Select Publications

Refereed Journals Articles and Book Chapters

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  1. Polizzi, S.J., Zhu, Y., Reid, J.W., Ofem, B., Salisbury, S., Beeth, M., Roehrig, G., Mohr-Schroeder, M., Sheppard, K. and Rushton, G.T.  (2021). Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs. International Journal of STEM Education, 8(1), 1-18.https://doi.org/10.1186/s40594-021-00275-2

  2. Huang, R., Kimmins, D., Winters, J., & Rushton, G.T. (2020). Does a technology assisted lesson study approach enhance teacher learning while eliminating obstacles of traditional lesson study? Contemporary Issues in Technology and Teacher Education, 20(4), 618-659.

  3. Ofem, B., Polizzi, S.J., Rushton, G.T., Beeth, M., Couch, B., Doering, J., Konz, R., Mohr-Schroeder, M., Roehrig, G. and Sheppard, K. (2020). Looking at Our STEM Teacher Workforce: How to Model Self-Efficacy. Economic Development Quarterly, p.0891242420973758, https://doi.org/10.1177/0891242420973758

  4. Jin, Y., Rodriguez, C. A., Shah, L., & Rushton, G. T. (2020). Examining the Psychometric Properties of the Redox Concept Inventory: A Rasch Approach. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.0c00479

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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 

  10. 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

  11. 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

  12. 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.

  13. 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

  14. 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

  15. 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.

  16. 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. 

  17. 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.

  18. 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

  19. 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

  20. 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

  21. 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.

  22. 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

  23. 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

  24. 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.

  25. 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.

  26. 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

  27. 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.

  28. 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.

  29. 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

  30. Rushton, G. T., & Shimizu, K. D. (2012). Molecularly Imprinted Polymers (MIPs) Materials in Biology and Medicine (pp. 77-90): CRC Press.

  31. 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

  32. 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

  33. Brown, T., Rushton, G. T., & Van Haute, E. (2009). Modeling Changes in Matter, Magnifying Interest in Science. Science Scope, 32(5), 14-16.

  34. 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

  35. Rushton, G. T., Dias, M., & McDurmon, G. (2008). Enzyme Inquiry. Science Teacher, 75(6), 60-64.

  36. Brown, T., Rushton, G., & Bencomo, M. (2008). Mighty Molecule Models. Science and Children, 45(5), 33-37.

  37. 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

  38. 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

  39. 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

  40. 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

  41. 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

  42. 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

  1. Rushton, G.T. (2016). Chemistry Teachers as Professionals: A Retrospective Analysis. Journal of Chemical Education, 93(8),1335–1337.

  2. 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.

  3. 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

  4. 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

  5. Rushton, G. T. (2012). What Do You Do? I Teach Chemistry! Journal of Chemical Education, 89(5), 563-564. doi: 10.1021/Ed300019g

  6. 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

 

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