Dr. Larry Yore

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Dr. Larry Yore

Distinguished Professor Emeritus, Science Education

PhD (Science Education), University of Minnesota

MA (Science Education), University of Minnesota

BSc (Physical Science/ Mathematics), University of Minnesota

Email:  

  • Language, literacy, and science education
  • Inquiry-oriented science teaching
  • Science teacher education and professional learning
  • Science curriculum and Instruction
  • Nature of science and traditional knowledge about nature

Summary of 1970-2011: 41 years of teaching, committee and administrative duties at the University of Victoria and external professional activities

Taught a variety of science foundations, science methods, science and technology literacy, and curriculum and instruction courses to undergraduate students; supervised student teachers in their clinical experiences; taught research design and results in science, mathematics, and social studies education and disciplinary literacy courses to masters and doctoral graduate students; supervised projects, theses, and dissertations for on-campus and distance education graduate students. Graduate student supervision of 20 doctoral students, 53 masters (Arts) students, and 103 masters (Education) students at the University of Victoria and other universities as their program chair or supervisory committee member.

Served on most major committees and in numerous administrative positions: Member of the University of Victoria Board of Governors, President of the University of Victoria Faculty Association, Chair of the Departments of Social and Natural Sciences and Curriculum and Instruction (3 different times), Director of Education Extension (2 different times), Chair of the Constructivist Education Resources Network (CER-Net) Advisory Board; Senate committees, President’s committees, Board of Governors’ committees, Pension Board, Salary Anomalies Committee, Salary Negotiation Committee, Appointment, Reappointment, Promotion, and Tenure Committees (Faculties of Education and Sciences).

Served on many science education association committees (Association for Science Teacher Education [ASTE], National Association for Research in Science Teaching [NARST}, School Science and Mathematics Association [SSMA], National Science Teachers Association [NSTA]), editorial boards/panels (Journal of Research in Science Teaching, Editorial Board, 1989-1993; International Journal of Science and Mathematics Education, Associate Editor 2000–present; Journal of Elementary Science Education; Journal of Science Teacher Education, Review Board 2012– ), and state/provincial/federal steering committees for science education research, curriculum, and assessment (Florida Science, Technology, Engineering, and Mathematics Research Center, 2007–09; BC Ministry of Education Science Curriculum Revision Committee, Chair, 1978–81; BC Ministry of Education Science Curriculum Overview Team, 1995–98; BC Pan-Canadian Framework for Science Committee, 1995–97; and several short-term advisory committees for curriculum, resources, and assessments).

Served as NARST International Committee and Membership and Election Committee chairs, helped organize and deliver the new members symposium at NARST, ESERA (European Science Education Research Association), and ASERA (Australasia Science Education Research Association) international paper sets exchanges, and served as mentor to new members on several occasions. Organized paper sets, workshops, and symposia at the ASTE, NARST, NSTA, ESERA, and EARLI conferences for new researchers to sponsor and support their entry into professional discourse communities. Recent contributions, along with Sharyl Yore, have focused on mentoring 50+ international scholars from African, Asian, Eastern European, and Middle Eastern countries whose first language is not English to publish their research results in the International Journal of Science and Mathematics Education and other journals. This mentoring service is designed to allow non-English voices to be expressed in the science and mathematics discourse and is unique to this journal. Furthermore, promoted the active involvement and growth of new scholars by serving as an external reviewer for appointment, promotion, and tenure decisions.

