| Intentions of young students to enroll in science courses in the future: An examination of gender differences SJ Farenga, BA Joyce Science education 83 (1), 55-75, 1999 | 287 | 1999 |
| Trivializing teacher education: The accreditation squeeze DD Johnson Rowman & Littlefield Pub Inc, 2005 | 171 | 2005 |
| Informal science experience, attitudes, future interest in science, and gender of high‐ability students: An exploratory study BA Joyce, SJ Farenga School Science and Mathematics 99 (8), 431-437, 1999 | 167 | 1999 |
| Science‐related attitudes and science course selection: A study of high‐ability boys and girls SJ Farenga, BA Joyce Roeper Review 20 (4), 247-251, 1998 | 126 | 1998 |
| Knowledge under construction: The importance of play in developing children's spatial and geometric thinking D Ness, SJ Farenga Rowman & Littlefield Publishers, 2007 | 101 | 2007 |
| Stop high-stakes testing: an appeal to America's conscience DD Johnson Rowman & Littlefield, 2008 | 91 | 2008 |
| Encyclopedia of education and human development SJ Farenga, D Ness Routledge, 2015 | 75 | 2015 |
| Young girls in science: Academic ability, perceptions and future participation in science BA Joyce, SJ Farenga Roeper Review 22 (4), 261-262, 2000 | 75 | 2000 |
| What children bring to the classroom: Learning science from experience SJ Farenga, BA Joyce School Science and Mathematics 97 (5), 248-252, 1997 | 58 | 1997 |
| Blocks, Bricks, and Planks: Relationships between Affordance and Visuo-Spatial Constructive Play Objects. D Ness, SJ Farenga American Journal of Play 8 (2), 201-227, 2016 | 46 | 2016 |
| Beyond the classroom: Gender differences in science experiences SJ Farenga, BA Joyce Education 117 (4), 563-569, 1997 | 40 | 1997 |
| Spatial intelligence: Why it matters from birth through the lifespan D Ness, SJ Farenga, SG Garofalo Routledge, 2017 | 33 | 2017 |
| Hardware versus brainware: Where are technology dollars being invested? SJ Farenga, BA Joyce Journal of Technology and Teacher Education 9 (3), 313-319, 2001 | 32 | 2001 |
| Making a community information guide about nonpoint source pollution. SJ Farenga, D Ness Science Scope 30 (5), 2007 | 17 | 2007 |
| Reaching the zone of optimal learning: The alignment of curriculum, instruction, and assessment SJ Farenga, BA Joyce, D Ness Learning science and the science of learning, 51-62, 2002 | 15 | 2002 |
| Cognition and spatial concept formation: Comparing non-digital and digital instruction using three-dimensional models in science SG Garofalo, SJ Farenga Technology, Knowledge and Learning 26, 231-241, 2021 | 12 | 2021 |
| Out-of-school science-related experiences, science attitudes, and the selection of science mini-courses by high-ability, upper elementary students SJ Farenga Teachers College, Columbia University, 1995 | 12 | 1995 |
| Strategies for learning and metacognition: Identifying and remembering big ideas. SJ Farenga, D Ness, GV Flynn Science Scope 31 (2), 2007 | 11 | 2007 |
| Procedural Knowledge Teaching Model: Effects of Short-Term Internet Training on Preservice Teachers. SJ Farenga, BA Joyce | 11 | 1996 |
| Repositioning science reform efforts: Four practical recommendations from the field D Ness, SJ Farenga, V Shah, SG Garofalo Improving Schools 19 (3), 258-266, 2016 | 10 | 2016 |
Daniel NessProfessor, Dept. of Curriculum and Instruction, St. John's UniversityVerified email at stjohns.edu
