Articles in peer reviewed journals

Feldman, A. and Alsultan, J. (2024). Engaging science teachers virtually in dialogical collaborative action research to improve science teaching during the COVID-19 pandemic. International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2296533

Feldman, A. (2023). Participatory and critical action research. Educational action research, 31(4), 611-619. doi:10.1080/09650792.2023.225221

Verbyla, M.E., Vernaza-Hernandez, V, Feldman, A. (2023). The development of global competency for engineering and science graduate student participants of international research experiences. Journal of Studies in International Education.

Özalp, D. and Feldman, A. (2022). Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices. Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2301.  https://doi.org/10.21601/ijese/12415

Feldman, A. (2022). Studying the Practice of Action Research. Educational Action Research, 30(2), 161-167. https://doi.org/ 10.1080/09650792.2022.2050122

Nation, M. and Feldman, A. (2022). Climate Change and Political Controversy in the Science Classroom: How Teachers' Beliefs Influence Instruction. Science and Education, 31, 1567-1583. DOI: 10.1007/s11191-022-00330-6.

Alsultan, J., Henderson, M., Feldman, A., Rice, M., Yang, X., Kahler, J., Ergas, S. J., & Ghebremichael, K. (2021). Participation of High School Students in Authentic Science and Engineering Experiences with a University-Based Water Research Team. Water, 13(13), 1745. https://www.mdpi.com/2073-4441/13/13/1745

Alsultan, J., Rice, M., Feldman, A., Nkrumah, T., Kenney, I.A., Yang, X., Navarro-O’Hara, M., Ergas, S., Ghebremichael, K.     (2021). Authentic Science and Engineering with Biosand Filters for Water Purification. The Science Teacher, 88(4), 41-46.

Nation, M. and Feldman, A. (2021). Environmental Education in the Secondary Science Classroom: How Teachers’ Beliefs Influence Their Instruction of Climate Change. Journal of Science Teacher Education, 32(3):1-19. https://doi.org/10.1080/1046560X.2020.1854968

Bradley, F. and Feldman, A. (2021). The Problematic Use of Urban, Suburban and Rural in Science Education. Cultural Studies in Science Education,16,1289-1323 https://doi.org/10.1007/s11422-020-10015-7.

Feldman, A., Nation, M. and Laux, K. (2022). The effects of extended action research-based professional development on the teaching of climate science. Educational Action Research, 30(4), 609–625. 

Feldman, A. (2020). Science Teacher Action Research in the Time of the COVID-19 Pandemic. Action Research and Innovation in Science Education, 3(2), 25-26. https://doi.org/10.12973/arise/512463.

Feldman, A. (2020). Insiders and outsiders – the place of second-order action research in Educational Action Research. Educational Action Research, 28(1), 1–3. https://doi.org/0.1080/09650792.2020.1706307

Sherry, M. B., Agosto, V., Blank, J., Braun, A., Cain, L., Feldman, A., Jung, K., & Wolgemuth, J. (2021). On being a methodologist in 5Ws +H. Research in the Schools, 27(1), 34-43.

Dobson, A., Feldman, A., Nation, M., and Laux, K. (2019). Red Tide. The Science Teacher 87(1): 35-41.

Feldman, A.  and Rowell, L. (2019). Knowledge democracy and action research – an exchange. Educational Action Research, 27(3), 335-346, https://doi.org/10.1080/09650792.2019.1618624

Agosto, V., Wolgemuth, J., White, A., Grosland, T., & Feldman, A. (2019). The Emotional Labor of “Taking a Knee”. The International Journal of Critical Media Literacy, 1(1), 102-117.

Smith, G. G., Besalti, M., Nation, M., Feldman, A., Laux, K. (2019). Teaching Climate Change Science to High School Students Using Computer Games in an Intermedia Narrative. Eurasia Journal of Mathematics, Science and Technology Education, 15(6), em1698. https://doi.org/10.29333/ejmste/103570

Feldman, A. and Özalp, D. (2019). Science teachers' ability to self-calibrate and the trustworthiness of their self-reporting. Journal of Science Teacher Education, 30(3), 280-299. https://doi.org/10.1080/1046560X.2018.1560209

Rowell, L. and Feldman, A. (2019). Knowledge democracy and action research. Educational Action Research, 27(1), 1-6. https://doi.org/10.1080/09650792.2019.1557456.

