Publications

Refereed Journals/Chapters       

Bloom, M., Weinburgh, M. H. & Danell, P. (2008, Spring). What's good for the teacher may not be good for the students. Focus on Middle School. 20(3), 4-8.

Weinburgh, M. H., Smith, K. H., & Clark, J. (2008). Reflective teaching model in long-term professional development: a case study of a second year urban elementary teacher. Electronic Journal of Science Education

Weinburgh, M. H. (2008). The effect of Tenebrio obscurus on elementary teachers’ content knowledge, attitudes, and self-efficacy. Journal of Science Teacher Education. 18(6), 801-816.

Bloom, M. & Weinburgh, M. H. (2007, Fall). Why every teachers should know NOS. Focus on Middle School. 20(2), 1-4.

 Weinburgh, M. H., Hart, L., & Carriere, J. (2007). A new perspective on integrating math and science: The Decatur elementary math/science project. In Berlin, D. F. & White, Al. L. (Eds.).  Global Issues, Challenges, and opportunities to Advance Science and Mathematics Education. Columbus, OH: International Consortium for Research in Science and Mathematics Education. p 21-38.

Weinburgh, M. H. (2007). Challenging elementary preservice teachers’ beliefs about scientific methodology. In Berlin, D. F. & White, A. L. (Eds.).  Global Issues, Challenges, and opportunities to Advance Science and Mathematics Education. Columbus, OH: International Consortium for Research in Science and Mathematics Education. p 181-188.

Weinburgh, M. H. (2005). Long-term professional development for elementary teachers: Cost and benefits. Berlin, D. F., & White, A. L . (Eds). Collaboration for the golbal improvement of science and mathematics education. Columbus, OH: International Consortium for Research in Science and Mathematics Education, pp 133-140.

Weinburgh, M. H. (2004). Teaching photosynthesis: More than a lecture but less than a lab. Science Scope. 27(9), 15-17.  [acceptance rate = 35%]

Collier, S., Weinburgh, M. H., & Rivera, M. (2004). Infusing technology skills into a teacher education program: Change in student’s personal knowledge about and use of technology. Journal of Technology & Teacher Education. 12(3), 447-468. [acceptance rate = 21%]

Weinburgh, M. H. (2003). Changing elementary and college science teaching through co-teaching/co-generative dialogue. In D. Berlin & A. Whites (Eds). Improving Science and Mathematics Education: Insights for a Global Community. Columbus, OH: ICRSM. P.63-74.

Weinburgh, M. H. (2003). Good Science Instruction: A Leg (or Three) to Stand On.  Science & Children. 40(6), 28-30.  [acceptance rate = 21%]

Weinburgh, M. H., Collier, S., & Rivera, M. (2003). Preparing elementary teachers: Infusing technology as recommended by the international society for technology in education’s national educational technology standards for teachers. TechTrends. 47(4), 43-46.  [acceptance rate = 21%]

Weinburgh, M. H. (2003). Confronting and changing middle school teachers’ beliefs about scientific methodology. School Science and Mathematics, 103(5), 222-232.  [acceptance rate = 41%]

Weinburgh, M. H. (2003). Review of Equity and Science Education Reform. Science Education, 87(2), 301-302. . [acceptance rate = 20-22%]

Weinburgh, M. H. (2003). The effects of systemic reform on Urban, African-American fifth grade students’ attitudes toward science.  Journal of Women and Minorities in Science and Engineering. 9(1), 53-72.

Weinburgh, M. H. (Fall 2000). Gender, ethnicity, and grade level as predictors of middle school students’ attitudes toward science. Current Issues in Middle Level Education. 72-84.  [acceptance rate = 41%]

Weinburgh, M. H. & Steele, D. (2000).  The modified Attitudes Toward Science Inventory: Developing an instrument to be used with fifth grade urban students.  Journal of Women and Minorities in Science and Engineering, 6(1), 87-94.    

Weinburgh, M. H. (1998). Middle school students’ grade expectation and preferred  topics in science by gender and ethnicity.  Current Issues in Middle Level Education, 7(2), 74-88.

Weinburgh, M. H., Smith, L. & Smith, K. H. (1997, Oct.). Preparing early childhood education majors to infuse technology into the teaching of mathematics and science. TechTrends, 42(5), 43-45.  [acceptance rate = 21%]

Weinburgh, M. H. (1996). T.R.E.E.: Co-reform in professional development. UPDATE, 12(14), 10-11.

Weinburgh, M. H. (1996). Ethel Brown Harvey. In B. Shearer & B. Shearer (Eds), Noted Women Scientist: A biographical dictionary. Vol 1: Life Science.  Pp. 156-159. New Port: Greenswood Publishers.

