Google Scholar Research Gate
  • Roman, T., Edwards, B., Dias, M. & Brantley-Dias, L. (2022). Building teacher communities through trauma-informed teaching practices: Teaching for social justice in STEM.  In E. Baumgartner, R. Kaplan-Rakowski, R.E. Ferdig, R. Hartshorne, & C. Mouza (Eds.) A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic. (pp. 261-268). Association for the Advancement of Computing in Education (AACE).

  • Roman, T. A., Edwards, B. P., Dias, M., Brantley-Dias, L. (2021). STEM teachers’ designs for learning: Addressing the social and political climate during COVID-19. The Journal of Applied Instructional Design, 10(4).

  • Roman, T. A., Brantley-Dias, L., Dias, M., Edwards, B. (2021). Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs. Journal of Research on Technology in Education.

  • Brantley-Dias, L., Puvirajah, A., Dias, M. (2021). Supporting teacher candidates’ multidimensional reflection: A model and a protocol. Reflective Practice, 22(2), 187-202.

  • Dias, M., & Brantley-Dias, L. (2017). Setting the standard for project-based learning: A proven approach to rigorous classroom instruction. Interdisciplinary Journal of Problem-based Learning, 11(2). Link to article »
  • Eick, C. J. & Dias, M. (2016). Enacting a reform-based science curriculum: Design changes to extend inquiry. International Journal of Designs for Learning, 7(1), 37-59. Link to abstract »
  • Dias, M., & Callahan, B. (2015). Youth Activism: Considering Higher Ground. In Mueller, M. P. & Tippins, D. J. (Eds), Ecojustice, Citizen Science and Youth Activism: Environmental Discourses in Science Education, (pp. 313-322). New York: Springer.. Link to abstract »
  • Dias, M., Eick, C. J. & Brantley-Dias, L. (Eds.) (2013). Science teacher educators as K-12 teachers: Practicing what we teach. New York: Springer. Link to abstract »

  • Dias, M. (2013). Practicing what we teach. In Dias, M., Eick, C.J., & Brantley-Dias, L. (Eds), Science teacher educators as K-12 teachers: Practicing what we teach (pp. 7-17). New York: Springer.New York: Springer. Link to abstract »

  • Eick, C. J., Brantley-Dias, L., & Dias, M. (2013). Teaching youth again: Reflecting on renewal. In Dias, M., Eick, C.J., & Brantley-Dias, L. (Eds), Science teacher educators as K-12 teachers: Practicing what we teach (pp. 269-286). New York: Springer.New York: Springer.. Link to abstract »
  • Dias, M., Eick, C. J., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in implementing an inquiry based curriculum in a middle grades classroom. Journal of Science Teacher Education, 22(1), 53-78. Link to abstract »
  • Koballa, T.R., Kittleson, J., Bradbury, L.U., and Dias, M. (2010). Teacher thinking associated with science-specific mentoring. Science Education, 94(6), 1072-1091. Link to abstract »
  • Koballa, T. R., Dias, M., Atkinson, J. L. (2009). Science Conference Presenters' Images of Inquiry. School Science and Mathematics, 109(7), 403-414. Link to abstract »

  • Hassard, J., & Dias, M. (2009). The Art of Teaching Science. New York : Routledge Taylor and Francis. Link to companion website »

  • Eick, C. J., Dias, M., & Cook, N.R. (2009). Middle school students' conceptual learning from the implementation of a new NSF supported curriculum: Interactions in Physical Science School Science and Mathematics, 109(1) 45-57. Link to abstract »
  • Rushton, G. T., Dias, M., & McDurmon, G. (2008). Enzyme Inquiry. The Science Teacher , 75(6), 60-64. Link to abstract »
  • Dias, M., & Upson-Bradbury, L. (2006). Easing the transition: Helping first-year teachers thrive. The Georgia Science Teacher , 47(1), 11-14. Link to article (PDF) »

  • Calandra., B., Brantley-Dias, & Dias, M. (2006). Using digital video for professional development: A preservice teacher's experience with reflection. Journal of Computing in Teacher Education , 22(4), 137-145. Link to abstract »

  • Ward, C., & Dias, M. (2006). Ladybugs across the curriculum. In Start young! Early childhood science activities (pp. 97-103). Arlington, VA : NSTA Press. Link to abstract »
  • Eick, C. and Dias, M. (2005). Building the authority of experience in communities of practice: The development of preservice teachers' practical knowledge through coteaching in inquiry classrooms. Science Education , 89, 470-491. Link to abstract »
  • Dias, M. (2004). Thoughtful dialogue makes the most of instructional time. In T.R. Koballa & D.J. Tippins (Eds.),Cases in middle and secondary science education: The promise and Dilemmas (pp. 147-149). Upper Saddle River , NJ : Merrill/Prentice Hall. Link to abstract »
  • Ward, C., & Dias, M. (2004). Ladybugs across the curriculum. Science and Children , 41(7), 40- 44. Link to abstract »
  • Brown, T., & Dias, M. (2003). Demonstrations to save the world. Science Scope , 26(7), 20-24. Link to abstract »

  • Schomer, S., & Dias, M. (2003). What teachers are saying about mentoring. The Georgia Science Teacher , 43(2), 9-12. Link to abstract (PDF) »
  • Dias, M. J. (2000). Pedagogical perspectives and implicit theories of teaching: First year science teachers emerging from a constructivist science education program. Ph.D. dissertation, Georgia State University, United States -- Georgia. Retrieved from Dissertations & Theses: A&I.(Publication No. AAT 9991793). Link to article »