Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice

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College science teachers' views of classroom inquiry (2006, background): “Southerland, Gess-Newsome, and Johnston (2003) examined how three scientists designed and implemented a new university science course.”
Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform (2007, background): “Thus, evenwell-meaning teachers whomaintain that they value proposed changes and believe they are embracing radically new practices may not implement reforms as intended by reformers (Gess-Newsome, Southerland, Johnston, & Woodbury, 2003; Gregoire, 2003; Southerland et al., 2003).”
Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education (2006, result): “However, recent studies conducted by Abd-El-Khalick, Bell, and Lederman (1998), Mellado (1997), Lederman (1999), and Southerland, Gess-Newsome, and Johnston (2003) have revealed that the correspondences between teachers’ epistemological position toward the nature of science and actual teaching…”