Select Publications
Refereed Journals Articles and Book Chapters
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Ndembera, R; Hao, J; Fallin, R; Ray, HE; Shah, L; Rushton, GT. (2020) Demographic factors that influence performance on the Praxis Earth and Space Science: Content Knowledge Test. Journal of Geoscience Education, DOI: 10.1080/10899995.2020.1813866
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Shah, L; Jannuzzo, C; Hassan, T; Gadidov, B; Ray, HE; Rushton, GT. (2019). Diagnosing the current state of out-of-field teaching in high school science and mathematics. PLoS ONE, 14(9): e0223186. DOI: 10.1371/journal.pone.0223186
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Polizzi, SJ; Ofem, B; Coyle, W; Lundquist, K; Rushton, GT. (2019). The use of visual network scales in teacher leader development. Teaching and Teacher Education, 83, 42-53. DOI: 10.1016/j.tate.2019.03.018
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Shah, L; Schneider, J; Fallin, R; Linenberger-Cortes, K; Ray, HE; Rushton, GT. (2018). What Prospective Chemistry Teachers Know about Chemistry: An Analysis of Praxis Chemistry Subject Assessment Category Performance. Journal of Chemical Education. DOI: 10.1021/acs.jchemed.8b00365
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Criswell, BA; Rushton, GT; Nachtigall, D; Staggs, S. (2018). Strengthening the Vision: Examining the Internalization of a Framework for Teacher Leadership Development by Experienced Science Teachers. Science Education. DOI: 10.1002/sce.21472
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Alemdar, M; Cappelli, C; Criswell, B; Rushton GT. (2018). Evaluation of A Noyce Program: Development of Teacher Leaders in STEM Education. Evaluation and Program Planning. 71, 1-11. https://doi.org/10.1016/j.evalprogplan.2018.06.005
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Polizzi, SJ; Head, M; Barrett-Williams, Donna; Ellis, J; Roehrig, G; Rushton, GT. (2018). The Use of Teacher Leader Roles in an Online Induction Support System. Teaching and Teacher Education, 75(10), 174-186. https://doi.org/10.1016/j.tate.2018.06.010
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Shah, L., Hao, J., Rodriguez, C.A., Fallin, R., Linenberger-Cortes, K., Ray, H.E., and Rushton, G.T. (2018). Analysis of Praxis physics subject assessment examinees and performance: Who are our prospective physics teachers? Physical Review Physics Education Research. 14, 010126.
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Shah, L., Hao, J., Schneider, J., Fallin, R., Linenberger Cortes, K., Ray, H.E., and Rushton, G.T. (2018). Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores. Journal of Chemical Education. 95 (5), 700–708. doi: 10.1021/acs.jchemed.7b00837
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Shah, L., Rodriguez, CA., Bartoli, M., Rushton, GT. (2018). "Analysing the impact of a discussion-oriented curriculum on first-year general chemistry students' conceptions of relative acidity." Chemistry Education Research and Practice. 19, 543-557. doi: 10.1039/C7RP00154A
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Rushton, G., Vik, E. C., Burns, W. G., Rasberry, R. D., & Shimizu, K. D. (2017). Guest control of a hydrogen bond-catalysed molecular rotor. Chemical Communications. 53, 12469-12472.
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Rushton, GT; Rosengrant, D; Dewar, A; Ray, HE; Shah, L; Sheppard, K; Watanabe, L. (2017). Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers. Physical Review Physics Education Research. 13(2): 020122.
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Ellis, J., Polizzi, S. J., Roehrig, G., & Rushton, G. (2017). Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program. Journal of Technology and Teacher Education. 25(3), 245-272.
