Publications

  1. Smullen, E. & E. M. Walsh, 2022: Contested agency and authorship in middle school girl’s climate science digital storytelling: Disentangling individual and collective agency. In E. M. Walsh (Ed.), Justice and equity in climate change education: Exploring social and ethical dimensions of environmental education. Routledge. (link)

  2. Cordero, E. C. and Luong, K., 2021: Promoting Interest in Transportation Careers Among Young Women. Mineta Transportation Institute Publications. (link)

  3. Walsh, E.M., 2021: Authoring Imaginative Selves Through Digital Narratives in the Science Classroom. In: Moran, L., Reilly, K., Brady, B. (eds) Narrating Childhood with Children and Young People. Studies in Childhood and Youth. Palgrave Macmillan, Cham. (link)

  4. Cordero, E. C., D. C. Centeno, and A. M. Todd, 2020: The role of climate change education on individual lifetime carbon emissions. PLOS ONE 15(2): e0206266. (link)

  5. Moore, L., E. Cordero, and A. Bishop, 2019:  Petroleum and me. Science Scope Connections, NSTA, 43(1), 56-63. (link) 

  6. Cordero, E., C. and D. C. Centeno, 2019:  Evaluating the Effectiveness of a School-Based  Intervention on Driving-Related Carbon Emissions Using Real-Time Transportation Data, Mineta Transportation Institute, Report 19-19,  (link)

  7. Walsh, E. and E. Cordero, 2019:  Youth science expertise, environmental identity, engagement, and agency in climate action filmmaking, Environmental Education Research, 25(5), 656-677. (link)

  8. Walsh, E. M., Smullen, E., & Cordero, E. 2018:  “My favorite part is when we tell the truth”: Identity and agency in middle school youth’s climate science digital storytelling. In J. Kay & R. Luckin (Eds.) Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3.  London, U.K. International Society of the Learning Sciences. (link)

  9. Walsh, E. M., D. Jenkins and E. Cordero, 2016:  The promise of an energy tracker curriculum for promoting home-school connections and youth agency in climate action, J. of Sustainability Ed. 11, 1-11. (link)

  10. Todd, A. M. and E. C. Cordero, 2015: Using social media for public education and engagement on climate change, The Role of Media in Flood Management, (Geneva, World Meteorological Organization Press). (link)

  11. d’Alessio, M.A., 2014: What kinds of questions do students ask? Results from an online question ranking tool, Electronic Journal of Science Education, 18 (5). (link)

  12. Cordero, E. C., 2012: The use of social media to improve climate literacy: The Green Ninja Project. Bull. Amer. Meteorol. Soc., 93, 1813-1814. (link)

  13. d’Alessio, M.A., 2012: Schoolyard Geology as a Bridge Between Urban Thinkers and the Natural World, Journal of Geoscience Education, 60 (2), 106-113. (link)

  14. Rhee, J., E. C. Cordero, and L. R. Quill, 2010: Pilot implementation of an interdisciplinary course on climate solutions, Int. J. Eng. Ed. 26, 391–400. (link)

  15. Cordero, E. C., A. M. Todd, and D. Abellera, 2008: Climate change education and the ecological footprint, Bull. Amer. Meteorol. Soc., 89, 865–872. (link)

  16. Cordero, E. C., 2002: Is the ozone hole over your classroom? Aust. Sci. Teach. J., 48, 34-39. (link)

The following publications were produced through education research activities and initiatives.