Feldman, A. and Bradley, F. (2019). Interrogating ourselves to promote the democratic production, distribution, and use of knowledge through action research.  Educational Action Research, 27(1), 91-107. https://doi.org/10.1080/09650792.2018.1526097

Sengupta, S., Ergas, S., Cunningham, J., Goel, R., Feldman, A. and Chen, Y. (2017). Concept Inventory for Fundamentals of Environmental Engineering Courses: Concept Inventory Development and Testing. Environmental Engineering Science, 34(12), 895-907. https://doi.org/10.1089/ees.2016.0595.

Chapman, A. and Feldman, A. (2017). Cultivation of Science Identity Through Authentic Science in an Urban High School Classroom. Cultural Studies of Science Education, 12(20), 469-491. https://doi.org/10.1007/s11422-015-9723-3

Feldman, A. (2017). Editorial. Educational Action Research, 25(5), 669-672, https://doi.org/10.1080/09650792.2017.1388342

Feldman, A. (2016). Editorial. Educational Action Research, 24(2), 155-158. https://doi.org/10.1080/09650792.2015.1132590

Herman, B., Feldman, A. and Vernaza-Hernandez, V. (2017). Florida and Puerto Rico Secondary Science Teachers' Knowledge and Teaching of Climate Change Science. International Journal of Science and Mathematics Education, 15(3), 451-471. https://doi.org/10.1007/s10763-015-9706-6

Tallman, K. and Feldman, A. (2016). The Use of Journal Clubs in Science Teacher Education. Journal of Science Teacher Education, 27(325-347).

Nation, M., Feldman, A. and Wang, P. (2015). A rising tide. The Science Teacher, 82(6), 34-40

Feldman, A., Bennett, K., and Vernaza-Hernandez, V. (2015). Responsible Action Research for the Pursuit of Justice. Educational Action Research, 23(1), 85-103.

Lee, Hyunju and Feldman, A. (2015). Photographs and Classroom Response Systems in Middle School Astronomy Classes. Journal of Science Education and Technology, 24(4), 496-508.

Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study. Studying Teacher Education, 10(3), 290-312. https://doi.org/10.1080/17425964.2014.958072

Feldman, A. (2014). Editorial. Educational Action Research, 22(3), 285-287. https://doi.org/10.1080.09650792.2014.940173

Feldman, A. and Townsend, A. (2013). Editorial. Educational Action Research, 21(4), 445-447. https://doi.org/10.1080/09650792.2013.847547

Kahn, S., Feldman, A. and Cooke, M. (2013). Signs of Autonomy:  Facilitating Independence and Inquiry in Deaf Science Classrooms. Journal of Science Education for Students with Disabilities, 17(1), 13-35.

Feldman, A., Divoll, K. and Rogan-Klyve, A. (2013). Becoming Researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218-243.

Feldman, A., Chapman, A., Vernaza-Hernández, V., Ozalp, D., and Alshehri, F. (2012). Inquiry-Based Science Education as Multiple Outcome Interdisciplinary Research and Learning (MOIRL). Science Education International, 23(4), 328-337.

Beatty, I. D. & Feldman, A. (2012). Viewing teacher transformation through the lens of CHAT. Education as Change, 16(2), 283-300.

Lee, H., Feldman, A., & Beatty, I.D. (2012). Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System. Journal of science education and technology, 21(5), 523-539.

Feldman, A. and Pirog, K. (2011). Authentic science research in elementary after-school science clubs. Journal of Science Education and Technology, 20(5), 494-507.

Capobianco, B.M. and Feldman, A. (2010). Repositioning Teacher Action Research in Science Teacher Education. Journal of Science Teacher Education, 21(8), 909-915.

