Submissions from 2018
The Learning Loss Effect in Genetics: What Ideas Do Students Retain or Lose after Instruction?, Amber Todd and William L. Romine
Submissions from 2017
A Molecular Genetics Learning Progression Web: Using Model Search to Target Hub Ideas, Josefina Correa-Menendez, Amber Todd, and William L. Romine
Valuing Evidence over Authority: The Impact of a Short Course for Middle-Level Students Exploring the Evidence for Evolution, William L. Romine and Amber Todd
Understanding Patterns of Evolution Acceptance—a New Implementation of the Measure of Acceptance of the Theory of Evolution (MATE) with Midwestern University Students, William L. Romine, Emily M. Walter, Ephraim Bosse, and Amber Todd
Development and Validation of the Learning Progression–Based Assessment of Modern Genetics in a High School Context, Amber Todd, William L. Romine, and Katahdin Abigail Cook Whitt
Modeling the Transition from a Phenotypic to Genotypic Conceptualization of Genetics in a University-Level Introductory Biology Context, Amber Todd, William L. Romine, and Josefina Correa-Menendez
The Learning Loss Effect in Genetics: What Ideas Do Students Retain or Lose After Instruction?, Amber Todd, William L. Romine, and Michele Miller
Submissions from 2016
Does Knowledge and Situational Interest Support Personal Interest: A Health Education Study, Michele Miller, William L. Romine, Amber Todd, and Bill Folk
Validation of the Learning Progression-based Assessment of Modern Genetics in a College Context, William L. Romine and Amber Todd
How Do Undergraduate Students Conceptualize Acid–Base Chemistry? Measurement of a Concept Progression, William L. Romine, Amber Todd, and Travis B. Clark
Assessing, Operationalizing, Profiling Evolution Acceptance in College Students, William L. Romine, Emily M. Walter, and Amber Todd
How Do Siamese Cats Get Their Color, Amber Todd and Lisa Kenyon
Development and Validation of the Learning Progression-based Assessment of Molecular Genetics (LPA-MG), Amber Todd and William L. Romine
Empirical Validation of a Modern Genetics Progression Web for College Biology Students, Amber Todd and William L. Romine
Submissions from 2015
The Effect of Positive and Negative Reinforcement on Sixth Graders’ Mental Math Performance, Tess Greene and Amber Todd
How Does a Siamese Cat Get its Color?, William L. Romine and Amber Todd
Practical Assessment of the NGSS and Ohio Standards in Time-Constrained Classroom Settings, William L. Romine and Amber Todd
Tossing the Coin for Halflife, William L. Romine and Amber Todd
Does Music Directly Affect a Person’s Heart Rate?, David Sills and Amber Todd
Empirical Refinements of a Molecular Genetics Learning Progression: The Molecular Constructs, Amber Todd and Lisa Kenyon
Measuring Knowledge of Acids and Bases as Continuous and Categorical Constructs toward Understanding Concept Progression, Amber Todd and William L. Romine
Submissions from 2013
Using Learning Progressions to Map High School Student Understandings of Molecular Genetics, Amber Todd and Lisa Kenyon
The Molecular Genetics Learning Progressions: Revisions and Refinements Based on Empirical Testing in Three 10th Grade Classrooms, Amber Nicole Todd
Submissions from 2011
Why YPEL3 Represents a Novel Tumor Suppressor, Steven J. Berberich, Amber Todd, and Rebecca Tuttle
Submissions from 2010
YPEL3, a p53-Regulated Gene that Induces Cellular Senescence, Kevin D. Kelley, Kelly L. R. Miller, Amber Todd, Amy R. Kelley, Rebecca Tuttle, and Steven J. Berberich