Erickson, G.L. (1979). Children's Conceptions of Heat and Temperature. Science Education

Erickson, G.L. (1979). Children's conceptions of heat and temperature. Science Education, 63(2), 221-230.

Erickson, G.L., Hawkhead, K. and Moody, P. (1980). Teacher interruptions and pupil continuity of attention. Elementary School Journal, 81(1), 40-45.

Kargbo, D., Hobbs, E. and Erickson, G.L. (1980). Student beliefs about inherited characteristics. Journal of Biological Education, 14(2), 137-146.

Hobbs, E., and Erickson, G.L. (1980). Results of the 1978 British Columbia Science Assessment. Canadian Journal of Education, 5(2), 63-80.

Erickson, Gaalen L. (1980). Children's viewpoints of heat: A second look. Science Education, 64(3), 323-336.

Erickson, Gaalen. (1982). Policy, perceptions and practice: New directions for science education. Studies in Science Education, 9, 167-176.

Erickson, Gaalen. (1982). Comments on Shayer and Wylam's search for developmental stages. Journal of Research in Science Teaching, 19(7), 621-623.

Driver, R. and Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science. Studies in Science Education, 10, 37-60.

Aguirre, J. and Erickson, G. (1984). Student conceptions of three vector concepts. Journal of Research in Science Teaching, 21(5), 439-457.

Erickson, G. and Erickson, L. (1984). Females and science achievement: results, explorations and implications. Science Education, 68 (2), 63-89.

Anamuah-Mensah, J., Erickson, G. and Gaskell, J. (1987) Development and validation of a path analytic model of students' performance in chemistry. Journal of Research in Science Teaching, 24(8), 723-738.

Leach, D. and Erickson, G. (1988). Children's perspectives on diabetes. Journal of School Health, 58(8), 159-161.

Linder, C. and Erickson, G. (1989). A study of tertiary physics students' conceptualizations of sound. International Journal of Science Education, 11(5), 491-501.

Erickson, G. and Farkas, S. (1991). Prior experience and gender differences in science achievement. Alberta Journal of Educational Research, 37(3), 225-239.

Erickson, G. (1991). Collaborative inquiry and the professional development of science teachers. Journal of Educational Thought, 25(3), 228-245.

Erickson, G., Mayer-Smith, J., Chin, P., Rodriguez, A., & Mitchell, I. (1994). Perspectives on learning to teach science: Insights and dilemmas from a collaborative practicum project. International Journal of Science Education, 16(5), 585-597.

Ebenezer, J. & Erickson, G. (1996). Chemistry students' understanding of solubility. Science Education,80,(2), 181-201.

Erickson, G. & Ebenezer, J. (1997). Comments on Rankin. Science Education.

81, (5), pp. 601-603.

Minnes Brandes, G. & Erickson, G. (1998) Developing and sustaining a community of inquiry among teachers and teacher educators. Alberta Journal of Educational Research. XLIV (1), 38-52.

Erickson, G. (1998). Fakultetsopponenten sammanfattar. Pedagogisk Forskning I Sverige. Arg 3, (2), 142-146.

Erickson, G. (2001) Programmes de recherches et apprentissage des sciences, Didaskalia, 19, pp.101-126 (Traduction d’Andree Tiberghien et Cecile Vander Borght).

Breuleux, A., Erickson, G., Laferrière, T, & Lamon, M. (2002). Devis sociotechniques pour l’établissement de communautés d’apprentissage en réseau: Principes de conception et conditions de réussite résultant de plusieurs cycles d’intégration pédagogique des TIC / Building networked learning communities: Design principles and the conditions for successful pedagogical integration of ICTs in teacher education. Revue des sciences de l’éducation,28(2), 411-434.

Hoban, G. F. & Erickson, G. (2004). Dimensions of learning for long-term professional development: Comparing approaches from education, business and medical contexts. Journal of In-service Education, 30(2), 301-323

Clarke, A., & Erickson, G. (2004). Self-study: The fifth commonplace. Australian Journal of Education, 48(2) , 199-211.

Mitchell, J. & Erickson, G. (2004). Constituting new conventions of academic writing: An analysis of computer mediated communication in a graduate seminar. Journal of Educational Thought, 38(1), 19-42.