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Criswell, B., Rushton, G., & McDonald, S. (2017) A clearer vision: Creating and evolving a model to support the development of science teacher leaders. Res. Sci. Edu. doi: 10.1007/s11165-016-9588-9
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Rushton, G.T.; Dewar, A.; Ray, H.E.; Criswell, B.A.; Shah, L. (2016) Setting a Standard for Chemistry Education in the Next Generation: A Retrosynthetic Analysis. ACS Central Science. doi: 10.1021/acscentsci.6b00216
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Adams, A.; Jessup, W.; Criswell, BA; Weaver-High, C; Rushton, GT. (2015). Using Inquiry To Break The Language Barrier in High School Chemistry Classrooms. Journal of Chemical Education. doi: 10.1021/ed500837
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Rushton, GT; Criswell, BA. (2015). Plugging the ‘Leaky Bucket’ of Early Career Science Teacher Attrition Through the Development of Professional Vision. In Luft, JA and Dubois, S. (Eds.) Newly Hired Teachers of Science: A Better Beginning. (pp. 87-98). Rotterdam:The Netherlands. Sense Publishers. ISBN: 9789463002820.
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Polizzi, SJ; Jaggernauth, J; Ray, HG; Callahan, B; Rushton, G.T. (2015). Highly qualified or highly unqualified? A longitudinal study of America’s public high school biology teachers, Bioscience, doi: 10.1093/biosci/biv093
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Dass, K.; Head, M.; Rushton, G.T. (2015). Building an understanding of how model-based inquiry is implemented in the high school chemistry classroom, Journal of Chemical Education, 92 (8), pp 1306–1314 doi: 10.1021/acs.jchemed.5b00191
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Rushton, G. T., Ray, H. E., Criswell, B. A., Polizzi, S. J., Bearss, C. J., Levelsmier, N., Chhita, H. & Kirchhoff, M. (2014). Stemming the Diffusion of Responsibility A Longitudinal Case Study of America’s Chemistry Teachers. Educational Researcher, 43: 390-403, doi: 10.3102/0013189X14556341.
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Hernández, G. E., Criswell, B. A., Kirk, N. J., Sauder, D. G., & Rushton, G. T. (2014). Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study. Chemistry Education Research and Practice, 15, 354-365, doi: 10.1039/C4RP00008K.
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Criswell, B. A., & Rushton, G. T. (2014). Activity Structures and the Unfolding of Problem-Solving Actions in High-School Chemistry Classrooms. Research in Science Education, 44(1), 155-188. doi: 10.1007/s11165-013-9374-x
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Lotter, C., Rushton, G. T., & Singer, J. (2013). Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development? Journal of Science Teacher Education, 24(8), 1263-1291. doi: 10.1007/s10972-013-9361-0.
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Rushton, G. T., Criswell, B. A., McAllister, N. D., Polizzi, S. J., Moore, L. A., & Pierre, M. S. (2013). Charting an Alternate Pathway to Reaction Orders and Rate Laws in Introductory Chemistry Courses. Journal of Chemical Education, 91(1), 66-73.doi: 10.1021/ed3006743.
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Rushton, G. T., & Criswell, B. A. (2013). Response to Johannsen, Rump, and Linder’s Penetrating a wall of introspection: a critical attrition analysis. Cultural Studies of Science Education, 8(1), 117-126. doi: 10.1007/s11422-012-9469-0
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Rushton, G. T., & Shimizu, K. D. (2012). Molecularly Imprinted Polymers (MIPs) Materials in Biology and Medicine (pp. 77-90): CRC Press.
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Criswell, B. A., & Rushton, G. T. (2012). Conceptual Change, Productive Practices, and Themata: Supporting Chemistry Classroom Talk. Journal of Chemical Education, 89(10), 1236-1242. doi: 10.1021/ed300078a
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Rushton, G. T., Lotter, C., & Singer, J. (2011). Chemistry teachers’ emerging expertise in inquiry teaching: the effect of a professional development model on beliefs and practice. Journal of Science Teacher Education, 22(1), 23-52. doi: 10.1007/s10972-010-9224-x
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Brown, T., Rushton, G. T., & Van Haute, E. (2009). Modeling Changes in Matter, Magnifying Interest in Science. Science Scope, 32(5), 14-16.
