Eugene Judson

Judson, E., Hayes, K. N., & Glassmeyer, K. (2021). Understanding how educators make sense of content standards. American Journal of Educational Research, 8(10), 812–821.

Judson, E., & Glassmeyer*, K. (2020). What school administrators think about computer science counting as a math or science graduation requirement. Computers in the Schools, 37(2), 74–91. https://doi.org/10.1080/07380569.2020.1751528

Judson, E., Hayes, K. N., & Glassmeyer, K. (2020). What influences development of science standards? Science Education, 104(1), 50­–74. https://doi.org/10.1002/sce.21549

Judson, E. (2019). Learning stations in college classrooms. College Teaching, 67(4), 250–251. http://dx.doi.org/10.1080/87567555.2019.1650707

Judson, E., & Glassmeyer, K. (2019). Are teachers and schools ready to accept computer science as a graduation requirement? Journal of Research on Technology in Education.  https://doi.org/10.1080/15391523.2019.1624661 

Judson, E., Bowers, N. L., & Glassmeyer, K. (2019). Recruiting and encouraging students to complete Advanced Placement (AP) courses and exams: Classroom policies. Journal for the Education of the Gifted.   https://doi.org/10.1177%2F0162353219855679 

Judson, E., Ross, L., & Glassmeyer, K. (2019). How research, teaching, and leadership roles are recommended to male and female engineering faculty differently. Research in Higher Education. https://doi.org/10.1007/s11162-018-09542-8 

Ross, L., & Judson, E. (2018). Gender-based differences in faculty members’ view and use of student-centered learning strategies. International Journal of Gender, Science and Technology, 9(3), 205–220. Available at http://genderandset.open.ac.uk/index.php/genderandset/article/viewFile/513/871 

Judson, E., Ross, L., Middleton, J. A., & Krause, S. J. (2017). Measuring engineering faculty views about benefits and costs of using student-centered strategies. International Journal of Engineering Pedagogy, 7(2), 65-78. Available at http://online-engineering.org/dl/iJEP/iJEP_vol7_no2_2017_S.pdf

Judson, E. (2017). How science and math teachers address classes of different levels: Advanced Placement (AP), honors and regular. The High School Journal, 100(4), 226-249. https://doi.org/10.1353/hsj.2017.0010 

Judson, E. (2017). Science and math Advanced Placement (AP) exams: Growth and achievement over time. The Journal of Educational Research, 110(2), 209-217. https://doi.org/10.1080/00220671.2015.1075188 

Judson, E., Ernzen, J., Krause, S., Middleton, J. A., & Culbertson, R. J. (2016). How engineering standards are interpreted and translated for middle school. Journal of Pre-College Engineering Education Research 6(1). https://doi.org/10.7771/2157-9288.1121 

Judson, E., & Hobson, A. L. (2015). Growth and achievement trends of Advanced Placement (AP) exams in American high schools. American Secondary Education, 43(2), 59-76. 

Judson, E. (2014). Addressing teachers' feelings of lack of control over policy issues. Journal of Education and Training Studies, 2(1), 1-10. https://doi.org/10.11114/jets.v2i1.171

Judson, E. (2014). Effects of transferring to STEM-focused charter and magnet schools on student achievement. The Journal of Educational Research, 107(4), 255-266. https://doi.org/10.1080/00220671.2013.823367

Alvarado, C., & Judson, E. (2014). Using celebrations to recruit women to computer science. Communications of the ACM (Association for Computing Machinery), 57(3), 70-77. https://doi.org/10.1145/2500883

Judson, E. (2013). The relationship between state accountability practices and time allocated for science in elementary schools. Science Education, 97(4), 621-636. https://doi.org/10.1002/sce.21058

Judson, E. (2013). Development of an instrument to assess and deliberate on the integration of mathematics into student-centered science learning. School Science and Mathematics, 113(2), 56-68. https://doi.org/10.1111/ssm.12004

Judson, E. (2012). When science counts as much as reading and mathematics: An examination of differing state accountability policies. Education Policy Analysis Archives, 20, 26. https://doi.org/10.14507/epaa.v20n26.2012

Judson, E. (2012). Learning about bones at a science museum: Examining the alternate hypotheses of ceiling effect and prior knowledge. Instructional Science, 40(6), 957-973.  https://doi.org/10.1007/s11251-011-9201-6 

Judson, E. & Kulinna, P. H. (2012). Recruiting and retaining girls and women to pursue STEM careers and play sports: Comparing challenges and lessons learned. International Journal of Gender, Science and Technology, 4(2), 191–207. Available at http://genderandset.open.ac.uk/index.php/genderandset/article/view/227 

Judson, E. (2011). The impact of field trips and family involvement on mental models of the desert environment. International Journal of Science Education, 33(11), 1455–1472. https://doi.org/10.1080/09500693.2010.495758

Judson, E. (2010). Improving technology literacy: Does it open doors to traditional content? Educational Technology Research & Development, 58(3), 271–284. https://doi.org/10.1007/s11423-009-9135-8 

Judson, E. (2010). Science education as a contributor to adequate yearly progress and accountability programs. Science Education, 94(5), 888–902. https://doi.org/10.1002/sce.20396 

Judson, E. (2007). Retaking a high stakes mathematics test: Examination of school interventions and environments. American Secondary Education, 36(1), 15–30. 

Judson, E. & Lawson, A. E. (2007). What is the role of constructivist teachers within faculty communication networks? Journal of Research in Science Teaching, 44(3), 490–505. https://doi.org/10.1002/tea.20117

Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education, 14(3), 581–597. 

Adamson, S.L., Burtch, M., Cox III, F., Judson, E., Turley, J. B., Benford, R., and Lawson, A.E. (2003). Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement. Journal of Research in Science Teaching, 40(10), 939–957. https://doi.org/10.1002/tea.10117 

Judson, E. & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21(2), 167–181.

Judson, E. & Sawada D. (2002). Tracking transfer of reform methodology from science and math college courses to the teaching style of beginning teachers of grades 5-12. Journal of Mathematics and Science: Collaborative Explorations, 5, 189–207.

Lawson, A. E., Benford, R., Bloom, I., Carlson, M. P., Falconer, K. F., Hestenes, D. O., Judson, E., Piburn, M. D., Sawada, D., & Wyckoff, S. (2002). Reforming and evaluating college science and mathematics instruction. Journal of College Science Teaching. 31(6), 388 – 393. 

Sawada, D., Piburn, M., Judson, E., Falconer, K., Benford, R. & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The Reformed Teaching Observation Protocol. School Science and Mathematics, 102(6), 245–253. https://doi.org/10.1111/j.1949-8594.2002.tb17883.x

Judson, E. & Sawada, D. (2000). Examining the effects of a reformed junior high school science class on students' math achievement. School Science and Mathematics. 100(8), 19–25. https://doi.org/10.1111/j.1949-8594.2000.tb17330.x