Skip to content

Center of Excellence for Innovation in Mathematics and Science

Inquiry In Motion Institute

inquiry-in-motion-institute

The mission of Inquiry in Motion is to improve the motivation, potential, and achievement of students and teachers through sustained engagement in science, math, engineering, and technology (STEM). Since Inquiry in Motion (IIM) Institute began in 2008, we have received over $5 million in funding to support STEM education and have worked with programs in 10 states. The resulting work has resulted in increased teacher effectiveness and improved student learning outcomes that have led to dozens of publications and presentations, including 4 books. Further, IIM has worked in various capacities with key education organizations like ASCD, NSTA, NCTM, NSF, U.S. Department of Education, and various state departments of education. The goals and program outcomes are as follows:

Increase Student Achievement in STEM Classrooms

  • Narrow Achievement Gap
  • Increase Graduation Rates
  • Increase Success with STEM Majors
  • Increase Interest and Motivation
  • Increase Knowledge of STEM Careers

Improve Math and Science Teaching

  • Improve Pedagogical Skills-Increase Retention Rates
  • Deepen Content Knowledge
  • Increase Efficacy
  • Attract Career Changers

Program Outcome Measures

  • Graduation rates
  • Achievement of all students in math and science
  • Student attitudes toward math and science
  • Teacher pedagogical and content knowledge
  • Teacher retention rates
  • Knowledge of STEM career opportunities
  • Quality of student investigations
  • Number of students pursuing STEM in college

Inquiry In Motion

  • Lesson Plans

    he new Inquiry in Motion Dynamic Lesson Planning Tool is available to math and science teachers. The lessons contained within this site use the 4E x 2 Instructional Model as the framework. Lesson Plans Site

    Anyone can access the Public Lesson space. However, only registered users (free) will have access to all available resources. Registered users will be able to (1) view existing lessons (Public Lessons), (2) edit existing lessons by importing existing lessons into My Workspace, (3) create new lessons, and (4) post new lessons or modifications of existing lessons for others to see.

    4E x 2 Instructional Model

    The 4E x 2 Instructional Model was designed to unite three major learning constructs (inquiry instruction, formative assessment, and reflective practice) that have all been shown to improve learning. When well integrated, these learning constructs help facilitate deeper teaching and more powerful learning experiences. All the lessons use the 4E x 2 Model.

    Theoretical paper for the 4E x 2 Instructional Model

    Marshall, J. C., Horton, B., & Smart, J. (In Press). 4E x 2 Instructional Model: Uniting three learning constructs to improve praxis in science and mathematics classrooms. Journal of Science Teacher Education.

    Marshall, J. (2007). 4E x 2 Instructional Model Graphic
  • Research and Evaluation

    TIPS (Teacher Intentionality of Practice Scale)

    TIPS (Teacher Intentionality of Practice Scale) measures 7 research-based, classroom-tested teacher controllable actions that lead to greater student success.

    EQUIP Instrument (Electronic Quality of Inquiry Protocol)

    The EQUIP instrument is designed to measure the quality of inquiry instruction being facilitated in the classroom of K-12 math and science teachers. The instrument does not seek to measure all forms of quality instruction, only those that are inquiry-based in nature. Select the EQUIP tab above for more details.

    4E x 2 Instructional Model

    The 4E x 2 Instructional Model was designed to unite three major learning constructs (inquiry instruction, formative assessment, and reflective practice) that have all been shown to improve learning. When well integrated, these learning constructs help facilitate deeper teaching and more powerful learning experiences.

    Inquiry in Motion Professional Development Institutes

    Two kinds of Professional Development Institutes (PDI-1 for first year participants and PDI-2 for second year participants) will be held to help teachers experience and understand content-embedded inquiry teaching, and to support the development, implementation, refinement, and evaluation of Unit and Lesson Exemplars based on the 4E x 2 Instructional Model. PDI-1 begins with a two week summer involvement where teachers can earn 3 hours graduate credit. During the ensuing school year, teachers will receive support as they implement and refine Exemplars that focus on improving student achievement in essential content while developing inquiry skills. PDI-2 participants will further develop their ability to implement content-embedded inquiry effectively, using the 4E x 2 Instructional Model as the guide. Furthermore, these participants will develop the skills and dispositions necessary to mentor both PDI-1 participants and pre-service teachers enrolled in Clemson’s pre-service teaching programs.