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Rushton, G. T., Hardy, R. C., Gwaltney, K. P., & Lewis, S. E. (2008). Alternative conceptions of organic chemistry topics among fourth year chemistry students. Chemistry Education Research and Practice, 9(2), 122-130. doi: 10.1039/B806228p
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Rushton, G. T., Dias, M., & McDurmon, G. (2008). Enzyme Inquiry. Science Teacher, 75(6), 60-64.
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Brown, T., Rushton, G., & Bencomo, M. (2008). Mighty Molecule Models. Science and Children, 45(5), 33-37.
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Rushton, G. T., Burns, W. G., Lavin, J. M., Chong, Y. S., Pellechia, P., & Shimizu, K. D. (2007). Determination of the rotational barrier for kinetically stable conformational isomers via NMR and 2D TLC - An introductory organic chemistry experiment. Journal of Chemical Education, 84(9), 1499-1501. doi: 10.1021/ed084p1499
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Rushton, G. T., Karns, C. L., & Shimizu, K. D. (2005). A critical examination of the use of the Freundlich isotherm in characterizing molecularly imprinted polymers (MIPs). Analytica Chimica Acta, 528(1), 107-113. doi: 10.1016/J.Aca.2004.07.048
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Rushton, G. T., Furmanski, B., & Shimizu, K. D. (2005). Plastic antibodies: Molecular recognition with imprinted polymers - An introductory polymer chemistry laboratory investigation. Journal of Chemical Education, 82(9), 1374-1377. doi: 10.1021/ed082p1374
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Lee, J. D., Greene, N. T., Rushton, G. T., Shimizu, K. D., & Hong, J. I. (2005). Carbohydrate recognition by porphyrin-based molecularly imprinted polymers. Organic Letters, 7(6), 963-966. doi: 10.1021/Ol047618o
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Umpleby, R. J., Baxter, S. C., Rampey, A. M., Rushton, G. T., Chen, Y. Z., & Shimizu, K. D. (2004). Characterization of the heterogeneous binding site affinity distributions in molecularly imprinted polymers. Journal of Chromatography B-Analytical Technologies in the Biomedical and Life Sciences, 804(1), 141-149. doi: 10.1016/J.Jchromb.2004.01.064
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Umpleby, R. J., Rushton, G. T., Shah, R. N., Rampey, A. M., Bradshaw, J. C., Berch, J. K., & Shimizu, K. D. (2001). Recognition directed site-selective chemical modification of molecularly imprinted polymers. Macromolecules, 34(24), 8446-8452. doi: 10.1021/Ma010903s
Invited Manuscripts
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Rushton, G.T. (2016). Chemistry Teachers as Professionals: A Retrospective Analysis. Journal of Chemical Education, 93(8),1335–1337.
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Rushton, G. T. (2014). Introducing the Journal of Chemical Education’s “Special Issue: Advanced Placement (AP) Chemistry”. Journal of Chemical Education, 91(9), 1273-1275.
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Rushton, G. T. (2013). From Occupation to Profession: A Perspective on the American Association of Chemistry Teachers. Journal of Chemical Education, 91(1), 8-9. DOI: 10.1021/ed400764z
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Rushton, G. T., & Criswell, B. A. (2012). Cutting-Edge and Cross-Cutting: Connecting the Dots between Nanotechnology and High School Chemistry. Journal of Chemical Education, 89(10), 1217-1219. doi: 10.1021/ed300531k
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Rushton, G. T. (2012). What Do You Do? I Teach Chemistry! Journal of Chemical Education, 89(5), 563-564. doi: 10.1021/Ed300019g
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Rushton, G. T. (2012). Improving High School Chemistry Teaching via the "Trickle Up" Effect: A Perspective on the New AP Chemistry Curriculum Framework. Journal of Chemical Education, 89(6), 692-693. doi: 10.1021/Ed300219m