References
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1992
Romance, N. R., & Vitale, M. R. (1992).
A curriculum strategy that expands time for in-depth elementary science instruction by using science-based reading strategies: Effects of a year-long study in grade four.
Journal of Research in Science Teaching
, 29(6), 545-554.
2001
Romance, N. R., & Vitale, M. R. (2001).
Evolution of a model for teaching in-depth science in elementary schools: Longitudinal findings and research implications.
International Journal of Science Education,
23, 373-404.
2002
Vitale, M. R., & Romance, N. R. (2002).
Hands-on sequence of activities for teaching Bernoulli Priniciple.
NSF Project, Florida Atlantic University.
2004
Romance, N. R, & Vitale, M. R. (2004).
Some suggestions for talking to "others" about Science IDEAS.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R. (2004).
Project implementation fidelity forms.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2004).
Scope of project scale-up activities.
NSF Project, Florida Atlantic University.
2005
Vitale, M. R., & Romance, N. R. (2005)
Design framework for a web-based tool for scale-up planning support.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2005).
Using an instructional systems development model as a framework for research on scale up.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2005).
A multi-phase model for scaling up a research-validated instructional intervention: Implications for leadership of systemic educational reform.
Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
Romance, N. R., & Vitale, M. R. (2005).
Building teacher expertise and leadership as a form of scale-up capacity development in school reform.
Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
2006
Romance, N. R., & Vitale, M. R. (2006).
Science IDEAS implementation requirements.
NSF Science IDEAS Project, Florida Atlantic University
Vitale, M. R., & Romance, N. R. (2006).
Research in science education: An interdisciplinary perspective. In J. Rhoton & P. Shane (Eds.)
Teaching Science in the 21st Century
(pp. 329-351). Arlington, VA: NSTA Press.
Vitale, M. R., & Romance, N. R. (2006).
Concept mapping as a means for binding knowledge to effective content-area instruction: An interdisciplinary perspective. In A. J. Canas & J. D. Novak (Eds.).
Concept maps: Theory, methodology, technology: Proceedings of the Second International Conference on Concept Mapping
(pp. 112-119). San Jose, Costa Rica: University of Costa Rica.
Vitale, M. R., Romance, N. R., Klentschy, M. (2006).
Improving school reform by changing curriculum policy toward content-area instruction in elementary schools: A research-based model.
Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
2007
Romance, N. R., & Vitale, M. R. (2007).
Instrument for collecting added value scenarios.
NSF Project Report, Florida Atlantic Unverisity.
Romance, N. R., & Vitale, M. R. (2007).
Instructional activity reporting form.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2007).
Revised principal fidelity checklist.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2007).
Status report format example: Instructional time.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2007).
Status report format example: Fidelity of implementation.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2007).
Status report format example: Achievement by grade and year of implementation.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2007).
Visual perspectives on scale up: Elements, dynamics, and project applications.
NSF Project, Florida Atlantic University
Romance, N. R., & Vitale, M. R., (2007)
Detailed element description: Reading comprehension.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R., (2007)
Detailed element description: Application Activities.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R., (2007)
Detailed element description: Prior knowledge/cumulative review.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R., (2007)
Detailed element description: Propositional concept mapping.
NSF Project Report, Florida Atlantic University
.
Romance, N. R., & Vitale, M. R., (2007)
Detailed element description: Writing/Journaling.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R., (2007)
Detailed element description: Hands-on science.
NSF Project Report, Florida Atlantic University.
Vitale, M. R., & Romance, N. R. (2007).
Elements for bringing a research-validated intervention to scale: Implications for leadership in educational reform.
Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
2008
Romance, N. R., & Vitale, M. R. (2008).Perspectives for improving school instruction and learning: An interdisciplinary model for integrating science and reading in grades K-5.Paper Presented to the University of Chicago - Committee on Education Workshop on Education Lecture Series, Chicago, IL.
Vitale, M. R., & Romance, N. R. (2008).
Scale Up Findings, Lessons Learned, Implications, and Conclusions.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R. (2008).
School gradings of Science IDEAS schools assigned by the Florida accountability system.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R. (2008).
Overview of Science IDEAS professional development and fidelity of implementation findings.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R. (2008).
Elementary schools implementing Science IDEAS in grades 3-5 across project years.
NSF Project, Florida Atlantic University
2009
Romance, N. R, Vitale, M. R., & Haky, J. (2009).
Science IDEAS Brochure. NSF Project Publication, Florida Atlantic University.
Vitale, M. R., & Romance, N.R. (2009).
Implications for science education research and development from the NSF/IERI Science IDEAS scale-up project.
Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Garden Grove, CA.
Vitale, M. R., & Romance, N. R. (2009).
A research-based model for integrating elementary science and reading comprehension: Implications for research and practice.
Presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Romance, N. R. & Vitale, M. R. (2009).
Transfer effects of a reading comprehension strategy on achievement and teacher judgments across grades 3-7.
Presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Vitale, M. R., & Romance, N. R. (2009).
Teacher survey: Grades 3-5.
NSF Project Report, Florida Atlantic University.
Romance, N. R., & Vitale, M. R. (2009).
Transfer effects of a reading comprehension strategy on achievement and teacher judgments across grades 3-7.
Presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
2010
Vitale, M. R., & Romance, N.R. (2010).
Toward a curricular policy for advancing school reform by integrating reading comprehension within time-expanded science instruction in grades K-5.
Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Vitale, M. R., & Romance, N. R. (2010).
Teacher survey: Grades K-2.
NSF Project Report, Florida Atlantic University.
2011
Romance, N. R., & Vitale, M. R. (2011).
A research-based instructional model for integrating meaningful learning in elementary science and reading comprehension: Implications for policy and practice. In N. Stein & S. Raudenbush (Eds.)