  • Presentations

    Marshall, J. C. (Scheduled 2020, March). Rise to the Challenge: Designing Rigorous Learning that Maximizes Student Success. Research presentation at Association of Supervision and Curriculum Development (ASCD). Los Angeles, CA.

    Smart, J., Marshall, J., & Alston, D. (2019, April). Factors Affecting the Reliability of Observational Protocols and Potential Implications for Teacher Evaluation. Paper accepted for presentation at the annual meeting of the American Educational Research Association, Toronto, Canada. 

    Marshall, J. C. (2019, March). The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success. Research presentation at Association of Supervision and Curriculum Development (ASCD). Chicago, IL.

    Cian, H., Marshall, J. C., & Qian, M. (2018, April). Inquiry Classroom Patterns of Student Cognitive Engagement: An Analysis Using Growth-Curve Modeling. Paper submitted for presentation at American Educational Research Association annual meeting, NY, NY.

    Marshall, J. C. (2018, March). The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success. Research presentation at Association of Supervision and Curriculum Development (ASCD). Boston, MA.

    Smart, J. B., Marshall, J. C., & Alston, D. M. (2018, April). Reducing measurement error in teacher evaluation: A mixed methods study of rater variability in classroom observational data.  Paper submitted for presentation at American Educational Research Association annual meeting, NY, NY.

    Lotter, C., Carnes, N., & Marshall, J. C. (2018, March). Ultrasound infused project-based curriculum: Influence on teachers’ content knowledge, beliefs, and practice. Research presentation at National Association for Research in Science Teaching. Atlanta, GA.

    Alston, D. M., Marshall, J. C., & Smart, J.B. (2017, May). Classroom patterns that characterize the different levels of inquiry instruction.Research presentation at the International Conference on Education. Athens, Greece.

    Alston, D.M., & Marshall, J. C., (2017, January). Middle School Science Teachers’ Appraisals and Emotional Responses to Challenging Situations that Can Occur when Facilitating Inquiry-based Instruction: A Qualitative Study. Paper to be presented at Association of Science Teacher Education. Des Moines, IA.

    Alston, D. M., Marshall, J. C., & Smart, J. (2017, April). Classroom Patterns that Characterize the Different Levels of Inquiry Instruction.Research presentation at National Association for Research in Science Teaching. San Antonio, TX.

    Marshall, J. C., Smart, J., & Alston, D. (2017, April). Development and Validation of Teacher Intentionality of Practice Scale (TIPS): A Guide for Professional Development. Paper submitted for presentation at American Educational Research Association annual meeting, San Antonia, TX.

    Marshall, J. C. (2017, April). The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success. Research presentation at Association of Supervision and Curriculum Development (ASCD). Anaheim, CA.

    Marshall, J. C. (2016, April). 19 Steps to Succeed With Inquiry: Evidence, Examples, and Process. Research presentation at Association of Supervision and Curriculum Development (ASCD). Atlanta, GA.

    Marshall, J., Smart, J., & Alston, D. (2016, April). The Effect of a Sustained Professional Development in Inquiry-Based Instruction on Student Academic Growth. Paper submitted for presentation at the annual meeting of the American Educational Research Association, Washington, DC.

    Alston, D. M., Marshall, J. C., & Switzer, D. (2016, April). Designing and validating an instrument to measure middle and high school science teachers’ appraisals and emotional responses when facilitating inquiry-based instruction. Poster presentation at National Association for Research in Science Teaching. Baltimore, MD.

    Alston, D. M., Marshall, J. C., & Smart, J.B. (2016, April). Classroom patterns that characterize the different levels of inquiry instruction. Research presentation at the National Association for Research in Science Teaching. Baltimore, MD.

    White, C. & Marshall, J. C. (2016, January). Empirically Supporting School STEM Culture as a Cultural Aspect Within a School Community. Research presentation at Association of Science Teacher Education. Reno, NV.

    White, C. & Marshall, J. C. (2016, January). The Creation and Validation of an Instrument to Measure School STEM Culture. Research presentation at Association of Science Teacher Education. Reno, NV.

    Marshall, J. C.; Smart, J. B.; & Alston, D. M. (2016, January). Inquiry-Based Instruction: A Possible Solution to Improving Student Learning. Research presentation at Association of Science Teacher Education. Reno, NV.

    Smart, J. B. & Marshall, J. C. (2016, January). Development and Validation of Teacher Intentionality of Practice Scale (TIPS): A Measure to Evaluate and Scaffold Professional Development. Research presentation at Association of Science Teacher Education. Reno, NV.