Major commitment has been active participation in numerous peer review panels:

  • Alberta Journal of Educational Research Canadian Journal of Education
  • Canadian Journal of Science, Mathematics, and Technology Education
  • Chinese Journal of Science Education
  • Elementary School Science Journal
  • International Journal of Science and Mathematics Education
  • International Journal of Science Education
  • Journal of Curriculum Studies
  • Journal of Elementary Science Education
  • Journal of Research on Science Teaching Journal of Science Teacher Education
  • L1—Educational Studies on Language and Literature
  • Handbook on Science Teaching (2nd edition)
  • Reading Research Quarterly
  • School Science and Mathematics
  • Science
  • Science and Education
  • Science and Technology Education
  • Science Education
  • Scientific Study of Reading
  • Canadian Who’s Who 1988: University of Toronto Press
  • Association for the Education of Teachers in Science, 2005 Science Teacher of the Year Award
  • University of Victoria, Distinguished Professor Award 2007 (Emeritus 2011)
  • National Association for Research in Science Teaching, 2012 Distinguished Contributions through Research Award
  • University of Minnesota, 2013 Outstanding Achievement Award
  • Visiting Scholar:     Robert Black College, University of Hong Kong, September 2012; National Taiwan Normal University, June 2013; National Sun Yat-Sen University, Feburary-March 2014

  • Associate Editor of the International Journal of Science and Mathematics Education (2000-present)

  • Editorial Board of the Journal of Science Teacher Education (2010-present)

  • Member, Deans Advisory Council, College of Education and Human Development, University of Minnesota, Minneapolis, MN (2013-2015)

  • Board member, British Columbia College of Dietitians, Vancouver, BC (2014-2016)

  • Emeritus member, National Association for Research in Science Teaching

2000-2019 Publications (International Refereed Journals)


1. Shymansky, J. A., Yore, L. D., & Hand, B. M. (2000). Empowering families in hands-on science programs. School Science and Mathematics, 100(1), 48-56.

2. Yore, L. D. (2000). Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities. Journal of Deaf Studies and Deaf Education, 5(1), 105-122.

3. Yore, L. D. (2001). Reflection through dialogue: A commentary on Germann, Young-soo, & Patton. Contemporary Issues in Technology and Teacher Education, 1(3). 

4. Yore, L. D. (2001). What is meant by constructivist science teaching and will the science educational community stay the course for meaningful reform? Electronic Journal of Science Education, 5(4). 

5. Yore, L. D., Hand, B. M., & Prain, V. (2002). Scientists as writers. Science Education, 86(5), 672-692.

6. Yore, L. D. (2003). Quality science and mathematics education research: Considerations of argument, evidence, and generalizability [Guest editorial]. School Science and Mathematics, 103(1), 1-7.

7. Yore, L. D., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725.

8. Hand, B. M., Alvermann, D. E., Gee, J., Guzzetti, B. J., Norris, S. P., Phillips, L. M., Prain, V., & Yore, L. D. (2003). Message from the “Island Group”: What is literacy in science literacy? [Guest editorial]. Journal of Research in Science Teaching, 40(7), 607-615.

9. Huang, H-P., & Yore, L. D. (2003). A comparative study of Canadian and Taiwanese grade 5 children’s environmental behaviors, attitudes, concerns, emotional dispositions, and knowledge. International Journal of Science and Mathematics Education, 1(4), 449-448.

10. Yore, L. D., Hand, B. M., Goldman, S. R., Hildebrand, G. M., Osborne, J. F., Treagust, D. F., & Wallace, C. S. (2004). New directions in language and science education research. Reading Research Quarterly, 39(3), 347-352.

11. Yore, L. D., Hand, B. M., & Florence, M. K. (2004). Scientists’ views of science, models of writing, and science writing practices. Journal of Research in Science Teaching, 41(4), 338-369.

12. Florence, M. K., & Yore, L. D. (2004). Learning to write like a scientist: Coauthoring as an enculturation task. Journal of Research in Science Teaching, 41(6), 637-668.

13. Shymansky, J. A., Yore, L. D., & Anderson, J. O. (2004). Impact of a school district’s science reform effort on the achievement and attitudes of third- and fourth-grade students. Journal of Research in Science Teaching, 41(8), 771-790.

14. Miller, J., Keller, C. P., & Yore, L. D. (2005). Suggested geographic information literacy for K-12. International Research in Geographical and Environmental Education, 14(4), 1-18.