 Weinburgh, M. H. (1995, Spring). Preparing gender inclusive science teachers: Suggestions from the literature. Journal of Science Teacher Education, 6(5). 102-107.   [acceptance rate = 20%]

Weinburgh, M. H. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970-1991. Journal of Research in Science Teaching, 32(4), 387-398.  [acceptance rate = 11%]

Weinburgh, M. H. (1994, Fall). Gender equity in science classrooms: Recommendations for teachers. The Georgia Science Teacher, 36(1) 7-8.

Weinburgh, M. H., Franklin, B., & Franklin, C. (1994, Spring). Gender equity in science classroom: What can be done?. Current Issues in Middle Level Education, 3(1), 11-19.  [acceptance rate = 41%]

Weinburgh, M. H. & Engelhard, G. (1994). Gender, prior academic achievement, and belief as predictors of student attitudes toward biology laboratory instruction. School Science and Mathematics, 94(3), 118-123.  [acceptance rate = 41%]

Refereed Proceedings

Watkins, J.K., & Weinburgh, M. H. (2003). On a learning curve: The Institute of   Mathematics,     Science, and Technology Education. In N. Hall & D. Springate (Eds.). Proceedings of the 13th Annual Conference of the European Teacher Education Network.

Weinburgh, M. H. (2002). Gender Equity: Past, Present, Future. In M. Weinburgh & S. L. Jones (eds). Situating Gender and Science Education in Local Contexts. Fort Worth, TX : Institute of Mathematics, Science, and Technology Education. 

Weinburgh, M. H. & Jones, S. L. (2002). (Editors). Situating Gender and Science   Education in Local Contexts.  Proceedings of Gender and Science Education International Conference. Fort Worth, TX: Institute of Mathematics, Science and Technology Education.

Weinburgh, M. H. & Russell, D. (2001). A workshop on curriculum as a means of transformative research in cross-cultural teacher education. Proceedings of the 41^st International Conference World Education Fellowship. Sun City, South Africa.

Weinburgh, M. H. (2000). How middle childhood in-service teachers view the scientific method.  In P. Rubba, P. Keig & J. Rye (eds), Proceedings of the 2000 Annual International Conference of the Association for the Education of Teachers in Science (pp. 227-241). Pensacola, FL: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED).

Farokhi, E. & Weinburgh, M. H. (1999). Is the climate chilly or warm for women in higher education institutions?  In Proceedings of the 1999 symposium: Higher Education in Transition; the politics and practices of equity (pp 127-142). Washington, DC: American Association of University Women.

Weinburgh, M.H. (1999). Addressing issues of (gender) equity in science education: So much to do in only fifteen weeks. In Hildebrand, G. M (ed), “Gazing into the Future: Proceedings of the Gender and Science Education (GASE) Colloquium”, Boston, The University of Melbourne, Parkville, Vic.

Weinburgh, M. H. (1998). Gender, ethnicity, and grade level as predictors of middle school students’ attitudes toward science.  In P. Rubba, P. Keig & J. Rye (eds), Proceedings of the 1998 Annual International Conference of the Association for the Education of Teachers in Science (pp. 667-677). Pensacola, FL: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 421363).

Thorsen, C. C, Weinburgh, M. H. & Wierson, C. H. (1997). Gender equity: In and out of the classroom. In Proceedings of the 1997 symposium: Gender and Race on the Campus and in the School: Beyond Affirmative Action. (pp. 97-104). Anaheim, CA: American Association of University Women.

Farokhi, E., Thorsen, C.C., & Weinburgh, M. H. (1997). Integrating gender equity and reform in higher education. In Proceedings of the 1997 symposium: Gender and Race on the Campus and in the School: Beyond Affirmative Action. (pp. 299-308). Anaheim, CA: American Association of University Women.

Weinburgh, M. H., DeHaan, R., & Goebel, C. (1996). Elementary science education partners: Pathways for professional growth for elementary science teachers. In P. Rubba, P. Keig & J. Rye (eds), Proceedings of the 1996 Annual International Conference of the Association for the Education of Teachers in Science (pp. 528-536). Pensacola, FL: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 398-060).

Textbooks/Manuals

Weinburgh, M. H. (2002). Case 6.2 What is the shape of a star? In Tippins, D., Koballa, T, & Payne, B. (eds). Learning from Cases: Unraveling the Complexities of Elementary Science Teaching.  Allen & Bacon.

Weinburgh, M. H.(2000). Chapter 5: Weather. In Irvine, J. J. & Armento, B. J. (eds). Culturally Responsive Lesson Planning for Elementary and Middle Grades.  McGraw-Hill.

