Smith, L., & Gess-Newsome, J. (in review). Are elementary science methods courses preparing teachers to address the National Science Education Standards? Journal of Science Teacher Education. (Submitted January, 2003)

Gess-Newsome, J., Blocher, M., Clark, J., Menasco, J., & Willis, E.M. (in press). Technology infused professional development: A framework for development and analysis. Contemporary Issues in Technology and Teacher Education, (Anticipated December 2003).

Gess-Newsome, J., Southerland, S.A., Johnston, A, & Woodbury, S. (In press). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal. (Galley proofs in Aug 2003)

Southerland, S.A., Gess-Newsome, J., & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in classroom practice. Journal for Research in Science Teaching, 40(7), xxx-xxx.

Woodbury, S., & Gess-Newsome, J. (2002). Overcoming the paradox of change without difference: A model of change in the arena of fundamental school reform. Educational Policy, 16(5), 763-782.

Gess-Newsome, J. (2002). Reactions to Bull, Bull, Garofalo, and Harris- Grant Challenges: Preparing for the Technological Tipping Point. Contemporary Issues in Technology and Teacher Education. 2(1). www.citejournal.org/vol2/iss1/toc.cfm

Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science and Education, 11, 55-67.

Southerland, S.A., & Gess-Newsome, J. (1999). Preservice teachers’ views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. Science Education, 83, 131-150.

Gess-Newsome, J. (1999). Comments on “Educating teachers” paper set: Expanding questions and extending implications. Science Education, 83, 385-391.

Hyde, M.S., & Gess-Newsome, J. (1999). Adjusting our educational practice in an attempt to increase female persistence in the sciences. Journal of College Student Retention, 1(4), 335-355.

Gess-Newsome, J. (1999). Delivery models for elementary science instruction: A call for research. Electronic Journal of Science Education, 3(3), 1-8.

Bullough, R.V.Jr., Burbank, M., Gess-Newsome, J., Kauchak, D., & Kennedy, C. (1998). ‘What matters most: Teaching for America’s future?’ A faculty response to the Report of the National Commission on Teaching and America’s future. Journal of Education for Teaching, 24(1), 7-32.

Gess-Newsome, J., & Lederman, N.G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32(3), 301-325.

Lederman, N.L., Gess-Newsome, J., & Latz, M.S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129-146.

Gess-Newsome, J., & Lederman, N.G. (1993). Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77(1), 25-45.

Lederman, N.G., Gess-Newsome, J., & Zeidler, D. (1993). A summary of research in science education - 1991. Science Education, 77(5), 465-559.

Reprinted as: Lederman, N.G., Gess-Newsome, J., & Zeidler, D. (1993). A summary of research in science education - 1991. Columbus, Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Lederman, N.G., & Gess-Newsome, J. (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the Ideal Gas Law of science teaching? Journal of Science Teacher Education, 3(1),16-20.

Lederman, N.G., & Gess-Newsome, J. (1991). Metamorphosis, adaptation, or evolution?: Preservice science teachers' concerns and perceptions of teaching and planning. Science Education, 75(4), 443-456.

Gess-Newsome, J., & Lederman, N.G. (1990). The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis. Journal of Research in Science Teaching, 27(8), 717-726.

Gess-Newsome, J. (1989). Unfolding the mysteries of DNA. The Science Teacher, 56(6), 74-75.

Reprinted as: Gess-Newsome, J. (1991). Unfolding the mysteries of DNA. The Oregon Science Teacher. May, 1991, 25-27.