    Alston, D. M., Marshall, J. C., & Switzer, D. (2016, January). Assessing science teachers’ appraisals, negative emotions, and emotion regulation habits when facilitating inquiry-based lessons. Research presentation at Association of Science Teacher Education. Reno, NV.

    Alston, D. M. & Marshall, J. C. (2016, January). Investigating what differentiates developing and below inquiry lessons from proficient and above inquiry lessons: Classroom patterns that inform future practice. Research presentation at Association of Science Teacher Education. Reno, NV.

    Alston, D. M.; Marshall, J. C.; & Zambak, V. S. (2015, April) Improving inquiry instructional practice in middle school science classes: Applying Vroom’s VIE theory to motivation. Research Presentation at National Association of Researchers of Science Teaching. Chicago, IL.

    Alston, D. M. & Marshall, J. C. (2015, April). Social-Cognitive Reform Information Processing Typologies (S-CRIPT): A Model for Understanding Teacher Change. Research Presentation at National Association of Researchers of Science Teaching. Chicago.

    Marshall, J. C. (2015, March). Improve Student Performance in Science Classrooms: Keys to Effective Learning. Research presentation at Association of Supervision and Curriculum Development (ASCD). Houston, TX.

    Marshall, J. C. & Alston, D. M. (2015, March). Make a Difference! Steps to Success with Inquiry: the Evidence, the Examples, the Process. Research Presentation at National Science Teacher’s Association. Chicago, IL.

    Marshall, J. C. & Alston, D. M. (2015, March). Improve Student Performance in Middle/Secondary Science Classrooms: Keys to Effective Learning. Research Presentation at National Science Teacher’s Association. Chicago, IL.

    Marshall, J. C. & Alston, D. M. (2015, Jan.). Effective, Sustained Inquiry-Based Instruction that Promotes Higher Science Proficiency. Research presentation at Association of Science Teacher Education. Portland, OR.

    Alston, D. M. & Marshall J. C. (2015, Jan.). The Relationship between Individual Differences in Science Teachers’ Values and their Perceptions of Inquiry-Based Teaching Practices. Research presentation at Association of Science Teacher Education. Portland, OR.

    Zambak, V. S.; Alston, D. M.; & Marshall, J. C. (2015, Jan.) Convincing science teachers for a practical change towards inquiry-based instruction: Revisiting Guskey’s staff development model. Research presentation at Association of Science Teacher Education. Portland, OR.

    White, C. & Marshall, J. C. (2015, Jan.). The Creation and Validation of an Instrument to Measure School STEM Culture. Research presentation at Association of Science Teacher Education. Portland, OR.

    Roth, K.; Marshall, J. C.; Taylor, J.; Wilson, C.; & Hvidsten, C. (2014, Apr.). Impact of Science Professional Development on Student Learning: Four Studies Awaken Dialogue. Research symposium presented at National Association of Researchers of Science Teaching. Pittsburg, PA.

    Marshall, J. C.; Alston, D. M. (2014, Jan.). Transitioning to a New Level of Excellence: How to Bridge from NGSS to New Instructional Practice. Research presentation at Association of Science Teacher Education. San Antonio, TX.

    Alston, D. M.; Marshall, J. C. (2014, Jan.). Inquiry in Motion: A Quantitative and Qualitative Look at How a Professional Development Program Can Change Teachers’ Beliefs about Inquiry-Based Instruction. Research presentation at Association of Science Teacher Education. San Antonio, TX.

    Marshall, J. C. (2014, Mar.). A New Era of Learning: Transforming Math and Science Practice. Research presentation at Association of Supervision and Curriculum Development (ASCD). Los Angeles, CA.

    Alston, D.M.; Marshall, J. C. (2014, April). Producing Productive Participants: Developing Teacher Leaders through Sustained Professional Development. Presentation at National Science Teacher’s Association. Boston, MA.

    Marshall, J. C. (2014, April). ASTE: A Paradigm Shift is Underway—Are You and Your Students Ready? Research Presentation at National Science Teacher’s Association. Boston, MA.

    Nugent, G. C.; Marshall, J. C.; Pedersen, J.; Minner, D.; & Delisi, J. (2013, April). Understanding Inquiry Classroom Practice through Measurement of Teacher Inquiry Skills. Research Presentation at National Association of Researchers of Science Teaching. Puerto Rico.