Erickson, G., Mitchell, I. Minnes Brandes, G. & Mitchell, J. (2005). Collaborative teacher learning: Findings from two professional development projects. Teaching and Teacher Education, 21(7), 787-798.

Clarke, A., Erickson, G., Collins, S., Phelan, A. (2005). Complexity Science and Cohorts in Teacher Education. Studying Teacher Education, 1(2), 159-177.

Clarke, A. & Erickson, G. (2006). Teacher inquiry: What’s old is new again. British Columbia Educational Leadership Research, 6. <

Laferrière, T, Erickson, G. & Breuleux, A. (2007) Innovative models of web-supported university-school partnerships. Canadian Journal of Education, 30(1), 211-234.

Kang, C.Y., Erickson, G., Mitchell, I. & Ryan, J. (2009). LDC in China: A roundtable conversation. Basic Education Curriculum, 6, 2009. [in Chinese]

Ryan, J., Kang, C.Y., Mitchell, I. & Erickson, G. (2009). Cross cultural research collaboration in the context of China's basic education reform. Asia Pacific Journal of Education, 29(4), 427-441.

Vratulis, V., Clarke, A., Erickson, G., and Hoban (in press). Additive and Disruptive Pedagogies: The Use of “Slowmation” as an Example of Digital Technology Implementation. Teaching and Teacher Education.

Erickson, Gaalen, Erickson, Lynda and Haggerty, Sharon.(1978, November). Gender and Mathematics/Science Education in Elementary and Secondary School. Monograph prepared for the Ministry of Education, 78 pages.

Hobbs, E.D., Boldt, W.B., Erickson, G.L., Quelch, T.P. and Sieben, G.A. (1979, January). Science Assessment General Report Volume I: Procedures, Student Tests, Conclusions and Recommendations. Victoria, B.C.: Ministry of Education, 131 pages plus appendices.

Bateson, D., Erickson, G., Gaskell, P.J., and Wideen, M. (1992). British Columbia assessment of science provincial report, 1991. Assessment, Examinations and Reporting Branch, Ministry of Education and Ministry Responsible for Multiculturalism and Human Rights, Province of British Columbia, 91 pages.

Erickson, G., Bartley, A.W., Blake, L., Carlisle, R.W., Meyer, K. and Stavy, R. (1992). British Columbia assessment of science 1991 Technical Report II: Student performance component. Research and Evaluation Branch, Ministry of Education and Ministry Responsible for Multiculturalism an Human Rights, Province of British Columbia, 273 pages.

Bartley, A.W., Carlisle, R.W., Erickson, G.L. (1993). Science Program Assessment Through Performance Assessment Tasks: A Guide for School Districts. Research and Evaluation Branch, Ministry of Education and Ministry Responsible for Multiculturalism and Human Rights, Province of British Columbia.

Erickson, G., Gaskell, J. and Rowell, P. (eds.) (1984). Choosing our future: Alternative directions for school science in British Columbia. Monograph of the B.C. Deliberative Conference on Science Education, sponsored by the Science Council of Canada, Department of Mathematics and Science Education, Vancouver, B.C., 97 pages.

Grimmett, P. and Erickson, G. (eds.) (1988). Reflection in teacher education. N.Y.: Teachers College Press. (Published in cooperation with Pacific Educational Press), 214 pages.

Clarke, A. & Erickson, G. (Eds.). (2003). Teacher Inquiry: Living the Research in Everyday Practice. London: Routledge/Falmer Press.

Farr Darling, L., Erickson, G., & Clarke, A. (2007). Collective improvisationin a teacher education community. Dordrecht, Holland: Springer Academic Publishers.

Linder, C., Östman, L., Roberts, D., Wickman, P-O., Erickson, G. & MacKinnon, A. (Eds.) (2011). Exploring the Landscape of ScientificLiteracy. New York: Routledge.

Erickson, G., Naylor, C., Clarke, A. & the Livingston Inquiry Group (Eds.) (2011). Living and Learning in a Smartboard World. Vancouver, B.C.: Centre for the Study of Teacher Education (UBC).

Erickson, G. (1982, April). Use of rule-assessment methodology for identifying student conceptions of vectors. In Sutton, C. and West, L. (eds.) Children's Existing Ideas About Science, University of Leicester, 36-48.

Erickson, G. (1983) Student frameworks and classroom instruction. In Helm, H. and Novak, J. Proceedings of the International Seminar on Misconceptions in Science and Mathematics.Ithaca, N.Y.: CornellUniversity, 489-507.