Weinburgh, M. H. (1999).  Gender differences in student attitudes toward science:  A meta_analysis of the literature from 1970 to 1991.  Journal of Research in Science Teaching, 32, 387_398.  To be reprinted in full, with my original researchers' comments, in Gall, M. D., Gall, J. P., & Borg, W. R., Applying Educational Research: A Practical Guide, 4^th edition.  New York:  Addison Wesley Longman.

Weinburgh, M. H. & Farokhi, E. (1999). A Professional Development Manual for Gender Equity in Collegiate Science, Engineering, Mathematics, and Education. Georgia Institution of Technology College Press: Atlanta, GA.

Weinburgh, M. H. & Farokhi, E. (1999). K-12 Model One: One-time, In-service Workshops. In Weinburgh & Farokhi (eds). A Professional Development Manual for Gender Equity in Collegiate Science, Engineering, Mathematics, and Education. Georgia Institution of Technology College Press: Atlanta, GA.

Weinburgh, M. H. & Farokhi, E. (1999). Model Four: Classroom Instructor Observation and Debriefing.  In Weinburgh & Farokhi (eds). A Professional Development Manual for Gender Equity in Collegiate Science, Engineering, Mathematics, and Education. Georgia Institution of Technology College Press: Atlanta, GA.

Weinburgh, M. H. & Farokhi, E. (1999). Model Two: General Awareness Session followed by Topical Workshops. In Weinburgh & Farokhi (eds). A Professional Development Manual for Gender Equity in Collegiate Science, Engineering, Mathematics, and Education. Georgia Institution of Technology College Press: Atlanta, GA.

Smith, K. H. & Weinburgh, M. H. (1997). A working handbook for successful teaching in the early childhood science classroom. Oklahoma City: Custom Academic Publishing Company.

Golley, P. and Weinburgh, M. H. (1997). The Scientific Field Study. In Irvine, J. J & Armento, B.J. (eds). Perfecting Educational Practice: Culturally Responsive Curricula for Middle Grades. Pp. 133-178. AACTE and Philip Morris Co.

Weinburgh, M. H., Hughes, M., Blass, S., & Turner, J. (1997). Weather. In Irvine, J. J & Armento, B.J. (eds). Perfecting Educational Practice: Culturally Responsive Curricula for Middle Grades.  Pp. 179-220. AACTE and Philip Morris Co.

Weinburgh, M. H. (1995). Month Four. In A.D.A.M. (eds). Nine Month Miracle Teachers’s Guide. Pp 2:63-2:71. Atlanta, GA: ADAM.

Weinburgh, M. H. (1995). Month Eight. In A.D.A.M. (eds). Nine Month Miracle Teachers’s Guide. Pp 2:102-2:115. Atlanta, GA: ADAM.

Weinburgh, M. H. (1995). Successful science teaching to middle childhood students: A methods manual. Atlanta, GA: Georgia State University.

Weinburgh, M. H. & Putzell, S (1995). Creating multimedia using HyperCard templates: A process of infused instruction. Atlanta, GA: Georgia State University.

Weinburgh, M. H. (1994). Science Resources. Atlanta , GA : Georgia State University .

Weinburgh, M. H. , Davenport, M., Golley, P., Jacobson, T. & Weinburgh, P. (1994). Tropical Rainforest: An Interdisciplinary Approach. Atlanta, GA: Visions United.

Weinburgh, M. H. (1994). The one computer classroom. Georgia Public Television/GSU. Atlanta, GA: Georgia State University.

Weinburgh, M. H.(1994). Computer labs. Georgia Public Television/GSU. Atlanta, GA: Georgia State University.

Weinburgh, M. H. (1994). Opening School Experience: Handbook for MSIT. Oklahoma City: Custom Academic Publishing Company.

Weinburgh, M. H., North, A., Jones, J., Crane, A., & Johnston, H. (1994). Student Teaching Handbook for MSIT. Oklahoma City: Custom Academic Publishing Company.

McCloskey, M. L. & Weinburgh, M. H. (1993). Interdisciplinary curriculum pilot: Rainforest and oceans. Atlanta, GA: Visions United.

Creative Projects

Weinburgh, M. H. & al. (1996). Product Consumer #4, science CD-ROM, new software being produced for general market for 5-8 year olds. ADAM Software Co., Atlanta, GA.

Weinburgh, M. H. & al(1996). Next step in technology: Multimedia in the classroom. Television series for Georgia Public Television/GSU. Atlanta, Ga.

Weinburgh, M. H. & al. (1995). Technology in the classroom. Television series for Georgia Public Television/GSU. Atlanta, GA.