    Marshall, J. C. (2013, April). Giving up Before the Finish Line: Teacher Transformation Resulting in Improved Student Achievement Takes Time. Research Presentation at National Association of Researchers of Science Teaching. Puerto Rico.

    Marshall, J. C. (2012, Oct.) The Keys to Improved Learning: 19 Ways to Transform Teacher Performance. Plenary presentation given at Noyce Conference, Indianapolis, IN

    Smart, J. & Marshall, J. C. (2012, April). Comparative Analysis of Two Inquiry Observational Protocols: Striving to Understand the Quality of Inquiry-Based Instruction. Research paper presented at AERA. New Orleans, LA.

    Marshall, J. C. & Higdon, R. (2012, Mar.). Moving from Activity-Mania to Meaningful Learning. Research Presentation at National Science Teacher’s Association. Indianapolis, IN.

    Higdon, R. & Marshall, J. C. (2012, Mar.). Transforming Classroom Interactions for Meaningful Science Learning Experiences. Research Presentation at National Science Teacher’s Association. Indianapolis, IN.

    Marshall, J. C. (2012, Mar.). The Keys to Improved Learning: 19 Ways to Transform Teacher Performance. Research Presentation at National Science Teacher’s Association. Indianapolis, IN.

    Marshall, J. C. (2012, Mar.). 5 Keys to Facilitating Classroom Discourse that Improves Student Achievement. Research Presentation at National Science Teacher’s Association. Indianapolis, IN.

    Marshall, J. C. & Smart J. (2012, Jan.). Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science. Research paper given at Association of Science Teacher Education (ASTE) international conference. Clearwater, FL.

    Marshall, J. C.; Lotter, C.; & Smart, J. (2012, Jan.). Measuring the Quality of Inquiry-based Instruction: Comparative Analysis of Two Inquiry Observational Protocols. Research paper given at Association of Science Teacher Education (ASTE) international conference. Clearwater, FL.

    Marshall, J. C.; Smart, J.; & Lotter, C. (2011, April). Comparative analysis of two inquiry observational protocols: Striving to understand the quality of inquiry-based instruction. Research paper presented at NARST. Orlando, FL.

    Smart, J. & Marshall, J. C. (2011, April). Discourse and Related Student Cognitive Engagement in Middle School Science Classrooms. Research paper presented at NARST. Orlando, FL.

    Marshall, J. C. (2011, Mar). Uniting Formative Assessment, Reflective Practice, and Inquiry to Strengthen Instruction. Research presentation at Association of Supervision and Curriculum Development (ASCD). San Francisco, CA.

    Marshall, J. C. (2011, Jan). Teachers’ Transformation to Inquiry-Based Instructional Practice. Research paper given at Association of Science Teacher Education (ASTE) international conference. Minneapolis, MN. PowerPoint | Paper

    Marshall, Jeff C. (2011, Jan) Inquiry Instruction that Facilitates Improved Student Achievement. Workshop led at ASTE, Minneapolis, MN.

    Marshall, J. C. (2010, March). The Relationship of Teacher Facilitated Inquiry-Based Instruction to Student Higher-Order Thinking. Research paper presented at NARST. Philadelphia, PA

    Marshall, J. C. (2010, March). EQUIP: A Valid Measure for Assessing Inquiry-Based Instruction. Research paper presented at NARST. Philadelphia, PA.

    Marshall, J. C. (2010, March). EQUIPping Teachers to Achieve Meaningful Inquiry-based Teaching and Learning. Research Presentation at National Science Teacher’s Association. Philadelphia, PA. EQUIP NSTA 2010 Presentation

    Marshall, J. C. (2010, March). Inquiring Minds Want to Grow: Building Intentional Practice. Research Presentation at National Science Teacher’s Association. Philadelphia, PA.

    Marshall, Jeff C. (2009, Nov.). Building and Implementing a Formative Plan to Improve Inquiry-Based Instruction. Paper presented at South Carolina Science Council’s annual meeting. Myrtle Beach, SC. EQUIP Abbreviated | PowerPoint

    Marshall, J. C. (2009, April). The Creation, Validation, and Reliability Associated with the EQUIP (Electronic Quality of Inquiry Protocol): A Measure of Inquiry-Based Instruction. Research paper presented at National Association of Researchers of Science Teaching (NARST) conference. Orange County, CA. PowerPoint | Research Paper

    Cronin, J., Marshall, J. C., & Xiang, Y. (2009, April). Assessing the effectiveness of a science and mathematics teacher development program through use of Virtual Comparison Groups. Paper presented at the National Association of Researchers of Science Teaching (NARST) National Conference. PowerPoint | Research Paper

    Smart, J. & Marshall, J. C (2009, April). Three Teachers’ Approaches to Content Embedded Inquiry-Based Instructional Practice. Research paper presented at AERA conference. San Diego, CA.

