Publications
Journal Articles
Yang, Y., Liu, X., & Gardella, J. A. (2018). Effects of professional development on teacher pedagogical content knowledge, inquiry teaching practices, and student understanding of interdisciplinary science. Journal of Science Teacher Education, 29(4), 263-282. https://www.tandfonline.com/doi/abs/10.1080/1046560X.2018.1439262
Yang, Y., He, P., & Liu, X. (2017). Validation of an instrument for measuring students’ understanding of interdisciplinary science in grades 4-8 over multiple semesters: a Rasch measurement study. International Journal of Mathematics and Science Education, 16(4), 639–654. https://link.springer.com/article/10.1007/s10763-017-9805-7
Chi, S., Liu, X., & Gardella, J. A. (2016). Measuring university students’ perceived self- efficacy in science communication in middle and high schools. Universal Journal of Educational Research, 4(5), 1089-1102. http:// http://www.hrpub.org/journals/article_info.php?aid=3699
Grant, B., Liu, X., & Gardella, J. A. (2015). Supporting the development of science communication skills in STEM university students: Understanding their learning experiences as they work in middle and high school classrooms. International Journal of Science Education: Part B, 5(2), 139–160. http://www.tandfonline.com/doi/full/10.1080/21548455.2013.872313
Chowdhary, B., Liu, X., Yerrick, R., Smith, E., & Grant, B. (2014). Examining science teachers’ development of interdisciplinary science inquiry pedagogical knowledge and practices. Journal of Science Teacher Education, 25(8), 865-884. http://link.springer.com/article/10.1007/s10972-014-9405-0
Doctoral Dissertations
Grant, B. (2014). Building capacity within a school-university partnership: An exploration into the perspectives, experiences, and approaches of various stakeholders. Unpublished Doctoral Dissertation, University at Buffalo, State University of New York.
Chowdhary, B. (2014). Reflective pedagogical practices in an era of standards-based reform: What do teachers do? An examination of science teachers’ communities and their contributions to the facilitation of professional growth through authentic reflection. Unpublished Doctoral Dissertation, University at Buffalo, State University of New York.
Smith, E. (2014). The development of in-service science teachers’ pedagogical content knowledge related to interdisciplinary science inquiry. Unpublished Doctoral Dissertation, University at Buffalo, State University of New York.
Eades-Baird, M. (2015). Exploring urban science teachers’ beliefs, perceptions and implementation of common core state standards for ELA within the context of interdisciplinary science inquiry: A mixed methods study. Unpublished Doctoral Dissertation, University at Buffalo, State University of New York.
Yang, Y. (July 2017). Effects of an interdisciplinary science professional development program on teacher pedagogical content knowledge, science inquiry instruction, and student understanding of science crosscutting concepts in twelve public schools: A multi-level modeling study. Unpublished doctoral dissertation, University at Buffalo, State University of New York.
Conference Presentations
2018
Eades-Baird, M., Liu, X., & Hayden, E. (March, 2018). Influences on urban science teachers’ implementation of literacy: three case studies. Paper presented at the NARST annual International conference, Atlanta, GA, March 10-13, 2018.
Yang, Y., Liu, X., & Gardella, J. (March, 2018). Effects of professional development on teacher knowledge, practice, and student learning of interdisciplinary science. Paper presented at the NARST annual International conference, Atlanta, GA, March 10-13, 2018.
2017
Gould, O., Liu, X., Chi, S., & Yang, Y. (April, 2017). Mutualism: An ethnographic case study on a school’s participation in a professional development program in science. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, Texas.
2016
The implementation of interdisciplinary science inquiry of biology teachers compared to physical science teachers. Sarah Chudyk NARST 2016 poster-1
Urban science teachers’ implementation of common core state standards for ELA within the context of interdisciplinary science inquiry. Eades-Baird & Liu, NARST 2016
Effects of an ISEP professional development on teachers’ PCK and students’ understanding of science. Yang Liu and Baird NARST 2016
Yang, Y., Peng, H., Liu, X., & Eades-Baird, M. (April, 2016). Validation of an instrument for measuring students’ understanding of science in grades 4-8 over multiple semesters: A Rasch measurement study. Yang and Liu NARST 2016
2015
Smith, E., & Liu, X. (April, 2015). Interdisciplinary science inquiry within a school- university partnership: Understanding in-service science teacher’s interpretation and implementation of interdisciplinary science inquiry as part of their practice. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL. (Please refer to the above dissertation by Erica Smith)
Eades-Baird, Liu, X., & Chowdhary, B. (April, 2015). Urban Science Teachers’ Beliefs, Perceptions and Implementation of CCSS for ELA/Literacy within Interdisciplinary Science Inquiry. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL. (Please refer to the above dissertation by Michelle Eades-Baird)
Smith, E., & Liu, X. (April, 2015). The Impact of Science Teachers’ Orientations on their Understanding and Implementation of Interdisciplinary Science Inquiry. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL. (Please refer to the above dissertation by Erica Smith)
2014
Measuring University Students’ Science Communication Efficacy in Middle and High Schools
2013
