Gess-Newsome, J. (2001). The professional development of science teachers for science education reform: A review of the research. In Rhoton, J., & Bowers, P. (Eds.), Professional development: Planning and design (pp. 91-100). Reston, VA: NSTA Press.

Hyde, M.S. & Gess-Newsome, J. (2000). Factors that increase persistence of female undergraduate science students. In M. Hunt (Ed.), Women succeeding in the sciences: Theories and practices across the disciplines (pp. 115-137). Lafayette, IN: Purdue University Press.

Gess-Newsome, J., & Southerland, S.A. (2000). Teaching science for all. In Wade, S.E. (Ed.) Preparing teachers for inclusive education: Case pedagogies and curricula for teacher educators (pp. 77-100). Mahwah, NJ: Lawrence Erlbaum Associates.

Gess-Newsome, J. (2000). Bravely charting you professional growth. In D. Tippins & T. Koballa (Eds.), The promise and dilemmas of teaching middle and secondary science: A classroom case handbook (pp. 256-257). Upper Saddle River, NJ: Merrill Education/Prentice Hall.

Gess-Newsome, J., & Lederman, N.G., Editors. (1999). Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education. Kluwer Academic Publishers: Dordrecht, The Netherlands.

Book Review: Barnett, J. (2003). Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education. Science Education, 87(4), 615-618.

Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In Gess-Newsome, J., & Lederman, N.G. (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (pp. 3-20). Kluwer Academic Publishers: Dordrecht, The Netherlands.

Gess-Newsome, J. (1999). Secondary teachers’ knowledge and beliefs about subject matter and its impact on instruction. In Gess-Newsome, J., & Lederman, N.G. (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (pp. 51-94). Kluwer Academic Publishers: Dordrecht, The Netherlands.

Lederman, N.G., & Gess-Newsome, J. (1999). Reconceptualizing preservice and inservice science teacher education for secondary teachers. In Gess-Newsome, J., & Lederman, N.G. (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (pp. 199-214). Kluwer Academic Publishers: Dordrecht, The Netherlands.

Books

Gess-Newsome, J. (August, 1997). Elementary Science Teacher Resource Book - Sixth Grade. Salt Lake City, UT: Utah State Office of Education.

Gess-Newsome, J. (December, 1996). Elementary Science Teacher Resource Book - First Grade. Salt Lake City, UT: Utah State Office of Education.

Gess-Newsome, J. (March, 1996). Elementary Science Teacher Resource Book - Fifth Grade. Salt Lake City, UT: Utah State Office of Education.

National Association for Biology Teachers. (October 1995). Biology on a Shoestring. Gess-Newsome, J., & Kolb, J. (contributing editors). Reston, VA: NABT.

Gess-Newsome, J. (July, 1995). Elementary Science Teacher Resource Book - Fourth Grade. Salt Lake City, UT: Utah State Office of Education.

Gess-Newsome, J. (June, 1995). Elementary Science Teacher Resource Book - Second Grade. Salt Lake City, UT: Utah State Office of Education.

Gess-Newsome, J. (February, 1995). Elementary Science Teacher Resource Book - Kindergarten. Salt Lake City, UT: Utah State Office of Education.

Gess-Newsome, J. (November, 1994). Elementary Science Teacher Resource Book - Third Grade. Salt Lake City, UT: Utah State Office of Education.

Gess-Newsome, J. (January, 1992). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. An unpublished dissertation, Department of Science Education, Oregon State University.