| On the fidelity of implementing embedded formative assessments and its relation to student learning EM Furtak, MA Ruiz-Primo, JT Shemwell, CC Ayala, PR Brandon, ... Applied measurement in education 21 (4), 360-389, 2008 | 217 | 2008 |
| Gender, experience, and self-efficacy in introductory physics JM Nissen, JT Shemwell Physical Review Physics Education Research 12 (2), 020105, 2016 | 191 | 2016 |
| Seeking the general explanation: A test of inductive activities for learning and transfer JT Shemwell, CC Chase, DL Schwartz Journal of Research in Science Teaching 52 (1), 58-83, 2015 | 113 | 2015 |
| A framework for analyzing evidence-based reasoning in science classroom discourse EM Furtak, I Hardy, C Beinbrech, RJ Shavelson, JT Shemwell Educational Assessment 15 (3-4), 175-196, 2010 | 94 | 2010 |
| Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching DK Capps, JT Shemwell, AM Young International Journal of science education 38 (6), 934-959, 2016 | 90 | 2016 |
| Science classroom discussion as scientific argumentation: A study of conceptually rich (and poor) student talk JT Shemwell, EM Furtak Educational Assessment 15 (3-4), 222-250, 2010 | 80 | 2010 |
| Explaining across contrasting cases for deep understanding in science: An example using interactive simulations CC Chase, JT Shemwell, DL Schwartz International Society of the Learning Sciences (ISLS), 2010 | 46 | 2010 |
| What are middle school students talking about during clicker questions? Characterizing small-group conversations mediated by classroom response systems LA Barth-Cohen, MK Smith, DK Capps, JD Lewin, JT Shemwell, ... Journal of Science Education and Technology 25, 50-61, 2016 | 37 | 2016 |
| To teach or not to teach through inquiry. EM Furtak, RJ Shavelson, JT Shemwell, M Figueroa American Psychological Association, 2012 | 35 | 2012 |
| Grappling with long‐term learning in science: A qualitative study of teachers' views of developmentally oriented instruction JT Shemwell, S Avargil, DK Capps Journal of Research in Science Teaching 52 (8), 1163-1187, 2015 | 20 | 2015 |
| Supporting teachers to attend to generalisation in science classroom argumentation JT Shemwell, KR Gwarjanski, DK Capps, S Avargil, JL Meyer International Journal of Science Education 37 (4), 599-628, 2015 | 14 | 2015 |
| Seeing the forest from the trees: A comparison of two instructional models using contrasting cases M Chi, I Dohmen, JT Shemwell, DB Chin, CC Chase, DL Schwartz annual meeting of the American Educational Research Association, Vancouver …, 2012 | 14 | 2012 |
| Learning abstraction as a modeling competence JT Shemwell, DK Capps Towards a competence-based view on models and modeling in science education …, 2019 | 8 | 2019 |
| Argument-driven formative assessment for conceptual science learning JT Shemwell, EM Furtak Annual Meeting of the American Educational Research Association, San Diego …, 2009 | 8 | 2009 |
| Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship DK Capps, JT Shemwell International Journal of Science Education 42 (12), 2008-2031, 2020 | 7 | 2020 |
| Physics teaching and learning: Challenging the paradigm DW Sunal, JT Shemwell, JW Harrell, CS Sunal IAP, 2019 | 5 | 2019 |
| The experience sampling method: Investigating students' affective experience JM Nissen, MKR Stetzer, JT Shemwell AIP Conference Proceedings 1513 (1), 294-297, 2013 | 5 | 2013 |
| Assessment in schools–secondary science J Shemwell, A Fu, M Figueroa, R Davis, R Shavelson International encyclopedia of education 3, 300-310, 2010 | 4 | 2010 |
| Measuring affective experience in the midst of STEM learning J Nissen, J Shemwell Boulder, CO: International Society of the Learning Sciences, 2014 | 2 | 2014 |
| A Role for Simulative Mental Models in Science Concept Representation: The Case of Instantaneous Speed JT Shemwell Stanford University, 2011 | 1 | 2011 |
