Scholarship

Selected Publications (see Google Scholar page)

Barnes, E.R., Gray, R.E., & Grinath, A.S. (2022). Talk moves as pedagogical tools for eliciting and working with student ideas in an undergraduate general biology laboratory. Science Education, 107(1), p. 89-123. https://doi.org/10.1002/sce.21762

Gray, R.E. Rogan-Klyve, A.M., & Canipe, M.M. (2022). Investigating the impact of eliciting and being responsive to students’ initial ideas on productive disciplinary engagement across a unit. Science Education. Advance online publication. https://doi.org/10.1002/sce.21701

Park, B.Y., Campbell, T., Kelly, M., Gray, R.E., Arnold, C., Chadwick, C., …, Willig, M.R. (2021). Improving NGSS focused PD through the examination of a teacher and students’ experiences and iterated student models on water & sustainability. Research in Science & Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2021.1978962

Gray, C.A., Gray, R.E., Canipe, M.M., Armfield, S.W.J., & Tuchscherer, R. (2021). Developing engineering identity in an introductory engineering course: A multi-case analysis. Journal of Research in Science, Mathematics and Technology Education, 4(3), 153-177. DOI: https://doi.org/10.31756/jrsmte.431

Gray, R.E., Riche, A.T., Shinnick-Gordon, I.J., & Sample, J.C. (2021). The reasons women choose and stay in a geology major: A qualitative multi-case analysis. Innovation and Education, 3(3). https://doi.org/10.1186/s42862-021-00010-2

Gray, R.E., McDonald, S., & Stroupe, D. (2021). What you find depends on how you see: Examining asset and deficit perspectives of preservice science teachers’ knowledge and learning. Studies in Science Education, 58(1), 59-80. https://doi.org/10.1080/03057267.2021.1897932

Gray, R.E. & Furtak, E. (2020). Institutional constraints in practice-based teacher preparation. In D. Stroupe, K. Hammerness, & S. McDonald (Eds.), Preparing science teachers through practice-based teacher education (pp. 205-220). Cambridge, MA: Harvard Education Press.

Gray, R.E., Henderson, D., & Rothenberg, N. (2020). Chimborazo then and now: Using historical data to demonstrate the effects of global climate change on plant communities. Science Scope, 44(2), 82-88.

Campbell, T., Gray, R.E., Fazio, X. (2019). Representing scientific activity: Affordances and constraints of central design and enactment features of a model based inquiry unit. School Science and Mathematics, 119(8), 475-486.

Boerner-Mercier, J., & Gray, R.E. (2020). Investigating land ethics: Exploring land usage through historical case studies and a student symposium. The Science Teacher, 87(5), 36-42.

Gray, R.E. & Rogan-Klyve, A.M. (2018). Talking modeling: Examining science teachers' modeling-related talk during a model-based inquiry unit. International Journal of Science Education, 40(11), 1345-1366.

Davis, A. & Gray, R.E. (2018). Understanding earthquakes through investigating the Great Sumatran Earthquake of 2004. The Science Teacher, 85(4), 40-47.

Baze, C. & Gray, R.E. (2018). Modeling Tiktaalik: Using a model-based inquiry approach to engage community college students in the practices of science during an evolution unit. Journal of College Science Teaching, 47(4), 12-20.

Askew, J.  & Gray, R.E. (2017). The science of Little Boy: Investigating the chemistry behind the first use of a nuclear weapon in warfare. The Science Teacher, 84(8), 45-51.

Askew, J. & Gray, R.E. (2016). Settling the score: Exploring the historic debate over atomic bonding. The Science Teacher, 83(8), 46-54.

Gray, R.E. & Rogan-Klyve, A. (2016). Investigating Axial Seamount: Using student-generated models to understand plate tectonics. Science Scope, 40(1), 22-34.

