Gess-Newsome, J., Southerland, S.A., Johnston, A., & Woodbury, S. (2001) Offering a model of reform: The interaction of factors and their impact on scientist’s practice of reform-based teaching [Abstract]. In National Association for Research in Science Teaching - Final Program and Abstracts, 164.

Gess-Newsome, J. (2000, October). The redesign of a professional organization to support redesign in science education. In the Proceedings of the Redesign in Science Education Conference (RISE), Columbus, Ohio. (pp. 147-161). The Ohio State University: Columbus, OH.

Southerland, S.A., Gess-Newsome, J., & Johnston, A. (2000). How do teachers’ views impact students’ understandings: Planning, teaching, and learning the nature of science [Abstract]. In National Association for Research in Science Teaching - Final Program and Abstracts, 273.

Gess-Newsome, J. (1999). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods classroom. In the web proceedings of The Fifth International History, Philosophy, and Science Teaching Conference, Como, Italy.

Gess-Newsome, J. (1999) The impact of subject matter knowledge and beliefs on secondary science teaching: A review of the literature [Abstract]. In National Association for Research in Science Teaching - Final Program and Abstracts, 165.

Southerland, S.A., Gess-Newsome, J., & Jetton, J. (1999). Examining the effects of science curriculum reform: Analysis of an integrated college level science series [Abstract]. In National Association for Research in Science Teaching - Final Program and Abstracts, 250.

Gess-Newsome, J., Statler, R.L., & Southerland, S.A. (1997). Effects of an elementary science methods course on preservice teachers’ understanding of the nature of science [Abstract]. In National Association for Research in Science Teaching - Final Program and Abstracts, 70, 118.

Gess-Newsome, J., & Southerland, S.A. (1996). Conflicts, mistakes, and successes in using case studies of inclusion in an elementary science methods course. In National Association for Research in Science Teaching - Final Program and Abstracts, 69, 116.

Gess-Newsome, J. (1995). The influence of curriculum development on teachers' representations of subject matter structure [Abstract]. In National Association for Research in Science Teaching - Abstracts of Presented Papers, 68, 106.

Gess-Newsome, J. (1994). Teachers' views of the role of evolution in the structure of biology [Abstract]. In Izak, D., & Chia, S.Y. (Eds.), National Association for Research in Science Teaching - Abstracts of Presented Papers, 67, 49.

Duncan, B., Gess-Newsome, J., & Stoddart, T. (1993). Transformations of prior experiences and science methods into elementary classrooms [Abstract]. In Gallard, A.J., & DeAlbuquerque, H.G. (Eds.), National Association for Research in Science Teaching - Abstracts of Presented Papers, 66, 192.

Gess-Newsome, J., & Lederman, N.G. (1992). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice [Abstract]. In National Association for Research in Science Teaching - Abstracts of Presented Papers, 65, 32.

Lederman, N.L., Gess-Newsome, J., & Latz, M. (1992) . Preservice teachers' conceptions of subject matter and pedagogy: A longitudinal study of professional development [Abstract]. In National Association for Research in Science Teaching - Abstracts of Presented Papers, 65, 77.

Lederman, N.G., & Gess-Newsome, J., & Latz, M. (1992). Preservice science teachers' thinking about subject matter and pedagogy. [Abstract]. In Pacific University (Ed.), Proceedings of the Oregon Academy of Science, 28, 76.

Gess-Newsome, J., Carlsen, W.S., & Krajcik, J.S. (1991). Pedagogical content knowledge: Definitions and implications for science teacher education and research [Abstract]. In National Association for Research in Science Teaching - Abstracts of Presented Papers, 64, 18.

Gess-Newsome, J., & Lederman, N.L. (1991). Preservice biology teachers' subject matter structures and their relationship to classroom practice [Abstract]. In National Association for Research in Science Teaching - Abstracts of Presented Papers, 64, 37.

Lederman, N.G., & Gess-Newsome, J. (1991). Preparing science teachers for the 21st century: Uniting research and practice - a Northwest AETS Symposium [Abstract]. In Pacific University (Ed.), Proceedings of the Oregon Academy of Science, 27, 87.

Lederman, N.G., & Gess-Newsome, J. (1991). Subject matter structures and their relationship to teaching in preservice biology teachers [Abstract]. In Pacific University (Ed.), Proceedings of the Oregon Academy of Science, 27, 88.

Gess-Newsome, J., & Lederman, N.L. (1990). Metamorphosis, adaptation, or evolution?: A longitudinal investigation of preservice science teachers' instructional decisions, concerns, and perceptions [Abstract]. In Science Education Information Reports - National Association for Research in Science Teaching, 63, 85-86.

Gess-Newsome, J., & Lederman, N.G. (1990). Professional evolution of the science teacher [Abstract]. In Pacific University (Ed.), Proceedings of the Oregon Academy of Science, 26, 92.

Gess-Newsome, J., & Lederman, N.G. (1990). What preservice teachers know about their subject matter [Abstract]. In Pacific University (Ed.), Proceedings of the Oregon Academy of Science, 26, 93.

Lederman, N.L., & Gess-Newsome, J. (1989). A qualitative analysis of the effects of a microteaching course on preservice science teachers' instructional decisions and beliefs about teaching [Abstract]. In Science Education Information Reports - National Association for Research in Science Teaching, 62, 191 - 192.

Gess-Newsome, J. (1988). Space and space technology: Implications for science teaching, science curriculum, and secondary educators [Abstract]. In P.L. Jackson (Ed.), Proceedings of the Oregon Academy of Science, 24, 111.