Dr. Randy Yerrick's
- Curriculum Vitae
- Research Gate web page
- Academia web page
Ross, A., Yerrick, R. (2020). Assessment of Climate Science Knowledge and Perceptions
of Deaf and Hard-of-Hearing Students, Communication in Chemistry. 22, 1, 2-14.
Olewnik, A., Yerrick, R., Simmons, A., Lee, Y.H., & Stuhlmiller, B. (2020). Examining
typology as a research construct among undergraduate engineers, International Journal of Engineering Pedagogy, Vol. 10, No. 1, 7-30.
Eastman, M., Yerrick, R., & Miles, M., (2020). Exploring the White and male culture:
Investigating individual perspectives of equity and privilege in engineering education,
Journal of Engineering Education, DOI: 10.1002/jee.20290 [ASEE William Elgin Wickenden Award Honorable Mention, Article of the Year in JEE]
Ross, A., Edenzon, K., Smith, S., Pagano, T. Pagano, & Yerrick, R. (2019) “Assessment
of Climate Science Knowledge and Perceptions of Deaf and Hard-of-Hearing Students,”
Journal of Science Education for Students with Disabilities, DOI: 10.14448/jsesd.11.0009
Olewnik, A., Yerrick, R., & Stuhlmiller, B. (2019). Thinking about design thinking:
Toward capturing students’ metacognition in Solving Design problems Proceedings of
the 16th International Design Education Conference, IDETC/CIE. Anaheim, CA.
Yerrick, R. & Simons, T. (2017). “The Affordance of Fiction for Teaching Chemistry".
Journal of Science Education International. 28, 3. 232-243. ISSN: 2077-2327
Whelan, M. Ridgeway, M., & Yerrick, R. (2017). “Pushing Past Clichés: Latina and
Black Women’s Perceptions of the Dietetics Major and Profession during Career Exploration”
Journal of Latinos in Education. DOI:10.1080/15348431.2017.1303772
Eastman, M. Christman, J., Zion, G., & Yerrick, R. (2017). “To Educate Engineers
or to Engineer Educators?: Exploring Access to Engineering Careers”. Journal of Research in Science Teaching. 54,3,1098-2736 DOI:10.1002/tea.21389
Ridgeway, M. & Yerrick, R. (2016). “Whose Banner Are We Waving?: An Examination
of STEM Partnerships, Dropouts, and Identity Among Marginalized Urban Youth.” Journal of Cultural Studies in Science Education, doi:10.1007/s11422-016-9773-1.
Ross, A. & Yerrick, R. (2015). “What I Taught My STEM Professor About Teaching: Things
A Deaf Student Hears That Others Can’t”. Journal of Science Education for Students with Disabilities. 18, 1, 10-22.
Chowdhary, B., Liu, X. Yerrick, R. (2014). Examining Science Teachers’ Development
of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices, Journal of Science Teacher Education. 8, 865-884
Shively, C., & Yerrick, R. (2014). A case for examining pre-service teacher preparation
for inquiry teaching science with technology. Research In Learning Technology, 22, 1-33. doi:http://dx.doi.org/10.3402/rlt.v22.21691
Johnson, J., Yerrick, R.K., & Kearney, E. (2014). Supporting Linguistically Diversity
Students in an Era of Common Core Science Education Reform, Science Scope, 81, 23-31.
Struck, W. and Yerrick, R. (2013). Using Bill’s Box to Promote Understanding of
Stoichiometric Problem Solving. The Science Teacher. 80, 10, 44-50.
Yerrick, R., Lund, C., and Lee, Y. (2012). Exploring Simulator Use in the Preparation
of Chemical Engineers. Journal of Science Education and Technology. 18, 6. 1-17.
Yerrick, R. & Johnson, J. (2011). Negotiating white science in rural Black America:
A case for navigating the landscape of teacher knowledge domains. Cultural Studies in Science Education, 6, 2. [Available DOI: 10.1007/s11422-011-9355-1].
Yerrick, R., & Gilbert, A. (2011). Constraining school discourse and its effect on
lower track science students’ identity. Journal of Multicultural Discourse, 6, 1, 67-91.
Yerrick, R. & Schiller, J. (2011) “Who are you callin’ expert?’: Using student narratives
to negotiate White science in rural Black America.” Journal of Research in Science Teaching.48,1,13-36.
Yerrick, R. and Beatty-Adler, D. (2011). Addressing Equity and Diversity with Teachers
Though Informal Science Institutions and Teacher Professional Development. Journal of Science Teacher Education. 22, 3, 229-253.
Struck, W. and Yerrick, R. (2009). The Effect of Data Acquisition-Probeware and
Digital Video Analysis on Accurate Graphical Representation of Kinetics in a High
School Physics Class Journal of Science Education and Technology, 18, 5, 428-438.
Rodriguez, A.J., Zozakiewicz, C, & Yerrick, R. (2005). Using Prompted Praxis to Improve
Teacher Professional Development in Culturally Diverse Schools . School Science and Mathematics Journal. 105, (7), 352-362.
Yerrick, R. Molebash, P., Ross, D. (2003) Promoting Equity with Digital Video in Science
Classrooms. Learning and Leading with Technology. 31, (4), 16-21.
Yerrick, R. & Hoving, T. (2003). One foot in the dock and one foot on the boat: Preservice
science teachers' interpretations of field-based science methods in culturally diverse
contexts. Journal of Science Education 87, 390-418.
Yerrick, R., Doster, E., Parke, H., & Nugent, J . (2003). Social Interaction and the
Use of Analogy: An analysis of pre-service teachers’ talk within physics lessons.
Journal of Research in Science Teaching. 40, 443-463.
Gilbert, A. & Yerrick, R., (2001). Same School, Separate Worlds: A sociocultural study
of identity, resistance, and negotiation in a rural, lower track science classroom.
Journal of Research in Science Teaching., 38, 574-598. [JRST Award Winning Paper for Volume 38]
Yerrick, R. (1998). Answers at any cost: Issues associated with transforming lower
track classrooms into communities of inquiry. Journal of Science Teacher Education, 9, 241–270.
Yerrick, R. (1998). Counting the cost of school policy: Confessions of a misassigned
science teacher. Research and Reflection [On-line], 4. Available: http://www.gonzaga.edu/rr/v4n1/yerrick.htm.
Yerrick, R., James, L., & Pedersen, J. (1998). Cereal box space science: Misconceptions
learned in common places. Science Teacher, 65(7), 40–45.
Yerrick, R., Pedersen, J., & Arnason, J. (1998). “We’re just spectators”: A case study
of science teaching, epistemology, and classroom management. Science Education, 82, 619–648.
Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change:
The filtering effect of teachers’ beliefs on understanding transformational views
of teaching science. Science Education, 81, 137–159.