Rogan-Klyve, A., Halsey Randall, M., St. Claire, T., & Gray, R.E. (2015). Bringing historical scientific arguments back to life: The case of continental drift. Science Scope, 38(7), 25-33.

Gray, R.E. (2014). Thinking about the size and scope of high-leverage practices in novice teacher professional learning. In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 38-39). Portland, OR.

Gray, R.E. (2014). The distinction between experimental and historical sciences as a framework for improving classroom inquiry. Science Education, 98(2), 327-341.

Gray, R.E. and Kang, N.H. (2014).  The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46–65. 

Other Publications

Gray, R.E. (2004).  Invasive plant species and your community, Community-based natural resource activities for biology (pp. 63-68).  Salem, Oregon: Northwest Center for Sustainable Resources.

Gray, R.E. (2004).  Cheetahs: A predator’s role in the ecosystem - Teacher’s Resource Guide, Namibia: Capital Press.

Gray, R.E.; Munks, M.W.; Haynes, R.R.; Olsen, G.D. (2001). Mu opioid receptor efficacy and potency of morphine-6-glucuronide in neonatal guinea pig brainstem membranes: Comparison with transfected CHO cells.  Brain Research Bulletin, Vol. 54 (5), pp. 499-505.

Invited Presentations

"The present and future of science education in the era of NGSS". Presented at the Ambitious Mathematics and Science Teaching Institute at Oregon State University. Corvallis, OR. June 2018.

"The role of experimental and historical sciences in classroom inquiry". Presented at the CREATE for STEM Institute Science Seminar Series at Michigan State University, East Lansing, MI. March 4, 2015.

"Epistemic practice or glorified worksheet: The role of modeling talk during a model-based inquiry unit." Presented at the Korean Association of Science Education annual conference, Busan, South Korea. February 8, 2015.

“Examining the factors mediating the enactment of model-based inquiries by preservice science teaching.” Presented at the Korea National University of Education special seminar series, Cheongju, South Korea, February 11, 2014.

“The role of experimental and historical sciences in classroom inquiry.” Presented at the Korean Association of Science Education annual conference, Daegu, South Korea, February 15, 2014.

Peer-Reviewed Conference Proceedings

Gray, C.A., Tuchscherer, R., & Gray, R.E. (2017). Examining micro-interventions to improve classroom community in introductory engineering classrooms. Proceedings from ASEE 2017: American Society for Engineering Education Annual Conference & Exposition (p. 36). Columbus, OH.

Tuchscherer, R., Gray, C.A., & Gray, R.E. (2017). Reshaping engineering classroom norms to expand the profession. Proceedings from ASEE 2017: American Society for Engineering Education Annual Conference & Exposition (p. 15). Columbus, OH.

Gray, R.E. (2017). Localized practice and the role of uncertainty in science teacher preparation. In D. Stroupe & H. Kang (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 14). San Antonio, TX. [Available online at www.sciedxroads.org/proceedings2017.html].

Gray, R.E. (2014). Thinking about the size and scope of high-leverage practices in novice teacher professional learning. In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 38). Portland, OR. [Available online at www.sciedxroads.org/proceedings2014.html].

Flick, L.B., Elliott, R., & Gray, R.E. (2012). Reform or revolution? Undergraduate science education in diverse contexts for learning. In S. A. Ross, D. W. Sunal, C. S. Sunal, C. L. Mason, & D. Zollman (Eds.), Proceedings of the National Study of Education in Undergraduate Science (NSEUS) Research Based Undergraduate Science Teaching National Conference (pp. 21). Tuscaloosa, AL: University of Alabama.

Selected Professional Presentations

Gray, R. E., & Rogan-Klyve, A. (2017, August). Teacher responsiveness to student ideas in model based learning classrooms. Paper presented at the 2017 international conference of the European Science Education Research Association (ESERA). Dublin, Ireland.

Gray, R.E. (2017, April). The development of a secondary science teacher preparation program framework centered around core practices. Paper presented at the 2017 international conference of the National Association for Research in Science Education (NARST), San Antonio, TX.

