This bibliography gathers publications over many years from a variety of researchers exploring topics of agency, directionality, and function (among others) with a special emphasis on CASP members. It began with work from teams within the initial Agency, Directionality and Function project and continues to be populated with papers and articles from diverse researchers looking to further develop and expand ways of working interdisciplinarily on the complex theme of teleology.
Included in the bibliography are entries for publications and books that many scholars involved in the Agency, Directionality and Function project recommended as foundational texts in their field of study. We welcome suggestions for additions to the bibliography from CASP members.
Education / Outreach
De Castro, D. R., Ribeiro Dos Santos, F. D. A., Caetano, R., Carvalho Santana, R., & Niño El-Hani, C. (2023). INDICADORES DO ENSINO DE BOTÂNICA NOS CURSOS DE CIÊNCIAS BIOLÓGICAS DAS UNIVERSIDADES PÚBLICAS BAIANAS: IMPLICAÇÕES PARA A FORMAÇÃO INICIAL DOCENTE. Investigações em Ensino de Ciências, 28(2), 402–420.
Lee, E., Brown, M. N., Luft, J. A., & Roehrig, G. H. (2007). Assessing Beginning Secondary Science Teachers’ PCK: Pilot Year Results. School Science and Mathematics, 107(2), 52–60.
Ozturk, N., AYDIN-Günbatar, S., & Roehrig, G. H. (2023). Elementary science teachers’ engineering integration after long-term in-service training program with and without curriculum material support. Research in Science & Technological Education, 1–21.
Pérez, E. D. & El Hani, C. N. (2022). Successes and failures in the implementation of design research for the development of an educational innovation in biology. In Research Institute for Higher Education and Science (INAECU) (UC3M-UAM), New Trends in Qualitative Research (1a, Vol. 12). Ludomedia.
Reid, J. W., Polizzi, S. J., Zhu, Y., Jiang, S., Ofem, B., Salisbury, S., Beeth, M., Mohr-Schroeder, M., Sheppard, K., Roehrig, G., & Rushton, G. T. (2023). Perceived network bridging influences the career commitment decisions of early career teachers. International Journal of STEM Education, 10(1), 17.
Roehrig, G. (2023). Research on Teacher Professional Development Programs in Science. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman, Handbook of Research on Science Education (1st ed., pp. 1197–1220). Routledge.
Roehrig, G., & Suh, J. (2023). Use of Structured Video Reflection to Develop Teacher Noticing During Lesson Study. In S. Dotger, G. Matney, J. Heckathorn, K. Chandler-Olcott, & M. Fox, Lesson Study with Mathematics and Science Preservice Teachers (1st ed., pp. 159–169). Routledge.
Veal, W. R., Morrell, P. D., Park Rogers, M. A., Roehrig, G., & Pyle, E. J. (2023). A Perspective on Drivers Impacting Science Teacher Preparation in Developing Countries. In G. P. Thomas & H. J. Boon (Eds.), Challenges in Science Education (pp. 83–108). Springer International Publishing.