Darwin's missing link—a novel paradigm for evolution education

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Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, background): “This work has been detailed elsewhere (e.g., Anderson, Fisher, & Norman, 2002; Catley, 2006; Poling & Evans, 2004b; Shtulman, 2006).”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “Similarly, while school curricula typically include discussion of within-species change, they rarely address macroevolutionary processes or speciation in the biology classroom (Catley 2006; Poling & Evans, 2004a).”
A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA (2012, background): “Certainly, there is research to suggest that science teachers are simply not teaching it or teaching it in a most cursory fashion (BouJaoude et al., 2011; Catley, 2006; Donnelly & Boone, 2007; Nadelson & Nadelson, 2010).”
Development and Preliminary Evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM (2009, methodology): “Despite this concise description, some argue for the need to divide evolution into short-term (microevolutionary) and long-term (macroevolutionary) processes (Catley, 2006). This division can be quite blurred and dynamic, adjusting to new evidence, different organisms, and unique situations or condi”