Developmental cognitive science goes to school
(pp. 127-142). NY: Routledge.
Vitale, M. R., & Romance, N. R. (2011).
Adaptation of a knowledge-based instructional intervention to accelerate student learning in science and early literacy in grades 1 and 2.
Journal of Curriculum and Instruction,
5, 79-93.
.
Romance, N. R., & Vitale, M. R. (2011).
A research-based instructional model for integrating meaningful learning in elementary science and reading comprehension:
Implications for policy and practice. In N. Stein & S. Raudenbush (Eds.)
Developmental cognitive science goes to school. NY: Routledge.
Vitale, M. R., & Romance, N. R. (2011).
Implications of a cognitive-science-based model for integrating science and literacy in grades 3-5: Replication of multiyear direct and transfer effects in
science and reading from grades 3-5 to 6-7.
Paper Presented at the 2011 Conference of the Society for Research on Educational Effectiveness, Washington, DC.
Romance, N. R., & Vitale, M. R. (2011).
An interdisciplinary model for accelerating student achievement in science and reading comprehension across grades 3-8: Implications for research and practice.
Paper presented at the Annual Meeting of the Society for Research in Educational Effectiveness. Washington, DC.
Romance, N. R., & Vitale, M. R. (2011).
Broadening the ontological perspectives in science learning: Implications for research and practice in science teaching. In M. Kharatmal & N. G. B Akhgar (Eds.), Proceedings of the 19th International Conference on Conceptual Structures. NY: Springer.
2012
Vitale, M. R., & Romance, N. R. (2012). Using in-depth science
instruction to accelerate student achievement in science and reading comprehension in grades 1-2.
International Journal of Science and Mathematics Education, 33, 1-13.
Romance, N. R., & Vitale, M. R. (2012). Science IDEAS: A research-based K-5
interdisciplinary instructional model linking science and literacy.
Science Educator, 21, 1-11.
Romance, N. R., & Vitale, M. R. (2012). Expanding the role of K-5 science
instruction in educational reform: Implications of an interdisciplinary model for integrating reading within science. School Science and Mathematics,112, 506-515.
Romance, N. R., & Vitale, M. R. (2012).
Interdisciplinary perspectives linking science and literacy in grades K-5: Implications for policy and practice. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.) Second International Handbook of Science Education (Vol. 2) (pp. 1351-1374). NY: Springer.
2014
Romance, N. R., & Vitale, M. R., & Palincsar, A. (2014). A framework for using science to enhance instruction on common core state standards in grades k-5. Paper presented at the Literacy Research Association Annual Conference, Marco Island, FL.
2015
Romance, N. R., & Vitale, M. R. (2015). An interdisciplinary framework for the design of instructional practices to advance student achievement in science and literacy in grades K-5.
Paper presented at the 22nd International Conference on Learning, Universidad San Pablo CEU, Madrid, Spain.
Romance, N. R., & Vitale, M. R., & Miller, C. (September, 2015).
Applying a cognitive-science framework for developing reading comprehension through content area learning in grades K-5. In G. Airenti, B. G. Bara, & G. Sandini (Eds.).
Proceedings of the EuroAsianPacific Joint Conference on Cognitive Science, Torino, Italy.
2017
Romance, N. R., & Vitale, M. R. (2016).
Direct and Transfer Effects of a Model Integrating Reading with In-Depth Science Instruction in Grades 3-5.
International Journal of Science and Mathematics Education, 15, 979-995.
Romance, N. R., & Vitale, M. R. (2017).
Effects of an intensive multi-year professional development model to enhance elementary science teaching on student academic achievement in science and reading comprehension in grades 1-2.
Paper presented at the 2017 International Meeting of the Association for Science Teacher Education, Des Moines. IA.
Romance, N. R., & Vitale, M. R. (2017).
Transformative impact of engaging early learners in science and literacy on achievement outcomes in Grades 1-2 and beyond.
Proceedings of the 15th Hawaii International Conference on Education, p. 3451-3457. (Available at: http://hiceducation.org/proceedings-library/)
in press
Romance, N. R., & Vitale, M. R. (in press). Interdisciplinary perspectives linking science and
literacy in grades K-5: Implications for policy and practice. In K. Tobin and D. Treagust (Eds.)
Second International Handbook of Science Education.
Dordrecht, Netherlands: Kluwer Academic Publishers.
Romance, N. R., & Vitale, M. R. (in press). A research-based instructional model for integrating
meaningful learning in elementary science and reading comprehension: Implications for policy and practice. In N. Stein & S. Raudenbush (Eds.)
Developmental cognitive science goes to school.
NY: Routledge.
In Progress
Romance, N. R., & Vitale, M. R., (In Progress)
Classroom video examples: Reading comprehension.
NSF Project Report, Florida Atlantic University. UNDER CONSTRUCTION
Romance, N. R., & Vitale, M. R., (In Progress)
Classroom video examples: Application activities.
NSF Project Report, Florida Atlantic University. UNDER CONSTRUCTION
Romance, N. R., & Vitale, M. R., (In Progress)
Classroom video examples: Prior knowledge/cumulative review.
NSF Project Report, Florida Atlantic University. UNDER CONSTRUCTION
Romance, N. R., & Vitale, M. R., (In Progress)
Classroom video examples: Propositional concept mapping.
NSF Project Report, Florida Atlantic University
. UNDER CONSTRUCTION
Romance, N. R., & Vitale, M. R., (In Progress)
Classroom video examples: Writing/Journaling.
NSF Project Report, Florida Atlantic University. UNDER CONSTRUCTION
Romance, N. R., & Vitale, M. R., (In Progress)
Classroom video examples: Hands-on science.
NSF Project Report, Florida Atlantic University.
UNDER CONSTRUCTION
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