Journal Articles
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Colley, C., & Windschitl, M. (2020). A Tool for Visualizing and Inquiring into Whole-Class Sensemaking Discussions. Research in Science Education, 51(1), 51-70.
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Hagenah, S., Colley, C., & Thompson, J. (2018). Funneling versus Focusing: When talk, tasks, and tools work together to support students' collective sensemaking. Science Education International, 29(4), 261-266.
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Colley, C., & Windschitl, M. (2016). Rigor in Elementary Science Students’ Discourse: The Role of Responsiveness and Supportive Conditions for Talk. Science Education,100(6), 1009-1038.
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Thompson, J., Hagenah, S., Kang, H., Stroupe, D., Braaten, M., Colley, C., & Windschitl, M. (2016). Rigor and Responsiveness in Classroom Activity. Teachers College Record, 118(5), 1.
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Book Chapters
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Colley, C., & Braaten, M. (2020). Preparing elementary teachers to support science talk. In D. Stroupe, K. Hammerness, & S. McDonald (Eds.), Preparing science teachers through practice-based teacher education (pp. 99-115). Cambridge, MA: Harvard Education Press.
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Colley, C., (2017). How teachers mediate elementary students’ participation in productive science discussions. In D. Stroupe (Ed.) Reframing science teaching and learning: Students and educators co-developing science practices in and out of school. (pp. 62-78). New York, New York: Routledge.
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Windschitl, M., Colley, C., & Sjoberg, B. (2016). Putting it all together: Two examples of teaching with the Next Generation Science Standards (pp. 335-352). In C. Schwarz, C. Passmore, & B. Reiser (Eds.) Helping students make sense of the world using Next Generation science and engineering practices. Arlington, Virginia: NSTA Press, National Science Teachers Association.
PUBLICATIONS
PRESENTATIONS
Colley, C. (2019) How Responsive Coaching Mediates Elementary Teachers’ Enactments of Responsive Science Teaching Practices. In roundtable session: Investigating How Instructional Coaching Supports Teacher Learning and Development Across Disciplines Using Core Practices. Annual meeting of the American Educational Research Association. Toronto, Canada
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Colley, C. (2016) How elementary science teachers foster opportunities for equitable student sensemaking. Annual meeting of NARST. Baltimore, MD.
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Windschitl, M., & Colley, C. (2016) Answer-Givers Versus Explanation-Builders: What Elementary Teachers Do to Foster Rigorous and Epistemically Rich Discourse. Annual meeting of the American Educational Research Association. Washington, D.C.
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Colley, C. (2015) A Focus on Responsiveness and Rigor: How Elementary Science Teachers Facilitate Productive Science Talk. Annual meeting of the American Educational Research Association. Chicago, IL.
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Colley, C. & Wagner, M., (2014) Promoting Equity and Relevance in the Elementary Science Classroom: Using modelling and talk structures to help students revise their understanding of everyday science phenomena. Northwest Conference on Teaching for Social Justice, Portland, OR.
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Windschitl, M., Thompson, J., Stroupe, D., Kang, H., Hagenah, S., Colley, C. & Laxton, K. (2013) Current Teacher Education Research: Learning, Developing and Sustaining Ambitious and Equitable Science Teaching Practice. Symposium on Teaching and Learning, University of Washington, Seattle, WA.
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Colley, C. (2012) Honoring Student Experiences: Eliciting Ideas and Adapting Instruction. Noyce Regional Conference, Tucson, AZ.
CURRICULUM GUIDES
I authored many of these curriculum guides over a span of 3 years, 2013-2016, in collaboration with 4th, 5th, and 6th grade science teachers in Highline Public Schools as part of their transition plan to using NGSS for upper elementary. I resumed curriculum development in 2018 as part of my work with Renton Public Schools. These are published and available here as well as shared on the AmbitiousScienceTeaching.org website to be used freely under a Creative Commons license and may not be sold.