15. Yore, L. D., Anderson, J. O., & Shymansky, J. A. (2005). Sensing the impact of elementary school science reform: A study of stakeholder perceptions of implementation, constructivist strategies, and school-home collaboration. Journal of Science Teacher Education, 16(1), 65-88.

16. Yore, L. D., Florence, M. K., Pearson, T. W., & Weaver, A. J. (2006). Written discourse in scientific communities: A conversation with two scientists about their views of science, use of language, role of writing in doing science, and compatibility between their epistemic views and language [Special issue]. International Journal of Science Education, 28(2/3), 109-141.

17. Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy—empowering research and informing instruction [Special issue]. International Journal of Science Education, 28(2/3), 291-314.

18. Lin, F-L., Yore, L. D., & Yore, S. A. (2007). Mentoring makes a difference. International Journal of Science and Mathematics Education, 5(2), 187-191.

19. Yore, L. D., Pimm, D., & Tuan, S-R. (2007). Introduction and acknowledgements to Language – An end and a means to mathematical literacy and scientific literacy [Special issue]. International Journal of Science and Mathematics Education, 5(4), 557-558.

20. Yore, L. D., Pimm, D., & Tuan, S-R. (2007). The literacy component of mathematical and scientific literacy [Special issue]. International Journal of Science and Mathematics Education, 5(4), 559-589.

21. Anderson, J. O., Lin, H-S., Treagust, D. F., Ross, S. P., & Yore, L. D. (2007). Using large-scale assessment datasets for research in science and mathematics education: Programme for International Student Assessment (PISA). International Journal of Science and Mathematics Education, 5(4), 591-614.

22. Yore, L. D., Chinn, P. W. U., & Hand, B. M. (2008). Acknowledgements for language, culture, and knowledge about nature and naturally occurring events [Special issue]. L1—Educational Studies in Language and Literature, 8(1), 1-3.

23. Yore, L. D. (2008). Science literacy for all students: Language, culture, and knowledge about nature and naturally occurring events [Special issue]. L1—Educational Studies in Language and Literature, 8(1), 5-21.

24. Chinn, P. W. U., Hand, B. M., & Yore, L. D. (2008). Culture, language, knowledge about nature and naturally occurring events, and science literacy for all: She says, he says, they say [Special issue]. L1—Educational Studies in Language and Literature, 8(1), 149-171.

25. Shymansky, J. A., Yore, L. D., Annetta, L. A., & Everett, S. A. (2008). Missouri-Iowa science cooperative (Science Co-op): Rural schools-urban universities collaborative project. The Rural Educator, 29(2), 1-3.

26. Yore, L. D., & Lerman, S. (2008). Metasyntheses of qualitative research studies in mathematics and science education [Editorial]. International Journal of Science and Mathematics Education, 6(2), 217-223.

27. Tippett, C. D., & Yore, L. D. (2008). Developing scientific literacy: Using news media in the classroom by Ruth Jarman and Billy McClune [Book review]. International Journal of Science Education, 9(2), 1265-1269.

28. Anthony, R. J., Tippett, C. D., & Yore, L. D. (2010). Pacific CRYSTAL Project: Explicit literacy instruction embedded in middle school science classrooms [Special issue]. Research in Science Education, 40(1), 45-64.

29. Yore, L. D., & Hand, B. (2010). Epilogue: Plotting a research agenda for multiple representations, multiple modality, and multimodal representational competency [Special issue]. Research in Science Education, 40(1), 93-101.

30. Hand, B., Yore, L. D., Jagger, S., & Prain, V. (2010). Connecting research in science literacy and classroom practice: A review of science teaching journals in Australia, the United Kingdom, and the United States, 1998–2008. Studies in Science Education, 46(1), 45-68.

