Erin E Peters‐burton

Biographic Data

ID4860825
NAMEErin E Peters‐burton
GIVEN NAMESErin E
FAMILY NAMEPeters‐burton
SIGNATUREBURTON E E P
AFFILIATIONSGeorge Mason University
ORCID0000-0003-1233-9119
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS14
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2012
LATEST PUBLICATION YEAR2026
H-INDEX3

  • Teacher Perspectives of Student Engagement in Data Practice Instruction

    Open AccessErin E Peters‐burton, Peter Rich et al.ARTICLESchool Science and Mathematics2026

    This study examines high school science teachers' perceptions of student engagement in data practices across two instructional contexts: a scaffolded, student‐centered environment using the Science Practices Innovation Notebook (SPIN) and a business‐as‐usual (BAU) teacher‐led investigation. Data practices—creating, collecting, preparing, visualizing, and analyzing data—are foundational to scientific inquiry and central to science education standa…

  • Using Card Sort Epistemic Network Analysis to Explore Preservice Teachers’ Ideas About the Nature of Engineering

    Open AccessJennifer C Parrish, Jacob Pleasants et al.ARTICLEScience & Education2024

  • High school biology teachers’ integration of computational thinking into data practices to support student investigations

    Open AccessErin E Peters‐burton, Peter Rich et al.ARTICLEJournal of Research in Science…2023

    In the United States, the Next Generation Science Standards advocate for the integration of computational thinking (CT) as a science and engineering practice. Additionally, there is agreement among some educational researchers that increasing opportunities for engaging in computational thinking can lend authenticity to classroom activities. This can be done through introducing CT principles, such as algorithms, abstractions, and automations, or t…

  • Integrating beyond Content

    Open AccessErin E Peters‐burton, Erin Peters-Burton et al.ARTICLEEducation Sciences2022

    Learning through an integrated STEM framework has been shown to provide elementary students with numerous advantages over learning through isolated content instruction. All students, however, do not have access to high quality STEM instruction for reasons such as living in an under resourced community or their elementary school teachers feeling unprepared in STEM. For the purpose broadening STEM participation, this conceptual paper proposes a tho…

  • Professional development in self-regulated learning

    Open AccessTimothy J Cleary, Anastasia Kitsantas et al.ARTICLETeaching and Teacher Education2022Cited by: 4References: 5

  • Making Connections

    Open AccessBridget K Mulvey, Jennifer C Parrish et al.ARTICLEScience & Education2021

  • Investigating teacher development of self-regulated learning skills in secondary science students

    Open AccessAndrew Porter, Andrew N Porter et al.ARTICLETeaching and Teacher Education2021Cited by: 5References: 3

  • Afterword

    Open AccessErin E Peters‐burton, Erin PetersCHAPTERCommemoration and Oblivion in…2017

  • Inclusive STEM High School Design

    Erin E Peters-Burton, Erin E Peters‐burton et al.ARTICLETheory Into Practice2014Cited by: 4References: 21

    Historically, the mission of science, technology, engineering, and mathematics (STEM) schools emphasized providing gifted and talented students with advanced STEM coursework. However, a newer type of STEM school is emerging in the United States: inclusive STEM high schools (ISHSs). ISHSs have open enrollment and are focused on preparing underrepresented youth for the successful pursuit of advanced STEM studies. They promise to provide a critical …

  • Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts

    Patricia Martínez-Álvarez, Brenda Bannan et al.ARTICLEBilingual Research Journal2012References: 4

    This research work examined the impact of a science-reading instructional sequence (InSciRead) on fourth-grade Spanish-English dual language learners' ability to monitor their comprehension of content-related (erosion, deposition, and transportation) texts. We used a quantitative measure of students' ability to detect incongruities in a related text, complemented with a qualitative analysis of the data. The study included 78 fourth-grade students…

  • Student work products as a teaching tool for nature of science pedagogical knowledge

    Open AccessErin E Peters‐burton, Erin Peters BurtonARTICLETeaching and Teacher Education2012Cited by: 1References: 8