Bryan Henderson

*Indicates doctoral students

**Indicates postdoctoral scholars

Henderson, J.B.,**Zillmer, N., *Holton, A., *Weiner, S., Greenwald, E., Goss, M., *Lopez, M. L., Morales, C., Pearson, P. D., & McNeill, K. (2021). How science teachers DiALoG their classrooms: Towards a practical and responsive formative assessment of oral classroom argumentation. Journal of Science Education and Technology. doi: 10.1007/s10956-021-09921-4

Henderson, J.B. (2020). Adapting a popular technique in college lecture halls to k-12 classrooms. NSTA Science Scope, 43(9), 6-9.

Henderson, J. B. (2020). Integrating technology to support classroom argumentation. NSTA Science Scope, 43(8), 16-19.

Henderson, J.B. & Aguilera, E. (2020). Utilizing technology to support scientific argumentation in active learning classrooms. In J. Mintzes & E. Walter (Eds.), Active learning in college science: The case for evidence-based practice (pp. 587-602). Berlin: Springer Nature.

Henderson, J.B. (2019). Beyond “active” learning: How the ICAP framework permits more acute examination of the popular peer instruction pedagogy. Harvard Educational Review, 89(4), 611-634. doi: 10.17763/1943-5045-89.4.611

Henderson, J.B. & Osborne, J. (2019). Using computer technology to support the teaching and learning of argumentation in chemistry. In S. Erduran (Ed.), Argumentation in chemistry education: Research, policy, and practice (pp. 79-105). Royal Society of Chemistry.

Henderson, J. B. & Aguilera, E. (2019). On the screen – beneath the screen – beyond the screen: A framework for considering how educational technology can support argumentation in your classroom. NSTA Reports, 31(4), 3.

Henderson, J. B. (2019). NSTA Freebies: Braincandy.org. NSTA Reports, 31(1), G-2.

*Close, K., *Bowers, N., *Mehta, R., Mishra, P., & Henderson, J. B. (2018). Students as teachers: How science teachers can collaborate with their students using peer instruction. iWonder, 5, 24-28.

Henderson, J. B., McNeill, K. L., *González-Howard, M., *Close, K., & *Evans, M. (2018). Key challenges and future directions for educational research on scientific argumentation. Journal of Research in Science Teaching, 55(1), 5-18.  doi: 10.1002/tea.21412

Henderson, J.B., Langbeheim, E., & Chi, M.T.H. (2017). Addressing robust misconceptions through the ontological distinction between sequential and emergent processes. In B. Sherin, T. Amin, & O. Levrini (Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences (pp. 26-33). New York, NY: Routledge.

Osborne, J., Donovan, B., Henderson, J.B., MacPherson, A., & Wild, A. (2016). Arguing from Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin Publishers.

Osborne, J., Henderson, J. B., MacPherson, A., Szu, E., Wild, A., & Yao, S. Y. (2016). The development and validation of a learning progression for argumentation in science. Journal of Research in Science Teaching, 53(6), 821-846. doi:10.1002/tea.21316

Brown, B., Henderson, J. B., Gray, S., Sullivan, S., Donovan, B., Patterson, A., & Wagstaff, W. (2016). From description to explanation: An empirical exploration of the african-american pipeline project. Journal of Research in Science Teaching, 53(1), 146-177. doi:10.1002/tea.21249

Al Lily, A., & 98 Additional Authors Including Henderson, J. B. (2016). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development. doi:10.1177/0266666916646415.​

Henderson, J.B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five cases for the role and value of critique in the learning of science. International Journal of Science Education, 37(10), 1668-1697. doi: 10.1080/09500693.2015.1043598

Pearson, P. D., Knight, A.M., Cannady, M.A., Henderson, J.B., & McNeill, K.L. (2015). Assessment at the intersection of science and literacy. Theory into Practice, 54(3), 228-237. doi:10.1080/00405841.2015.1044372

Yao, S-Y., Wilson, M., Henderson, J.B., & Osborne, J. (2015). Investigating the function of content and argumentation items in a science test: A multidimensional approach. Journal of Applied Measurement, 16(2), 171-192.

Henderson, J.B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning progression for student argumentation in scientific contexts. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), Science education research for evidence-based teaching and coherence in learning:  E-Book Proceedings of the ESERA 2013 Conference, Part 7 (co-ed. M. Evagorou & K. Iordanou) (pp. 26-42). Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6

Brown, B., Parsons, E., Miles, R., & Henderson, J.B. (2013) Exploring the alignment of black scientists with the american scientific community: Does race still matter? Journal of Women and Minorities in Science and Engineering, 19(2), 95-120. doi:10.1615/JWomenMinorScienEng.2013005116

Brown, B., Henderson, J.B., Gray, S., Donovan, B, & Sullivan, S. (2013). From access to success: Identity contingencies & african-american pathways to science. Higher Education Studies, 3, 1-13. doi:10.5539/hes.v3n1p1

Brown, B., Henderson, J.B., & Kloser, M. (2012). Bridging cultures: The role of culturally-relevant pedagogy, discursive identity, and conceptual continuities in the promotion of scientific literacy. In C. Lewis & J. Moore (Eds.), African american students in urban schools: Critical issues and solutions for achievement (pp. 185-203). New York, NY: Peter Lang Publishers.