31. Anderson, J. O., Chiu, M-H., & Yore, L. D. (2010). First cycle of PISA (2000-2006)—International perspectives on successes and challenges: Research and policy direction [Special issue]. International Journal of Science and Mathematics Education, 8(3), 373-388.

32. Yore, L. D., Anderson, J. O., & Chiu, M-H. (2010). Moving PISA results into the policy arena: Perspectives on knowledge transfer for future considerations and preparations [Special issue]. International Journal of Science and Mathematics Education, 8(3), 593-609.

33. Milford, T. M., Jagger, S., Yore, L. D., & Anderson, J. O. (2010). National influences on science education reform in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 370–381.

34. Yore, L. D., Kottová, A., & Jagger, S. (2010). Book review: “Learning science in informal environments: People, places, and pursuits” by P. Bell, B. Lewenstein, A. W. Shouse, & M. A. Feder (Eds.). International Journal of Environmental and Science Education, 5(3), 377-382.

35. Shymansky, J. A., Wang, T-L., Annetta, L. A., Yore, L. D., & Everett, S. A. (2012). How much professional development is needed to effect positive gains in K-6 student achievement on high stakes science tests? International Journal of Science and Mathematics Education, 10(1), 1-19.

36. Tippett, C. D., & Yore, L. D. (2012). Book review: “Language and literacy in inquiry-based science classrooms, grades 3-8” by Z. Fang, L. L. Lamme, & R. M. Pringle, 2010. Science Education, 96(4), 760-762. doi: 10.1002/sce.21011

37. Yore, L. D., & Hammond-Todd, M. (2012). Book review: “The role of public policy in K-12 science education” by G. E. DeBoer (Ed.), 2011. International Journal of Environmental and Science Education, 7(4), 651-657.

38. Jagger, S., & Yore, L. D. (2012). Mind the gap: Looking for evidence-based practice in science literacy for all in science teaching journals. Journal of Science Teacher Education, 23(6), 559-577.

39. Shymansky, J. A., Annetta, L. A., Yore, L. D., & Everett, S. A. (2013). The impact of a multi-year reform effort on rural elementary school students’ science achievement. School Science and Mathematics, 113(2), 69-79.

40. Yu, S-M., & Yore, L.,D. (2013). Quality, evolution, and positional change of university students’ argumentation about organic agriculture during an argument-critique-argument experience. International Journal of Science and Mathematics Education, 11(5), 1233-1254.

41. Shymansky, J. A., Wang, T.-L., Annetta, L. A., Yore, L. D., & Everett, S. A. (2013). The impact of a multi-year, multi-school district K-6 professional development program designed to integrate science inquiry and language arts on students’ high stakes test scores. International Journal of Science Education, 35(6), 956-979.

42. Jack, B. M., Lin, H-S., & Yore, L.D. (2014).  The synergistic effect of affective factors on student learning outcomes. Journal of Research in Science Teaching. 51, 1084-1101

43. Lin, S-F, Lin, H-S, Lee, L. & Yore, L.D. (2015). Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology, International Journal of Science Education, Part B: Communication and Public Engagement, 5(3), 276-294.

44. Wang, H-S., Chen, H-T., Hong, Z-R., & Yore, L.D. (2015). An investigation of Taiwanese college students’ personality traits and self-worth. International Journal of Happiness. 16(6), 1593-1613.

45. Hsin, M-C., Chien, S-P., Hsu, Y-S., Lin, C-Y., & Yore, L.D. (2016). Development and validation of a Taiwanese communication progression in science education. International Journal of Science and Mathematics Education. 14(S1), 125-143.

46. Hsin, M-C., Chien, S-P., Hsu, Y-S., Lin, C-Y., & Yore, L.D. (2016). Development and validation of a Taiwanese communication progression in science Education. International Journal of Science and Mathematics Education, 14(S1), 125-143.

