Nicole Wong's Publications and Presentations
Heller, J. I., Daehler, K. R., & Wong, N. (2015). Supporting growth of pedagogical content knowledge in science. In A. Berry, P. Friedrichsen and J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. tba). New York/London: Routledge Press.
Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333-362.
Metz, K. E. & Wong, N. (2011, October). Rethinking developmental constraints and capabilities from a learning progression lens: The case of learning natural selection. Transatlantic Science Week, Berkeley.
Wong, N. (2011, April). How do visual representations support children’s thinking about natural selection? Annual Conference of the National Association for Research in Science Teaching, Orlando.
Wong, N. (2007, April). Simulation as conceptual blending: Meaning construction in a first grade science class. Annual Conference of the American Educational Research Association, Chicago.
Warren Little, J. & Wong, N. (2007, April). Conceptualizing the contribution of facilitation to professional learning opportunity. In Conceptualizing and investigating the practice of facilitation in content-oriented teacher professional development. Annual Conference of the American Educational Research Association, Chicago.
Wong, N. (2006, April). Visual representation in elementary school science: An exploration of a first grade teacher’s pedagogical content knowledge. Annual Conference of the American Educational Research Association, San Francisco.
Williams Gomez, K. P., Wong, N., & Collins, M. (2003, April). Using the tools of science: communicating work and sharing evidence of meaning-making. In Using writing and other written constructions to help make science understanding visible. Annual Conference of the American Educational Research Association, Chicago.
Williams, K. P., & Wong, N. (2002, April). Curriculum design in a distributed expertise space: The literacy in science work circles. In Research for practice: Leveraging distributed expertise in university researcher and teacher-researcher collaboration. Symposium presentation at the Annual Conference of the American Educational Research Association, New Orleans, LA.
Dorner, L. M., Orellana, M. F., Meza, M., Hersh, L., Pulido, L., Randall, N., et al. (2002, April). Reflections on the process of team ethnography: Beyond race, class, and gender. In Barrie Thorne (Chair), Researching the language and literacy practices of Latino students: The benefits and challenges of multiple collaborations. Featured Symposium at the Annual Conference of the American Educational Research Association, New Orleans, LA.
Williams, K. P., & Wong, N. (2002, April). It’s hot in Mexico, I know ‘cause I’ve been there. In Barrie Thorne (Chair), Researching the language and literacy practices of Latino students: The benefits and challenges of multiple collaborations. Featured Symposium at the Annual Conference of the American Educational Research Association, New Orleans, LA.
Williams, K. P., & Wong, N. (2002, March). Presumptive literacies in inquiry science curricula. Presentation to the School of Education and Social Policy, Northwestern University, Evanston, IL.
Dorner, L. M., Orellana, M. F., Williams K. P., Rosenfeld, E., Meza, M., Wong, N., et al. (2002, February). The process of team ethnography. Panel presentation at the National conference of Teachers of English Midwinter Conference, New York.
Williams, K. P., & Wong, N. (2002, February). Power dynamics in the literacy in science work circle. Presentation at the National Conference of Teachers of English Midwinter Conference, New York.
Williams, K. P., Wong, N., & Orellana, M. F. (2001, December). Everything that can be measured must be measured. Symposium presentation at the National Reading Conference, San Antonio, TX.
Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333-362.
Metz, K. E. & Wong, N. (2011, October). Rethinking developmental constraints and capabilities from a learning progression lens: The case of learning natural selection. Transatlantic Science Week, Berkeley.
Wong, N. (2011, April). How do visual representations support children’s thinking about natural selection? Annual Conference of the National Association for Research in Science Teaching, Orlando.
Wong, N. (2007, April). Simulation as conceptual blending: Meaning construction in a first grade science class. Annual Conference of the American Educational Research Association, Chicago.
Warren Little, J. & Wong, N. (2007, April). Conceptualizing the contribution of facilitation to professional learning opportunity. In Conceptualizing and investigating the practice of facilitation in content-oriented teacher professional development. Annual Conference of the American Educational Research Association, Chicago.
Wong, N. (2006, April). Visual representation in elementary school science: An exploration of a first grade teacher’s pedagogical content knowledge. Annual Conference of the American Educational Research Association, San Francisco.
Williams Gomez, K. P., Wong, N., & Collins, M. (2003, April). Using the tools of science: communicating work and sharing evidence of meaning-making. In Using writing and other written constructions to help make science understanding visible. Annual Conference of the American Educational Research Association, Chicago.
Williams, K. P., & Wong, N. (2002, April). Curriculum design in a distributed expertise space: The literacy in science work circles. In Research for practice: Leveraging distributed expertise in university researcher and teacher-researcher collaboration. Symposium presentation at the Annual Conference of the American Educational Research Association, New Orleans, LA.
Dorner, L. M., Orellana, M. F., Meza, M., Hersh, L., Pulido, L., Randall, N., et al. (2002, April). Reflections on the process of team ethnography: Beyond race, class, and gender. In Barrie Thorne (Chair), Researching the language and literacy practices of Latino students: The benefits and challenges of multiple collaborations. Featured Symposium at the Annual Conference of the American Educational Research Association, New Orleans, LA.
Williams, K. P., & Wong, N. (2002, April). It’s hot in Mexico, I know ‘cause I’ve been there. In Barrie Thorne (Chair), Researching the language and literacy practices of Latino students: The benefits and challenges of multiple collaborations. Featured Symposium at the Annual Conference of the American Educational Research Association, New Orleans, LA.
Williams, K. P., & Wong, N. (2002, March). Presumptive literacies in inquiry science curricula. Presentation to the School of Education and Social Policy, Northwestern University, Evanston, IL.
Dorner, L. M., Orellana, M. F., Williams K. P., Rosenfeld, E., Meza, M., Wong, N., et al. (2002, February). The process of team ethnography. Panel presentation at the National conference of Teachers of English Midwinter Conference, New York.
Williams, K. P., & Wong, N. (2002, February). Power dynamics in the literacy in science work circle. Presentation at the National Conference of Teachers of English Midwinter Conference, New York.
Williams, K. P., Wong, N., & Orellana, M. F. (2001, December). Everything that can be measured must be measured. Symposium presentation at the National Reading Conference, San Antonio, TX.