for the age of NGSS. Journal of Science teacher Education. 27, 137-164

    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.