    Marshall, J. C. (2009, Mar.). 4 Steps for Improving Inquiry-Based Teaching and Learning. Research Presentation at National Science Teacher’s Association. New Orleans, LA.

    Marshall, J. C. (2009, Mar.). An Innovative Approach to Web-Based, Inquiry-Based Lesson Planning. Research Presentation at National Science Teacher’s Association. New Orleans, LA.

    Marshall, J. C. (2009, Jan.). K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom. Paper presented at Association of Science Teacher Education (ASTE) international conference. Hartford, CT.

    Smart, J. & Marshall, J. C. (2009, Jan.). Electronic Quality of Inquiry Protocol (EQUIP): Assessing the quality of inquiry-based instructional practice. Paper presented at Association of Science Teacher Education (ASTE) international conference. Hartford, CT. | Paper| PowerPoint

    Marshall, Jeff C. (2008, Oct.). A Dynamic Web-Based, Inquiry-Based Lesson Planning Tool. Paper presented at Southeastern Association for Science Teacher Education. Columbia, SC

  • Publications

    White, C., Marshall, J. C., & Alston, D. M. (In Press). Empirically supporting school STEM culture as a cultural aspect within a school. School Science and Mathematics.

    Marshall, J. C. (2019) Rise to the Challenge: Designing Rigorous Learning that Maximizes Student Success. Alexandria, VA: ASCD. [Featured book for members, July, 2019]

    Cian, H., Marshall, J. C., & Cook, M. (2019). Formatively Assessing NGSS: Three Models of Formative Assessment for Addressing NGSS Domains. The Science Teacher, 86(6), 44-49.

    Cian, H., Marshall, J. C., & Qian, M. (2018). Inquiry Classroom Patterns of Student Cognitive Engagement: An Analysis Using Growth Curve Modeling. Journal of Science Teacher Education, 29(4), 326-346. doi:10.1080/1046560X.2018.1456884

    Alston, D. M., Marshall, J. C., & Zambak, V. S. (2017). Inquiry instructional practice in middle school science classes: Applying Vroom's Valence-Instrumentality-Expectancy theory of motivation. Science Educator, 26(1), 1-10.

    Marshall, J. C., Smart, J. B., & Alston, D. M. (2017). Inquiry-based instruction: A possible solution to improving student learning of both science concepts and scientific practices. International Journal for Science and Mathematics, 15(5), 777-796. doi:10.1007/s10763-016-9718-x

    Zambak, V. S., Alston, D. M., Marshall, J. C., & Tyminski, A. M. (2017). Convincing science teachers for inquiry-based instruction: Guskey's staff development model revisited. Science Educator, 25(2), 108-116.

    Marshall, J. C. (2016) The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success. Alexandria, VA: ASCD. [Featured book for members, April, 2016]

    Odutola, A. O. & Marshall, J. C. (2016). I get it! Moving students from misconceptions to conceptual change. Science Scope, 40(2), 31-37.

    Marshall, J. C., Smart, J. B., & Alston, D. M. (2016). Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold professional development. Teaching and Teacher Education, 59, 159-168. doi:10.1016/j.tate.2016.05.007

    Joyner, R., & Marshall, J. C. (2016). Watch your step! An investigation of carbon footprints. American Biology Teacher, 78(4), 312-316. doi:10.1525/abt.2016.78.4.312

    Marshall, J. C. (2015). In Step with the New Science Standards. Educational Leadership, 72(4), 16-22.

    Marshall, J. C., & Alston, D. M. (2014). Effective, sustained inquiry-based instruction promotes higher science proficiency among all groups: A five-year analysis. Journal of Science Teacher Education, 25(7), 807-821. doi: 10.1007/s10972-014-9401-4

    Marshall, J. C. (2014) Overcoming Student Apathy: Succeeding with All Learners. 2nd Ed. Lanham, MD: Rowman & Littlefield Publishers, Inc.