Erickson, G. (1985). Review of diagnostic studies of children's ideas of heat and temperature. In R. Driver and A. Tiberghien (eds.), Children's Ideas about some Physical Phenomena. Milton Keynes, England: Open University Press, 55-66.

Erickson, G. (1986). Theoretical and empirical issues in the study of students' conceptual frameworks. In P. Nagy (ed.), The Representation of Cognitive Structures, Toronto, Ont.: OISE Press, 13-36.

Erickson, G. (1988). Explorations in the field of reflection: directions for future research agendas. In P. Grimmett and G. Erickson (eds.), Reflection in Teacher Education. N.Y.: Teachers College Press, 195-205.

MacKinnon, A. and G. Erickson. (1988). Taking Schon's ideas to a science teaching practicum. In P. Grimmett and G. Erickson (eds.), Reflection in Teacher Education. N.Y.: Teachers College Press, 113-137.

Grimmett, P.P., Riecken, T.J., Erickson, G.L., & MacKinnon, A.M. (1988). Summary of a review of research on reflection in teacher education. In H.C. Waxman, H.J. Freiberg, J.C. Vaughan & M. Weil (eds.), Images of reflection in teacher education. Reston, VA: Association of Teacher Educators, 11-14.

Grimmett, P., MacKinnon, A., Erickson, G., and Reicken, T. (1990). Reflective practice in teacher education. In Houston, R., Clift, R. and Pugach, M. (eds.), Encouraging Reflective Practice: An Examination of Issues and Exemplars. N.Y.: Teachers College Press, 20-38.

Erickson, G. and MacKinnon, A. (1991). Seeing classrooms in new ways: A case of using pedagogical exemplars. In D. Schön (ed.), The Reflective Turn: Case Studies of Reflection in and on Practice. N.Y.: Teachers College Press, 15-36.

MacKinnon, A. and Erickson, G. (1992). Foundations and reflection in teacher education: The promise of repairing institutional rifts. In T. Russell and H. Munby (eds.), Teachers and Teaching: From Classroom to Reflection. Philadelphia: Falmer Press, 192-210.

Erickson, G. (1994). Pupils understanding of magnetism in a practical assessment context: The relationship between content, process, and progression in P. Fensham, R. White and R. Gunstone (eds.), The Context of Science: A Constructivist Approach to Its Teaching and Learning. London: Falmer Press.

Northfield, J., Gunstone, D. and Erickson, G. (1996). Constructing an approach to science teacher education. In Treagust, D. Duit, R. and Fraser, B. (eds.), Improving Teaching and Learning in Science and Mathematics. Sydney, N.S.W.: Falmer Press.

Erickson, G. & Meyer, K. (1998). Performance assessment tasks in science: What are they assessing? In K. Tobin & B. Fraser (eds.), International Handbook of Science Education. Kluwer Publishing Co.

Erickson, G. (2000). Research programmes and the student science learning literature. In J. Leach, R. Millar, and J. Osborne (eds.), Improving Science Education: The Contribution of Research. Milton Keynes, U.K.: Open University Press.

Erickson, G. (2002). Playing with learning conditions in science teaching. In J. Wallace, & W. Louden, (eds.) Dilemmas of science teaching: Perspectives on problems of practice. London: RoutledgeFalmer.

Clarke, A. & Erickson, G. (2003). Teacher inquiry: A defining feature of professional practice. In A. Clarke & G.Erickson (Eds.), Teacher Inquiry: Living the Research in Everyday Practice. London: Routledge/Falmer Press.

Laferrière, T., Breuleux, A., & Erickson, G. (2004). Telecollaborative communities of practice in education within and beyond Canada. In A. Brown & N. Davis (Eds.), World Yearbook of Education 2004: Digital technologies, communities and Education (Chapter 17). London: RoutledgeFalmer.

Erickson, G., Darling, L., Clarke, A. & Mitchell J. (2004). Création d¹une communauté réflexive dans un programme de formation à l¹enseignement. (Creating a community of inquiry in a teacher education programme). In P. Jonnaert & D. Masciotra (Eds), Constructivisme Choix contemporains Hommage à Ernst von Glasersfeld. Montreal: Presses de l'Université du Québec.

