| Values and knowledge education (VaKE) in teacher education: Benefits for science pre-service teachers when using dilemma stories S Keast, K Marangio Procedia-Social and Behavioral Sciences 167, 198-203, 2015 | 18 | 2015 |
| Vignettes illustrating practitioners’ and researchers’ applications of the refined consensus model of pedagogical content knowledge J Carlson, R Cooper, KR Daehler, PJ Friedrichsen, JI Heller, S Kirschner, ... Repositioning pedagogical content knowledge in teachers’ knowledge for …, 2019 | 11 | 2019 |
| Oxford Psychology R Edwards, K Marangio, V Moore, E Blaher-Lucas, F Ganino-Day Oxford University Press, 2013 | 8 | 2013 |
| Paradoxes of in-school teacher coaching by outsiders M Ludecke, S Rutherford, C Sawatzki, D Rady, M Gindidis, K Marangio, ... The Australian Educational Researcher 49 (2), 323-345, 2022 | 5 | 2022 |
| Supporting the development of science pre-service teachers’ creativity and critical thinking in secondary science initial teacher education K Marangio, J Carpendale, R Cooper, J Mansfield Research in Science Education 54 (1), 65-81, 2024 | 4 | 2024 |
| Creating a reason to read: coaching strategies that support teachers to establish reading as a professional practice C Sawatzki, E Tour, K Marangio The Australian Educational Researcher 50 (4), 1197-1215, 2023 | 4 | 2023 |
| Science as “Just opinion”–The significance for science education of emerging social media K Marangio, R Gunstone Values in Science Education: The Shifting Sands, 69-89, 2020 | 4 | 2020 |
| Teachers' experiences of support for curriculum making a new subject, psychology K Marangio, E Heyting The Curriculum Journal 34 (4), 633-650, 2023 | 3 | 2023 |
| The science curriculum D Corrigan, K Marangio Science Education for Australian Students, 89-112, 2020 | 3 | 2020 |
| “Taking the most delicate care”: Beginnings of a Mentoring Relationship between Teachers and Coaches in an Australian School J Southcott, K Marangio, D Rady, M Gindidis The Qualitative Report 25 (7), 1905-1918, 2020 | 3 | 2020 |
| Pandemic Pedagogy: Educators' Practices During the Covid-19 Pandemic MA Tonna, CH Arnold, MC Deyrich, K Marangio, S Kunwar, T Ratnam Teacher Education in the Wake of Covid-19 41, 117-132, 2023 | 2 | 2023 |
| Teachers' experiences preparing to teach a new senior secondary school (psychology) curriculum on the eve of enactment K Marangio, E Heyting Australian Journal of Teacher Education (Online) 47 (8), 33-49, 2022 | 2 | 2022 |
| Science teachers’ views on co-teaching with science teacher educators in preservice teacher education K Marangio, R Cooper, A Berry Conference of the European Science Education Research Association 2019, 2019 | 2 | 2019 |
| “Meet the scientist”: How pre-service teachers constructed knowledge and identities G Kidman, K Marangio Navigating the changing landscape of formal and informal science learning …, 2018 | 2 | 2018 |
| Progression of learning of psychology within the Victorian curriculum KR Marangio Monash University, 2013 | 2 | 2013 |
| Aiming to connect psychology with societal issues: are senior secondary Psychology curricula across Australia up to the task? K Marangio, A Reid Australian Psychology Learning and Teaching (AusPLAT) Conference 2023, 2023 | 1 | 2023 |
| Challenging preservice teachers thinking about school science education with a values and knowledge education (VaKE) experience K Marangio, R Cooper School Science and Mathematics 122 (7), 358-370, 2022 | 1 | 2022 |
| Using VaKE with secondary science pre-service teachers in Australia K Marangio, R Cooper The VaKE handbook, 142-152, 2022 | 1 | 2022 |
| Creativity and critical thinking in secondary science pre-service teacher education R Cooper, J Carpendale, J Mansfield, K Marangio Australasian Science Education Research Association Annual Conference 2021, 2021 | 1 | 2021 |
| Secondary school teachers' views on a psychological science framework to support their teaching of psychology KR MARANGIO Monash University, 2019 | 1 | 2019 |
