| Science, art, and experience: Constructing a science pedagogy from Dewey’s aesthetics KJ Pugh, M Girod Journal of Science Teacher Education 18, 9-27, 2007 | 245 | 2007 |
| Learning science: A Deweyan perspective P Mishra, V Worthington, M Girod, B Packard, C Thomas Journal of research in science teaching 38 (3), 317-336, 2001 | 245 | 2001 |
| Appreciating the beauty of science ideas: Teaching for aesthetic understanding M Girod, C Rau, A Schepige Science education 87 (4), 574-587, 2003 | 234 | 2003 |
| Community of Inquiry: Its past and present future MJ Pardales, M Girod Educational Philosophy and Theory 38 (3), 299-309, 2006 | 210 | 2006 |
| An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders M Girod, D Wong The elementary school journal 102 (3), 199-224, 2002 | 198 | 2002 |
| Teaching and learning science for transformative, aesthetic experience M Girod, T Twyman, S Wojcikiewicz Journal of Science Teacher Education 21, 801-824, 2010 | 122 | 2010 |
| Simulation and the need for practice in teacher preparation M Girod, GR Girod Journal of Technology and Teacher Education 16 (3), 307-337, 2008 | 114 | 2008 |
| A conceptual overview of the role of beauty and aesthetics in science and science education M Girod Studies in Science Education 43 (1), 38-61, 2007 | 89 | 2007 |
| Exploring the efficacy of the Cook School District simulation M Girod, G Girod Journal of Teacher Education 57 (5), 481-497, 2006 | 85 | 2006 |
| Technology as an agent of change in teacher practice M Girod, S Cavanaugh THE Journal (Technological Horizons In Education) 28 (9), 40-40, 2001 | 83 | 2001 |
| John Dewey & psychologizing the subject-matter: big ideas, ambitious teaching, and teacher education JP Smith III, M Girod Teaching and Teacher Education 19 (3), 295-307, 2003 | 81 | 2003 |
| Using digital video to re-think teaching practices M Girod, J Bell, P Mishra Journal of Computing in Teacher Education 24 (1), 23-29, 2007 | 45 | 2007 |
| By teens, for teachers: A descriptive study of adolescence M Girod, M Pardales, S Cavanauch, P Wadsworth American Secondary Education, 4-19, 2005 | 40 | 2005 |
| After-school computer clubhouses and at-risk teens M Girod, J Martineau, Y Zhao American Secondary Education, 63-76, 2004 | 40 | 2004 |
| Designing learning through learning to design P Mishra, M Girod The High School Journal 90 (1), 44-51, 2006 | 37 | 2006 |
| Comparing the added value of blended science and literacy curricula to inquiry-based science curricula in two 2nd-grade classrooms M Girod, T Twyman Journal of Elementary Science Education 21, 13-32, 2009 | 34 | 2009 |
| The opposite of control: A Deweyan perspective on intrinsic motivation in “After 3” technology programs D Wong, B Packard, M Girod, K Pugh Computers in Human Behavior 16 (3), 313-338, 2000 | 33 | 2000 |
| " Who Am I Becoming?" Identity Development in Becoming a Teacher-Researcher. M Girod, M Pardales | 31 | 2002 |
| A clubhouse is a clubhouse is a clubhouse Y Zhao, P Mishra, M Girod Computers in Human Behavior 16 (3), 287-300, 2000 | 30 | 2000 |
| Teaching 5th grade science for aesthetic understanding MA Girod Michigan State University, 2001 | 18 | 2001 |