Clarke, A. & Erickson, G. (2004). The nature of teaching and learning in self-study. In J. Loughran, T. Russell, M. Hamilton, & V. LaBoskey (Eds.), International Handbook of Self-Study of Teaching Practice. Kluwer Academic Publishers.

Erickson, G., Farr Darling, L. & Clarke, A. (2005). Constructing and Sustaining Communities of Inquiry in Teacher Education. In G. Hoban (Ed.), The Missing Links in Teacher Education: A Systems Approach for Designing Teacher Education Programs. Dordrecht, Holland: Kluwer Academic Publishers.

Rogers, L., Erickson, G., & Gaskell, J. (2007). Developing an Ethically Attentive Practice: Authority, Understanding, and Values in Science Education. In D. Corrigan, J. Dillion, & D. Gunstone, (Eds.). The Re-emergence of Values in the Science Curriculum. Rotterdam, Holland: Sense Publishers.

Clarke, A., Erickson, G., Collins, S. & Phelan, A. (2007). Complexity science and the CITE cohort. In L. Farr Darling, A. Clarke & G. Erickson, (Eds). Collective improvisation: Sustaining a cohort in teacher education. Dordrecht, Holland: Springer Academic Publishers.

Farr Darling, L. Erickson, G. & Clarke, A. (2007). Stepping lightly, thinking boldly, learning constantly: Community and inquiry in teacher education.. In L. Farr Darling, A. Clarke & G. Erickson, (Eds). Collective improvisation in a teacher education community. Dordrecht, Holland: Springer Academic Publishers.

Phelan, A., Erickson, G., Farr Darling, L., Collins, S. & Kind, S. (2007). The filter of laws: Teacher education and the British Columbia College of Teachers teaching standards. In L. Farr Darling, A. Clarke & G. Erickson, (Eds). Collective improvisation in a teacher education community. Dordrecht, Holland: Springer Academic Publishers.

Erickson, G. (2007). In the path of Linnaeus: Scientific literacy re-visioned with some thoughts on persistent problems and new directions for science education. In C. Linder, L. Östman, & P-O Wickman, (Eds). Promoting Scientific Literacy: Science Education Research in Transaction. Uppsala: Uppsala University Press.

Erickson, G., Kang, C., Mitchell, I. & Ryan, J. (2008). Role of teacher research and cross-cultural collaboration in the context of curriculum reform in China. (pp. 179-191) In C. Beck & C. Kosnik (Eds), Learning Communities in Practice, Rotterdam, Netherlands: Sense Publishers.

Clarke, T & Erickson, G. (2008). Cohort learning and complexity science: The case of the CITE teacher education programme. In C. Craig & L. Deretchin (Eds.). Teacher Education Yearbook XVII: Learning in Small Group Settings. (pp 127-145) Lanham MD: Rowman & Littlefield Publishing Group.

Erickson, G. Kang, C.Y., Mitchell, I. & Ryan, J. (2010). Teacher learning and development community: Constructing a transcultural teacher professional learning community in the context of China’s basic education curriculum. International Collaborative Project Series. Beijing: Beijing Normal University Press. [in Chinese]

Erickson, G. (2011). In the Path of Linnaeus: The Development and Nurturing of Science Educators for a Complex World. In C. Linder, L. Östman, D. Roberts, P-O. Wickman, G. Erickson, & A. MacKinnon (Eds.). Exploring the Landscape of ScientificLiteracy. New York: Routledge

Martinuk, M., Clarke, A. & Erickson, G. (2011). Re-Conceptualizing The Teaching Of Physics For Non-Majors: Learning From Instructor-Driven Reform. In D. Corrigan, J. Dillion, & D. Gunstone, (Eds.). The Professional Knowledge of Science Teachers.Dordrecht, Holland: Springer Academic Publishers.

Kang, C.Y., Erickson, G., Ryan, J. & Mitchell, I. (2011). China’s curriculum reform programme: International research collaboration and cross cultural learning. In J. Ryan (Ed.), Education reform in China. London: Routledge.

Erickson, G., & Clarke, A. (2011). Why learning in a community is necessary and not just nice. In Erickson, G., Naylor, C., Clarke, A. & the Livingston Inquiry Group (Eds.). Living and Learning in a Smartboard World. (pp.166-181) Vancouver, B.C.: Centre for the Study of Teacher Education (UBC).