Carla Firetto

Firetto, C. M., Starrett, E., & Jordan, M. E. (accepted). Using small-group discussion to foster in-service teachers’ comprehension and instruction of sustainable energy transitions through PV science. Journal of Science Teacher Education.

Firetto, C. M., Starrett, E., & Jordan, M. E. (2023). Embracing a culture of talk: STEM teachers’ discussion engagement and enactment. International Journal of STEM Education. 10. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-023-00442-7 [open access article]

Firetto, C. M., Starrett, E., Montalbano, A. C., Yan, L., Penkrot, T. A., Kingsbury, J. S. & Hyatt, J.-P. K., (2023). The impact of effective study strategy use in an introductory human anatomy and physiology class. Frontiers in Education, 8. doi: 10.3389/feduc.2023.1161772 [open access article]

Yan, L., Firetto, C. M., Starrett, E., Kingsbury, J. S., Penkrot, T. A., & Hyatt, J.-P. K. (2023). Exploring supports or incentives to promote undergraduate students’ use of cooperative study groups. International Journal of Educational Research Open, 4. https://doi.org/10.1016/j.ijedro.2023.100252 [open access article]

Murphy, P. K., Greene, J. A., Firetto, C. M., Croninger, R. M. V., Duke, R. F., Li, M., Lobczowski, N. G. (2022). Examining the effects of Quality Talk discussions on 4th- and 5th-grade students’ high-level comprehension of text. Contemporary Educational Psychology, 71. https://doi.org/10.1016/j.cedpsych.2022.102099

Starrett, E., Firetto, C. M., & Jordan, M. E. (2022). Navigating sources of teacher uncertainty: Exploring teachers’ collaborative discourse when learning a new instructional approach. Classroom Discourse, 1-24. https://doi.org/10.1080/19463014.2021.2013266

Firetto, C. M., Van Meter, P. N., Kottmeyer, A. M., Turns, S. R., & Litzinger, T. A. (2021). An extension of the Thermodynamics Conceptual Reasoning Inventory (TCRI): Measuring undergraduate students’ understanding of introductory thermodynamics concepts. International Journal of Science Education, 43(15), 2555-2576. https://doi.org/10.1080/09500693.2021.1975847

Wei, L., Firetto, C. M., Duke, R. F., Greene, J. A., & Murphy, P. K. (2021). High school students’ epistemic cognition and argumentation practices during small-group Quality Talk discussions in science. Education Sciences, 11(10), 616. https://doi.org/10.3390/educsci11100616 [open access article]

Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63, 1-17. https://doi.org/10.1016/j.cedpsych.2020.101925 [open access article]

Murphy, P. K., Ebersöhn, L., Omidire, M. F., & Firetto, C. M. (2020). Exploring the structure and content of discourse in remote, rural South African classrooms. South African Journal of Education, 40(2), 1-11. http://dx.doi.org/10.15700/saje.v40ns2a1826