Matthew A. Cannady
Matthew A. Cannady
Initiative Director, Transforming STEM Pathways, Lawrence Hall of Science, UC Berkeley
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Cited by
Cited by
Problematizing the STEM pipeline metaphor: Is the STEM pipeline metaphor serving our students and the STEM workforce?
MA Cannady, E Greenwald, KN Harris
Science Education 98 (3), 443-460, 2014
Teachers’ education and outcomes: Mapping the research terrain
M Cochran-Smith, M Cannady, KP McEachern, K Mitchell, P Piazza, ...
Teachers College Record 114 (10), 1-49, 2012
The learning benefits of being willing and able to engage in scientific argumentation
M Bathgate, A Crowell, C Schunn, M Cannady, R Dorph
International Journal of Science Education 37 (10), 1590-1612, 2015
Teachers' education, teaching practice, and retention: A cross-genre review of recent research
M Cochran-Smith, M Cannady, KP Mceachern, P Piazza, C Power, ...
Journal of Education 191 (2), 19-31, 2011
Development of the International Ocean Literacy Survey: measuring knowledge across the world.
G Fauville, C Strang, MA Cannady, YF Chen
Environmental Education Research 25 (2), 238-263, 2019
When I grow up: the relationship of science learning activation to STEM career preferences
R Dorph, ME Bathgate, CD Schunn, MA Cannady
International Journal of Science Education 40 (9), 1034-1057, 2018
How science learning activation enables success for youth in science learning experiences
R Dorph, MA Cannady, CD Schunn
The Electronic Journal for Research in Science & Mathematics Education 20 (8), 2016
An accountability model for initial teacher education
L Ludlow, E Mitescu, J Pedulla, M Cochran‐Smith, M Cannady, ...
Journal of Education for Teaching 36 (4), 353-368, 2010
Scientific sensemaking supports science content learning across disciplines and instructional contexts
MA Cannady, P Vincent-Ruz, JM Chung, CD Schunn
Contemporary Educational Psychology 59, 101802, 2019
Measuring practices of teaching for social justice in elementary mathematics classrooms
E Mitescu, JJ Pedulla, M Cannady, M Cochran-Smith, C Jong
Educational Research Quarterly 34 (3), 15, 2011
The role of engagement in STEM learning and science communication: Reflections on interviews from the field
J Bell, J Besley, M Cannady, K Crowley, A Grack Nelson, T Philips, ...
Center for Advancement of Informal Science Education, 2019
Polytomous IRT or testlet model: An evaluation of scoring models in small testlet size situations
O Zhang, L Shen, M Cannady
University of Florida, 2010
Assessment at the intersection of science and literacy
PD Pearson, AM Knight, MA Cannady, JB Henderson, KL McNeill
Theory into Practice 54 (3), 228-237, 2015
Experimental and quasi-experimental designs in visitor studies: A critical reflection on three projects
S Pattison, J Gutwill, R Auster, M Cannady
Visitor Studies 22 (1), 43-66, 2019
Measures technical brief: Engagement in science learning activities
J Chung, MA Cannady, C Schunn, R Dorph, M Bathgate
Activation Lab, 2016
How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers
MA Cannady, D Moore, E Votruba-Drzal, E Greenwald, R Stites, ...
International Journal of STEM Education 4, 1-16, 2017
Design and implementation issues in longitudinal research
LH Ludlow, J Pedulla, S Enterline, EM Reagan, M Cannady, S Chappe
Education Policy Analysis Archives 19, 11-11, 2011
Measures technical brief: Fascination in science
J Chung, MA Cannady, C Schunn, R Dorph, M Bathgate
Modeling teacher attrition: Teacher characteristics and working conditions
MA Cannady
Boston College, 2011
Observing teaching for social justice for teachers from two pathways
J Pedulla, E Mitescu, C Jong, M Cannady
Documento presentado en la American Educational Research Association Annual …, 2008
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