    Higdon, R., Marshall, J. C., & Taylor, S. (2014) What’s the Matter? Looking Beyond the Macroscopic. Science Scope, 38(1), 4-9.

    Marshall, J. C. (2013). Succeeding with Inquiry in Science and Math Classrooms. Alexandria, VA: ASCD.

    Marshall, J. C., Padilla, M. J., & Horton, R. M. (2013). Improving and sustaining inquiry-based teaching and learning in South Carolina middle school science programs. In B. Wojnowski & C. Pea (Eds.). Models and Approaches to STEM Professional Development. Arlington, VA: NSTA.

    Marshall, J. C. & Smart, J. (2013). Teachers’ Transformation to Inquiry-Based Instructional Practice. Creative Education, 4(2), 132-142. doi: 10.4236/ce.2013.42019.

    Smart, J. B., & Marshall, J. C. (2013). Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. Journal of Science Teacher Education, 24(2), 249-267.

    Marshall, J., Crenshaw, K., & Higdon, R. (2012). Are we looking at the same sun? Exploring the seasons using data analysis. Science Scope, 36(1), 54-60.

    Marshall, J. C. & Horton, R. M. (2009) Developing, assessing, and sustaining inquiry-based instruction: A guide for math and science teachers and leaders. Germany: VDM Verlag.

    Marshall, J. C. (2008) Overcoming Student Apathy: Motivating Students for Academic Success. Lanham, MD: Rowman & Littlefield Publishers, Inc.

    Marshall, J. C., Smart, J., Lotter, C., & Sirbu, C. (2011). Comparative analysis of two inquiry observational protocols:  Striving to better understand the quality of teacher facilitated inquiry-based instruction. School Science and Mathematics, 111(6), 306-315.

    Quigley, C., Marshall, J. C., Deaton, C., Cook, M., & Padilla, M. (2011). Challenges to Inquiry Teaching and Suggestions for How to Meet Them. Science Educator, 20(1), 63-70.

    Marshall, J. C., Smart, J., & Horton, R. M. (2011). Tracking perceived and observed growth of inquiry practice: A formative plan to improve professional development experiences. Science Educator, 20(1), 14-25.

    Marshall, J. C., & Horton, R. M. (2011). The relationship of teacher facilitated inquiry-based instruction to student higher-order thinking. School Science and Mathematics, 111(3), 93-101.

    Marshall, J. C., Smart, J., & Horton, R. M. (2010). The design and validation of EQUIP: An instrument to assess inquiry-based instruction. International Journal of Science and Mathematics Education, 8(2), 299-321.

    Marshall, J. C., Horton, B., & Smart, J. (2009). 4E x 2 Instructional Model: Uniting three learning constructs to improve praxis in science and mathematics classrooms. Journal of Science Teacher Education, 20(6), 501-516.

    Marshall, J. C., Horton, B., & White, C. (2009). EQUIPping teachers: A protocol to guide and improve inquiry-based instruction. The Science Teacher, 76(4), 46-53.

    Marshall, J. C., Horton, R. M., Igo, B. L., & Switzer, D. M. (2009). K-12 science and mathematics teachers’ beliefs about and use of inquiry in the classroom. International Journal of Science and Mathematics Education, 7(3), 575-596.

    Marshall, J. C. (2009). Know it, lead it, revise it: The key to success in physics education. The Physics Teacher, 47(6), 337-338.

    Horton, R. M., Wiegert, E. M., & Marshall, J. C. (2008). Squaring matrices: Connecting mathematics and science. Mathematics Teacher, 102(2), 102-106.

    Marshall, J. C. (2008). An explanatory framework detailing the process and product of high-quality secondary science practice. Science Educator, 17(1), 49-63.

    Smart, J., & Marshall, J. (2007). A geometric scavenger hunt: Math and science blend in this integrated outdoor exploration Science and Children, 45(2), 36-40.

    Marshall, J., Horton, B., & Austin-Wade, J. (2007). Giving meaning to the numbers—An integrated physics-math class. The Science Teacher, 73(2), 36-41.

    Marshall, J. (2006) Building knowledge and intrigue. Science Scope, 30(2), 34-39.

    Marshall, J. (2004). Racing the sun—Inquiry approach to teaching physics. The Science Teacher, 71(1), 40-43.

  • Contact
    For more information, please contact:
    Jeff C. Marshall
    Director, Inquiry In Motion
    marsha9@clemson.edu

College of Education "Best In Class"

College of Education "Best In Class" | 101 Gantt Circle