Feldman, A. and Weiss, T. (2010). Understanding Identity Change through Collaborative Action Research: A CHAT Analysis. Educational Action Research, 18(1), 29-55.

Feldman, A., Cooke, M.L. and Ellsworth, M.S. (2010). The classroom sandbox: A physical model for scientific inquiry. The Science Teacher, December, 58-62.

Feldman, A., Divoll, K. and Rogan-Klyve, A. (2009). Research Education of New Scientists: Implications for Science Teacher Education. Journal of Research on Science Teaching, 46(4), 442–459.

Feldman, A. and Capobianco, B. (2008). Teacher Learning of Technology Enhanced Formative Assessment. Journal of Science Education and Technology, 17(1), 82–99.

Feldman, A. and Sternheim, M. (Fall, 2007). Policy, practice, and research on alternative certification of science teachers. Perspectives, 10-13.

Feldman, A. (2007). Teachers, responsibility and action research. Educational action research, 15(2), 239-252.

Feldman, A. (2007). Validity and Quality in Action Research. Educational action research, 15(1), 21-32.

Capobianco, B. and Feldman, A. (2006). Promoting quality for teacher action research: lessons learned from science teachers' action research. Educational action research. 14(4).

Weiss, T., Feldman, A., Pedevillano, D. E. and Capobianco, B. (2003). The implications of culture and identity:  a professor's engagement with a reform collaborative. International Journal of Science and Mathematics Education, 1(3), 333-356.

Feldman, A. (2003). Validity and quality in Self-Study. Educational researcher, 32(3), 26-28.

Davis, K., Feldman, A., Irwin, C., Pedevillano, E., Capobianco, B. and Weiss, T. (2003). Wearing the Letter Jacket: Legitimate Participation in a Collaborative Science, Mathematics, Engineering, and Technology Education Reform Project. School science and mathematics, 103, 3, 121-134.

Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, reason, social context and being. Journal of research in science teaching, 39(10), 1032-1055

Feldman, A. (2002). Existential action research. Educational action research, 10(2), 233-252.

Feldman, A. (2000). Decision making in the practical domain: A model of practical conceptual change. Science education, 84(5), 606-623.

Feldman, A. (1999). The role of conversation in collaborative action research. Educational action research, 7(1), 125-144.

Feldman, A. and Kropf, A. (1999). Teachers as curriculum decision-makers: The selection of topics for high school physics. Journal of curriculum and supervision, 14(3), 241-259.

Rearick, M. and Feldman, A. (1999). Orientations, purposes, and reflection: a framework for understanding action research. Teaching and teacher education, 15(4), 333-350.

Feldman, A. (1998). Implementing and assessing the power of conversation in the teaching of action research. Teacher education quarterly, 25(2), 27-42.

Feldman, A., Alibrandi, M., Capifali, E., Floyd, D., Gabriel, J., Henriques, B., Hitchens, F., Lucey, J. and Mera, M. (1998). Looking at ourselves look at ourselves: an action research self-study of doctoral students' roles in teacher education programs. Teacher education quarterly, 25(3), 5-28.

Feldman, A., Kropf, A., and Alibrandi, M. (1998). Grading with points: the determination of report card grades by high school science teachers. School science and mathematics, 98(3), 140-148.

Feldman, A. (1997). Varieties of wisdom in the practice of teachers. Teaching and teacher education, 13(7), 757-773.

Feldman, A. (1996). Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of research in science teaching, 33(5), 513-540.

Feldman, A. (1994). Erzberger's dilemma: Validity in action research and science teachers' need to know. Science education, 78(1), 83-101.

Feldman, A. (1993). Promoting equitable collaboration between university researchers and schoolteachers. International journal of qualitative studies in education, 6(4), 341-357.

Feldman, A. and Atkin, J. (1993). Research in science education in the USA. Journal of curriculum studies, 25(3), 281-289.

Feldman, A. (1991). Measuring the speed of light in different media. The physics teacher.

Feldman, A. (1984). Using space shuttle launch data in the physics classroom. The physics teacher, 30-31.

Feldman, A. (1981). A model of the Savery steam engine. The physics teacher, 414-415.