KPC clients and colleagues often partner with us with the hope of generating work that is worthy of publication in peer-reviewed journals. Our publications are organized here by topic to help those of you hoping to do a quick search for something specific.
Science Festivals
Allen, S., & Peterman, K. (2019). Evaluating Informal STEM Education: Issues and Challenges in Context. New Directions for Evaluation, 2019(161), 17-33.
Bevc, C., Young, D., & Peterman, K. (2016). Using social network analysis to document science festival partnerships. Journal of Science Communication, 15(5), A04.
Gathings, M. J., & Peterman, K. (2021). Science festivals and the cultivation of science capital: a retrospective study of science capital. International Journal of Science Education, Part B, 1-15.
Nielsen, K., Gathings, M. J., & Peterman, K. (2019). New, Not Different: Data-Driven Perspectives on Science Festival Audiences. Science Communication, 1075547019832312.
Peterman, K., & Gathings, M. J. (2019). Using a community-created multisite evaluation to promote evaluation use across a sector. Evaluation and program planning, 74, 54-60.
Peterman, K, Verbeke, M., Nielsen, K., (2020). Looking Back to Think Ahead: Reflections on Science Festival Evaluation and Research. Visitor Studies, 23(2).
Peterman, K., & Young, D. (2015). Mystery shopping: an innovative method for observing interactions with scientists during public science events. Visitor Studies, 18(1), 83-102.
Robertson Evia, J., & Peterman, K. (2020). Understanding Engagement with Science Festivals: Who Are the Engaged?. Visitor Studies, 23(1), 66-81.
Informal Learning, Science Communication & Measurement
Becker-Klein, R. Stylinski, C., & Peterman, K. (2016). Embedded Assessment as an Essential Method for Understanding Public Engagement in Citizen Science. Citizen Science: Theory and Practice. http://theoryandpractice.citizenscienceassociation.org/articles/10.5334/cstp.15/.
Grack Nelson, A., Goeke, M., Auster, R., Peterman, K., & Lussenhop, A. (2019). Shared measures for evaluating common outcomes of informal STEM education experiences. New Directions for Evaluation, 2019(161), 59-86.
Peterman, K., Withy, K., & Boulay, R. (2018). Validating Common Measures of Self-Efficacy and Career Attitudes within Informal Health Education for Middle and High School Students. CBE—Life Sciences Education, 17(2), ar26.
Peterman, K., Garlick, S., Besley, J. C., Allen, S., Fallon Lambert, K., Nadkarni, N. N., Rosin, M., Weber, C., Weiss, M. & Wong, J. (2021). Boundary spanners and thinking partners: adapting and expanding the research-practice partnership literature for public engagement with science (PES). JCOM journal of science communication.
Peterman, K., Robertson Evia, J., Cloyd, E., & Besley, J. (2017) Assessing Public Engagement Outcomes by the Use of an Outcome Expectations Scale for Scientists. Science Communication, 39(6), 782-797.https://doi.org/10.1177/1075547017738018
Robertson Evia, J., Peterman, K., Cloyd, E., & Besley, J. (2018). Validating a scale that measures scientists’ self-efficacy for public engagement with science. International Journal of Science Education, Part B, 8(1), 40-52.
Citizen Science & Embedded Assessment
Kermish-Allen, R., Peterman, K., & Bevc, C. (2019). The utility of citizen science projects in K-5 schools: measures of community engagement and student impacts. Cultural Studies of Science Education, 14(3), 627-641.
Peterman, K., Becker-Klein, R., Stylinski, C., & Nelson, A. G. (2017). Exploring embedded assessment to document scientific inquiry skills within citizen science. In Citizen Inquiry (pp. 63-82). Routledge.
Peterman, K., Bevc, C. and Kermish-Allen, R. (2019). Turning the King Tide: Understanding Dialogue and Principal Drivers in an Online Co-Created Investigation. Citizen Science: Theory and Practice, 4(1), p.3. DOI: http://doi.org/10.5334/cstp.189
K-12 and After School STEM Education Projects
Kermish-Allen, R., Peterman, K., MacDonald, S., Thompson, R., & Winner, B. (2010). Student and teacher teams using high resolution electricity monitoring to create local change. Education, 2010.
Peterman, K., Cranston, K. A., Pryor, M., & Kermish-Allen, R. (2015). Measuring primary students’ graph interpretation skills via a performance assessment: A case study in instrument development. International Journal of Science Education, 37(17), 2787-2808.
Peterman, K., Kermish-Allen, R., Knezek, G., Christensen, R., & Tyler-Wood, T. (2016). Measuring student career interest within the context of technology-enhanced STEM projects: A cross-project comparison study based on the Career Interest Questionnaire. Journal of Science Education and Technology, 25(6), 833-845.
Peterman, K., Pan, Y., Robertson, J., & Lee, S. G. (2014). Self-Report and Academic Factors in Relation to High School Students’ Success in an Innovative Biotechnology Program. Journal of Technology Education, 25(2), 35-51.
Professional Development
Peterman, K., Daugherty, J. L., Custer, R. L., & Ross, J. M. (2017). Analysing the integration of engineering in science lessons with the Engineering-Infused Lesson Rubric. International Journal of Science Education, 39(14), 1913-1931.
Peterman, K., Robertson Evia, J., Allen, S., Byrd, S. C., Nickerson, B., & Kastelein, K. (2021). Sustainability, Spread, and Shift: Developing a Professional Learning Program for Out-of-School Educators With Scale-Up in Mind. In Frontiers in Education (p. 225). Frontiers.
Ross, J., Peterman, K., Daugherty, J., & Custer, R. (2018). An engineering innovation tool: providing science educators a picture of engineering in their classroom. Journal of STEM Education, 19(2).