47. Hsu, Y-S., Iannone, P., She, C-H., Hadwin, A., & Yore, L.D. (2016). Epilogue for the IJSME special issue: Metacognition for science and mathematics learning in technology-infused learning environments. International Journal of Science and Mathematics Education. 14(2), 335-344.

48. Lu, Y-Y., CHen, H-T., Hong, Z-R., & Yore, L.D. (2016). Students' awareness of science teachers' leadership, attitudes towards science, and positive thinking. International Journal of Science Education, 38, 2174-2196.

49. Seah, L.H., & Yore, L.D. (2017). The roles of teachers' science talk in revealing language demands within diverse elementary school classrooms: A study of teaching heat and temperature in Singapore. International Journal of Science Education. 2, 135-157.

 

2000-2019 Books, Chapters, and Special Issues


1. Shymansky, J. A., Yore, L. D., et al. (2000). Sharpen up! on Texas science (Grade 8). Iowa City, IA: Buckle Down. [124 pages]

2. Shymansky, J. A., Yore, L. D., et al. (2000). Blast off! on New York science (Grade 4). Iowa City, IA: Buckle Down. [172 pages]

3. Shymansky, J. A., Yore, L. D., et al. (2000). Blast off! on Ohio science (Grade 3). Iowa City, IA: Buckle Down. [116 pages]

4. Shymansky, J. A., Yore, L. D., et al. (2000). Buckle down! on Ohio science (Grade 10). Iowa City, IA: Buckle Down. [137 pages]

5. Shymansky, J. A., Yore, L. D., et al. (2001). Sharpen up! on New York science (Grade 8). Iowa City, IA: Buckle Down. [180 pages]

6. Shymansky, J. A., Yore, L. D., et al. (2001). Blast off! on Michigan science (Grade 5). Iowa City, IA: Buckle Down. [180 pages]

7. Shymansky, J. A., Yore, L. D., et al. (2001). Sharpen up! on Michigan science (Grade 8). Iowa City, IA: Buckle Down. [203 pages]

8. Shymansky, J. A., Yore, L. D., et al. (2001). Buckle down! on Michigan science (Grade 11). Iowa City, IA: Buckle Down. [160 pages]

9. Hand, B. M., Prain, V., & Yore, L. D. (2001). Sequential writing tasks’ influence on science learning. In P. Tynjälä, L. Mason, & K. Lonka (Eds.), Writing as a learning tool: Integrating theory and practice (pp. 105-129). Dordrecht, The Netherlands: Kluwer/Springer.

10. Shymansky, J. A., Yore, L. D., et al. (2002). Blast off! on Massachusetts science (Grade 5). Iowa City, IA: Buckle Down. [171 pages]

11. Shymansky, J. A., Yore, L. D., et al. (2002). Blast off! on Wisconsin science (Grade 4). Iowa City, IA: Buckle Down. [152 pages]

12. Shymansky, J. A., Yore, L. D., et al. (2002). Sharpen up! on Massachusetts science (Grade 8) (2nd ed.). Iowa City, IA: Buckle Down. [185 pages]

13. Shymansky, J. A., Yore, L. D., et al. (2002). Sharpen up! on Wisconsin science (Grade 8). Iowa City, IA: Buckle Down. [186 pages]

14. Shymansky, J. A., Yore, L. D., et al. (2003). Blast off! on Texas science (Grade 5). Iowa City, IA: Buckle Down. [175 pages]

15. Shymansky, J. A., Yore, L. D., et al. (2003). Blast off! on Florida science (Grade 5). Iowa City, IA: Buckle Down. [175 pages]

16. Shymansky, J. A., Yore, L. D., et al. (2003). Blast off! on Illinois science (Grade 4). Iowa City, IA: Buckle Down. [130 pages]

17. Shymansky, J. A., Yore, L. D., et al. (2003). Sharpen up! on Florida science (Grade 8). Iowa City, IA: Buckle Down. [200 pages]

