Dr. Sandifer's Publications
Sandifer, C., Hermann, R. S., Cimino, K., & Selway, J. (2015). Early teaching experiences at Towson University: Challenges, lessons, and innovations. In C. Sandifer & E. Brewe (Eds.), Recruiting and Educating Future Physics Teachers: Case Studies and Effective Practices (pp. 129-145). College Park, MD: American Physical Society.
Hermann, R. S., Selway, J., & Sandifer, C. (2015). Where do physics teachers come from? Recruitment and retention pathways for future physics teachers. In C. Sandifer & E. Brewe (Eds.), Recruiting and Educating Future Physics Teachers: Case Studies and Effective Practices (pp. 87-96). College Park, MD: American Physical Society.
Sandifer, C. (2011). Inquiry science and active reading: Pairing a force and motion lesson with a "blackout" reading activity. Science and Children, 49(2), 47-51.
Sandifer, C., & Lottero-Perdue, P. (2010). Delving deeper into science teaching: An early childhood magnetism lesson as a context for understanding principles of inquiry. Connect, 24(2), 11-14.
Sandifer, C. (2009). Shoebox circuits: A design-and-build capstone project that helps students connect science with everyday life. Science and Children, 47(4), 20-23.
Sandifer, C. (2009). Tips for teachers: Force and motion. Connect, 22(5), 8-10.
Sandifer, C., & Haines, S. (2009). Elementary teacher perceptions of hands-on science teaching in an urban school system: The greater educational context and associated outcomes. Research in Higher Education Journal, 2, 1-17.
Sandifer, C., Lising, L., & Renwick, E. (2007). Towson's PhysTEC course improvement project, Years 1 and 2: Results and lessons learned. Annual Proceedings of the Association for Science Teacher Education Conference.
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Sandifer, C., Lising, L., & Tirocchi, L. (2006). Our PhysTEC project: Collaborating with a resident teacher to improve an elementary science field experience. Annual Proceedings of the Association for Science Teacher Education Conference.
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Sandifer, C. (2004). Teacher and curriculum factors that influence middle school students' sense-making discussions of force/motion. AIP Conference Proceedings, 790(1), 141-144.
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Sandifer, C. (2003). Spontaneous student-generated analogies. AIP Conference Proceedings, 720(1), 93-96.
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Sandifer, C. (2003). Technological novelty and open-endedness: Two characteristics of interactive exhibits that contribute to the holding of visitor attention in a science museum. Journal of Research in Science Teaching, 40(2), 121-137.
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Sandifer, C. (2002). Group and individual factors that influence middle school students' sense-making discussions of force/motion. Annual Proceedings of the Physics Education Research Conference, 117-120.
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Sandifer, C., & Johnson, A. (2002). Using qualitative methods to make and support claims in physics education research. Annual Proceedings of the Physics Education Research Conference, 17-20.
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Sandifer, C. (2001). Factors influencing middle school students' sense-making discussions in their small-group investigations of force and motion. Doctoral dissertation.
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Sandifer, C. (1997). Time-based behaviors at an interactive science museum: Exploring the differences between weekday/weekend and family/nonfamily visitors. Science Education, 81(6), 689-701.
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