Matthew A. Cannady
Matthew A. Cannady
Research Group Director, Lawrence Hall of Science, UC Berkeley
Verified email at
Cited by
Cited by
Problematizing the STEM pipeline metaphor: Is the STEM pipeline metaphor serving our students and the STEM workforce?
MA Cannady, E Greenwald, KN Harris
Science Education 98 (3), 443-460, 2014
Teachers’ education and outcomes: Mapping the research terrain
M Cochran-Smith, M Cannady, KP McEachern, K Mitchell, P Piazza, ...
Teachers College Record 114 (10), 1-49, 2012
Teachers' education, teaching practice, and retention: A cross-genre review of recent research
M Cochran-Smith, M Cannady, KP Mceachern, P Piazza, C Power, ...
Journal of Education 191 (2), 19-31, 2011
The learning benefits of being willing and able to engage in scientific argumentation
M Bathgate, A Crowell, C Schunn, M Cannady, R Dorph
International Journal of Science Education 37 (10), 1590-1612, 2015
Development of the International Ocean Literacy Survey: measuring knowledge across the world.
G Fauville, C Strang, MA Cannady, YF Chen
Environmental Education Research 25 (2), 238-263, 2019
An accountability model for initial teacher education
L Ludlow, E Mitescu, J Pedulla, M Cochran‐Smith, M Cannady, ...
Journal of Education for Teaching 36 (4), 353-368, 2010
How science learning activation enables success for youth in science learning experiences
R Dorph, MA Cannady, CD Schunn
The Electronic Journal for Research in Science & Mathematics Education 20 (8), 2016
When I grow up: the relationship of science learning activation to STEM career preferences
R Dorph, ME Bathgate, CD Schunn, MA Cannady
International Journal of Science Education 40 (9), 1034-1057, 2018
Measuring practices of teaching for social justice in elementary mathematics classrooms
E Mitescu, JJ Pedulla, M Cannady, M Cochran-Smith, C Jong
Educational Research Quarterly 34 (3), 15, 2011
Polytomous IRT or testlet model: An evaluation of scoring models in small testlet size situations
O Zhang, L Shen, M Cannady
University of Florida, 2010
Scientific sensemaking supports science content learning across disciplines and instructional contexts
MA Cannady, P Vincent-Ruz, JM Chung, CD Schunn
Contemporary Educational Psychology 59, 101802, 2019
The role of engagement in STEM learning and science communication: Reflections on interviews from the field
J Bell, J Besley, M Cannady, K Crowley, A Grack Nelson, T Philips, ...
Washington, DC: Center for Advancement of Informal Science Education, 2019
Assessment at the intersection of science and literacy
PD Pearson, AM Knight, MA Cannady, JB Henderson, KL McNeill
Theory into Practice 54 (3), 228-237, 2015
Experimental and quasi-experimental designs in visitor studies: A critical reflection on three projects
S Pattison, J Gutwill, R Auster, M Cannady
Visitor Studies 22 (1), 43-66, 2019
How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers
MA Cannady, D Moore, E Votruba-Drzal, E Greenwald, R Stites, ...
International Journal of STEM Education 4 (1), 1-16, 2017
Measures technical brief: Engagement in science learning activities
J Chung, MA Cannady, C Schunn, R Dorph, M Bathgate
technical report] Retrieved from: http://www. activationlab. org/wpcontentá…, 2016
Design and implementation issues in longitudinal research
LH Ludlow, J Pedulla, EM Reagan, S Enterline, M Cannady, S Chappe
Education Policy Analysis Archives/Archivos AnalÝticos de PolÝticasá…, 2011
Measures technical brief: Fascination in science
J Chung, MA Cannady, C Schunn, R Dorph, M Bathgate
Modeling teacher attrition: Teacher characteristics and working conditions
MA Cannady
Boston College, 2011
Technical report: Measuring activation and engagement
DW Moore, ME Bathgate, J Chung, MA Cannady
Activation Lab, Enables Success Study, 2011
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