18. Shymansky, J. A., Yore, L. D., et al. (2003). Sharpen up! on Illinois science (Grade 7). Iowa City, IA: Buckle Down. [185 pages]

19. Shymansky, J. A., Yore, L. D., et al. (2003). Buckle down! on Florida science (Grade 10). Iowa City, IA: Buckle Down. [210 pages]

20. Shymansky, J. A., Yore, L. D., et al. (2003). Blast off! on California science (Grade 5). Iowa City, IA: Buckle Down. [200 pages]

21. Shymansky, J. A., Yore, L. D., et al. (2003). Blast off! on Florida science (Grade 5). Iowa City, IA: Buckle Down. [172 pages]

22. Shymansky, J. A., Yore, L. D., et al. (2003). Blast off! on Ohio science (Grade 4) (2nd ed.). Iowa City, IA: Buckle Down. [139 pages]

23. Shymansky, J. A., Yore, L. D., et al. (2003). Sharpen up! on Florida science (Grade 8). Iowa City, IA: Buckle Down. [156 pages]

24. Shymansky, J. A., Yore, L. D., et al. (2003). Buckle down! on Ohio science (Grade 6) (3rd ed.). Iowa City, IA: Buckle Down. [124 pages]

25. Shymansky, J. A., Yore, L. D., et al. (2003). Buckle down! on Ohio science (Grade 9) (3rd ed.). Iowa City, IA: Buckle Down. [164 pages]

26. Shymansky, J. A., Yore, L. D., et al. (2003). Buckle down! on Illinois science (Grade 4). Iowa City, IA: Buckle Down. [155 pages]

27. Shymansky, J. A., Yore, L. D., et al. (2003). Buckle down! on Illinois science (Grade 7). Iowa City, IA: Buckle Down. [188 pages]

28. Shymansky, J. A., Yore, L. D., et al. (2003). Buckle down! on Florida science (Grade 10). Iowa City, IA: Buckle Down. [164 pages]

29. Yore, L. D. (2004). Why do future scientists need to study the language arts? In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 71-94). Newark, DE: International Reading Association & National Science Teachers Association.

30. Hand, B., Yore, L. D., & Prain, V. (Eds.). (2006). Natural science, cognitive science, and pedagogical influences on science literacy: Empowering research and informing instruction. International Journal of Science Education, 28(2/3), 99–314. [Special Issue]

31. Yore, L. D., Pimm, D., & Tuan, S-R. (Eds.). (2007). Language – An end and a means to mathematical literacy and scientific literacy. International Journal of Science and Mathematics Education, 5(4), 557-759. [Special Issue]

32. Yore, L. D., Henriques, L., Crawford, B., Smith, L., Gomez-Zwiep, S., & Tillotson, J. (2007). Selecting and using inquiry approaches to teach science: The influence of context in elementary, middle, and secondary schools. In E. Abrams, S. A. Sutherland, & P. Silva (Eds.), Inquiry in the classroom: Realities and opportunities (pp. 39-87). Greenwich, CT: Information Age.

33. Yore, L. D., Chinn, P. W. U., & Hand, B. M. (Eds.). (2008). Culture, language, and knowledge about nature and naturally occurring events. L1—Educational Studies in Language and Literature, 8(1). [Special Issue; 171 pages; online journal]

34. Shelley, M. C., II, Yore, L. D., & Hand, B. (Eds.). (2009). Quality research in literacy and science education: International perspectives and gold standards. Dordrecht, The Netherlands: Springer. [666 pages]

35. Shelley, M. C., II, Yore, L. D., & Hand, B. (2009). Education research meets the “gold standard”: Evaluation, research methods, and statistics after No Child Left Behind. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 3-15). Dordrecht, The Netherlands: Springer.

36. Yore, L. D., & Boscolo, P. (2009). Why “gold standard” needs another “s”: Results from the gold standard(s) in science and literacy education research conference. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 19-39). Dordrecht, The Netherlands: Springer.

