Disentangling conceptual and epistemic influences on scientific explanation. - William A. Sandoval; Jarod N. Kawasaki; Tina Stanford; Sara Carriere; Bladimir Lopez-Prado (ICLS, 2010)

High School Students' Epistemic Engagement in Producing Documentaries about Public Science Concerns. - David DeLiema; Jarod N. Kawasaki; William A. Sandoval (ICLS, 2012)

Secondary Teachers' Emergent Understanding of Teaching Science Practices. - William A. Sandoval; Jarod N. Kawasaki; Nathan Cournoyer; Lilia Rodriguez (ICLS, 2016)

From Theory to Practice: How Pre-service Science Teachers Learn to Become Social Justice Educators. - Jarod N. Kawasaki; Kathryn Anderson-Levitt; Linsdey Nenadal; Nadine Tanio; Josephine Pham; Claudia Diera; Annamarie Francois (ICLS, 2018)

Patterns of Classroom Talk Through Participation in Discourse-Focused Teacher Professional Development. - William A. Sandoval; Alexander J. Kwako; Anahid S. Modrek; Jarod N. Kawasaki (ICLS, 2018)

Supporting Novice Teachers' Learning to Enact a Social Justice Framework of Science Teaching. - Jarod N. Kawasaki; Heather Clark; Annamarie Francois (ICLS, 2020)

Fundamental Challenges to Learning to Teach Science as Practice. - William A. Sandoval; Jarod N. Kawasaki; Heather Clark (ICLS, 2020)