Suzanna Loper

Education · 2016–2017

A researcher in the Science corpus: 3 papers; trusts 7 researchers and is trusted by 0 researchers here, as inferred from the citation graph.

Subfields

• Education — 48 citations into it
• Developmental and Educational Psychology — 41 citations into it

Whom Suzanna Loper trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Katherine L. McNeill
2. Carla Zembal-Saul
3. S. Erduran

Papers from Suzanna Loper's perspective

Ordered by how strongly the researchers Suzanna Loper trusts endorse each paper. Same corpus, a different order for every researcher.

1. Learning to Teach Argumentation: Research and development in the science classroom
2. Argument to Foster Scientific Literacy
3. Use of Exploratory Factor Analysis in Published Research
4. Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena
5. Teachers' beliefs about low-achieving students and higher order thinking
6. Enhancing the quality of argumentation in school science
7. Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
8. The Quality of Factor Solutions in Exploratory Factor Analysis: The Influence of Sample Size, Communality, and Overdetermination
9. Teachers' Pedagogical Design Capacity for Scientific Argumentation.
10. Learning to teach elementary school science as argument

Their papers

• An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use (2017) — 90 citations
• Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation (2016) — 117 citations
• Factors impacting teachers' argumentation instruction in their science classrooms (2016) — 97 citations