37. She, H-C., Yore, L. D., et al. (2009). Funding patterns and priorities: An international perspective. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 467-509). Dordrecht, The Netherlands: Springer.

38. Anthony, R. J., Yore, L. D., et al. (2009). Research ethics boards and the gold standard(s) in literacy and science education research. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 511-557). Dordrecht, The Netherlands: Springer.

39. Rossman, G. B., & Yore, L. D. (2009). Stitching the pieces together to reveal the generalized patterns: Systematic research reviews, secondary reanalyses, case-to-case comparison, and metasyntheses of qualitative research studies. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 575-601). Dordrecht, The Netherlands: Springer.

40. Yore, L. D., Shelley, M. C., II, & Hand, B. (2009). Reflections on beyond the gold standards era and ways of promoting compelling arguments about science literacy for all. In M. C. Shelley II,L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 623-649). Dordrecht, The Netherlands: Springer.

41. Yore, L. D., & Rossman, G. B. Case-to-case synthesis. (2009). In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (Vol. 1, pp. 129-134). Thousand Oaks, CA: Sage.

42. Anderson, J. O., Chui, M-H., & Yore, L. D. (Eds.). (2009). First cycle of PISA (2000-2006)—International perspectives on successes and challenges: Research and policy directions [Special issue]. International Journal of Science and Mathematics Education, 8(3), 373–609.

43. Norton-Meir, L. A., Tippett, C. D., Hand, B., & Yore, L. D. (2010). Professional development in teaching disciplinary writing in the context of international science reform efforts. In G. A. Troia, R. K. Shankland, & A. Heintz (Eds.), Putting writing research into practice: Applications for teacher professional development (pp. 115-153). New York, NY: Guilford Press.

44. Yore, L. D., Van der Flier-Keller, E., Blades, D. W., Pelton, T. W., & Zandvliet, D. B. (Eds.). (2011). Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned. Rotterdam, The Netherlands: Sense. [267 pages]

45. Yore, L. D., & Van der Flier-Keller, E. (2011). Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned: Overview. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 3-22). Rotterdam, The Netherlands: Sense.

46. Yore, L. D. (2011). Foundations of scientific, mathematical, and technological Literacies—Common themes and theoretical frameworks. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 23-44). Rotterdam, The Netherlands: Sense.

47. Yore, L. D., & Van der Flier-Keller, E. (2011). Epilogue of Pacific CRYSTAL—Lessons learned about science, mathematics, and technology literacy, teaching and learning. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 237-252). Rotterdam, The Netherlands: Sense.

48. Yore, L. D., Shymansky, J. A., Annetta, L. A., & Everett, S. A. (2011). Science cooperatives in Missouri and Iowa (Science Coop): Addressing the needs of small rural school districts of Science Literacy for All. In C. C. Johnson (Ed.), Defining turbulence in STEM educational reform (pp. 47-73). New York, NY: Palgrave Macmillan.

49. Ford, C. L., & Yore, L. D. (2012). Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education, and classroom practice. In A. Zohar & J. Dori (Eds.), Metacognition in science education: Trends in current research (Vol. 40, pp. 251-271). Dordrecht, The Netherlands: Springer.

50. Yore, L. D. (2012). Science Literacy For All - More than a slogan, logo, or rally flag! In K. C. D. Tan, M. Kim, & S. Hwang (Eds.), Issues and challenges in science education research: Moving forward (pp. 5-23). Dordrecht, The Netherlands: Springer.

51. Yore, L. D., Francis Pelton, L., Neill, B. W., Pelton, T. W., Anderson, J. O., & Milford, T. M. (2014). Closing the science, mathematics, and reading gaps from a Canadian perspective: Implications for STEM mainstream and pipeline literacy. In J. V. Clark (Ed.). Closing the achievement gap from an international perspective: Transforming STEM for effective education (pp. 73-104). Dordrecht, The Netherlands: Springer.

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