Gray, R.E. & Rogan-Klyve, A. (2016, April). Examining teacher responsiveness to student ideas in model based learning classrooms. Paper presented at the 2016 international conference of the National Association for Research in Science Education (NARST), Washington, DC.

Gray, R.E. & Rogan-Klyve, A. (2015, April). Talking Modeling: Examining Science Teachers’ Modeling-Related Discourse During a Model-Based Inquiry Unit. Presented at the National Association of Research in Science Education (NARST) annual conference, Chicago, IL.

Gray, R.E. (2014, November). Using model-based inquiry in the classroom. Presented at the 2014 annual conference of the Arizona Science Teachers Association (ASTA), Phoenix, AZ.

Gray, R.E. (2014). Thinking about the size and scope of high-leverage practices in novice teacher professional learning.Paper presented at the annual meeting of Science Education at the Crossroads, Portland, OR., September 25-17.

Selected Grants:

• 2021 - 2024 - Supporting Undergraduate Secondary Pre-service Science Teachers through the Development of a Next Generation Science Standards Aligned Unit Planning Tool. Awarded $299,501 to design, implement, and study a planning tool with embedded instructional heuristics to enable undergraduate secondary education students to engage their students in NGSS-aligned units for the purpose of learning about the epistemic practices of science for classroom implementation. Funded by the National Science Foundation (NSF) IUSE (#2043354). Role: Principal Investigator. Collaborative with Todd Campbell of the University of Connecticut. 

• 2021 - 2024 - Improving science content knowledge of undergraduate elementary education majors through phenomenon-based science courses. Awarded $296,001 to develop and test the effectiveness of phenomenon-based science content courses for prospective elementary teachers. Funded by the National Science Foundation (NSF) IUSE (#2043748). Role: Co-Principal Investigator. PI: Marti Canipe. 

• 2018 - 2021 - GP EXTRA: Exploration of Recruitment of Earth Scientists (EXPLORES). Awarded $534,314 to examine a series of intervention in introductory chemistry courses to recruit students into geoscience majors. Funded by the National Science Foundation (NSF) IUSE:Geoscience (#1801768). Role: Co-Principal Investigator. PI: James Sample. Co-PIs: Mary Reid, Brandon Cruikshank. 

• 2016 - 2018 - Reshaping Engineering Classroom Norms to Diversify the Profession. Awarded $150,000 to change the culture of an undergraduate engineering course in a manner that more broadly includes students from traditionally underrepresented groups. Funded by the National Science Foundation (NSF) PFE:RIEF program (#1640328). Role. Co-Principal Investigator. PI: Robin Tuchscherer.

• 2015 - 2018 - Innovative Collaborative Research Experience and Technical Education (iCREATE). Awarded $840,514 to integrate community collaborations, innovative course design, and modern technologies to engage students in an authentic problem in their community: the monitoring of infectious diseases. Role: Principal Investigator: Ron Gray. Co-PIs: Kenric Kesler, Danielle Ross, Brent Nielson.

• 2015 – 2016 - Teaching Organisms Through Modeling and Argumentation in Science (TOMAS). Awarded $510,454 to develop and deliver professional development to the Peoria and Gilbert School Districts. Funded by the Arizona Department of Education Math and Science Partnership (MSP) program. Role: Co-Principal Investigator. PI: Jane Kirkley. Co-PIs: Lori Rubino-Hare, Amy Gingell, Judy Meredith.

• 2017 - 2018 - Connecting Earth, Space, Environmental Science, and Technology (CEETAL). Awarded $388,062 to develop and deliver professional development in Coconino County. Funded by the Arizona Department of Education Math and Science Partnership (MSP) program. Role: Co-Principal Investigator. PI: Cheryl Mango-Pageant. Co-PIs: Emily Evans, Ethan Dolle.