Long, C., Harrell, P. E., Subramaniam, K., Pope, E., Thompson, R. (2022). Strengthening Elementary Preservice Teachers’ Physical Science Content Knowledge: A Three-Year Study. Research in Science Education. https://link.springer.com/article/10.1007/s11165-022-10071-9. Springer.
Harrell, P. E., Subramaniam, K., Long, C. S., Thompson, R., Pope, E. (2022). Increasing Hispanics in the educator workforce: A science methods intervention to improve passing rates on an EC-6 science certification examination. Journal of Latinos and Education. 21(2), 11. Routledge Taylor & Francis. https://www.tandfonline.com/journals/hjle20
Long, C., Sinclair, B. B., Fraser, B. J., Larson, T. R., Harrell, P. E. (2021). Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption. Learning Environments Research. 25(2), 343-357. Springer.
Eutsler, L. M., Long, C. S. (2021). Preservice teachers' acceptance of virtual reality to plan science instruction.. Educational Technology & Society. https://www.j-ets.net/collection/published-issues/24_2
Harrell, P. E., Kirby, B. S., Subramaniam, K., Long, C. (2021). Are Elementary Preservice Teachers Floating or Sinking in Their Understanding of Buoyancy?. International Journal of Science and Mathematics Education. Plano: Springer Nature.
Long, C. S., Eutsler, L. M. (2020). Engaging with VR: Where Will You Take Your Students?. Science Scope. (July/August 2020), 16-22. National Science Teachers' Association.
Subramaniam, K., Long, C. S., Harrell, P. E., Khan, N. The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed. Journal of College Science Teaching. National Science Teaching Association.
Subramaniam, K., Harrell, P. E., Long, C. S., Khan, N. (2020). Pre-Service Elementary Teachers’ Conceptual Understanding of Average Speed: The Systematicity and Persistence of Related and Unrelated Concepts. Research in Science and Technological Education. 40(2), 45. Taylor and Francis.
Long, C. S., Fraser, B. J., Sinclair, B. B. (2020). Differential effectiveness of alternative middle-school science sequences for students of different ethnicities.. Learning Environments Research. 23(1), 87-99. Springer. https://link.springer.com/epdf/10.1007/s10984-019-09291-0?author_access_token=JHDSiwXiG_mBGoWhG6yj1fe4RwlQNchNByi7wbcMAY7Ak6kKVgJ3YEyuzc-ojIiQjK6p6Ojbt5s5UZOmGhQF6pJS8pumupJarHQBH2OqIQSqCLxrSYD48XAanNTRAWsuv59Pd5cPM979HpRbFmCc5g%3D%3D
Long, C. S., Harrell, P. E., Subramaniam, K., *Pope, (2019). Using microteaching to improve preservice elementary teachers’ physical science content knowledge. Electronic Journal of Science Education. 23(4), 16-31. Southwestern University/Texas Christian University. https://ejse.southwestern.edu/article/view/19119
Long, C. S. (2019). The effect of science education classes on pre-service elementary teachers’ attitudes about science. Journal of College Science Teaching. National Science Teachers Association. http://www.nsta.org/college/
Subramaniam, K., Kirby, B., Harrell, P. E., Long, C. (2019). Using concept maps to reveal prospective elementary teachers’ knowledge of buoyancy. Electronic Journal of Science Education.
Long, C. S. (2015). Comparison of alternative sequencing of middle-school science curriculum: Classroom learning environment and student attitudes. 30(1), 23-36 (14). Albert Park: James Nicholas Publishers.
