Woodside-Jiron, H., Jorgenson, S., Strolin-Goltzman, J., & Jorgenson, J. (2019). “The glue that makes the glitter stick”: Preliminary outcomes associated with a trauma-informed, resiliency-based, interprofessional graduate course for child welfare, mental health, and education. Journal of Public Child Welfare,13(3),307-324. 10.1080/15548732.2019.1600630
Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. Journal of Environmental Education,50(3),160-171. 10.1080/00958964.2019.1604478
Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education intransition: A critical review of recent research on climate change and energy education. Journal of Environmental Education, 50, 160-171.
Woodside-Jiron, H., Jorgenson, S. N., Strolin-Goltzman, J., Jorgenson, J. (2019). “The glue that makes the glitter stick”: The role of interprofessional graduate education in
creating a trauma informed service system across child welfare, mental health, and schools. Journal of Public Child Welfare, 37, 307-324.
Jorgenson, S. N. (2018). The curriculum and courses of study at Connecticut AgriculturalCollege during the Stimson era, 1901-1908. Curriculum History, 18, 41-53.
Jorgenson, S. N. (2018). Bridges and boundaries to power: How teachers used project-based learning to design a radically inclusive STEM high school. Critical Education, 9, 17-40.
Kolbe, T., & Jorgenson, S. N. (2018). Meeting the demand of new standards for middlelevelscience: Which teachers are best prepared? Elementary School Journal, 118, 549-577.
Jorgenson, S. N., Howard, S., & Welch, B. T. (2018). A trip to the boiler room: An experiential approach to human geography in kindergarten. Social Studies and the Young Learner, 30, 4-9.
Jorgenson, S. N. (2016). Green pedagogy: How STEM teachers understand and enact environmental projects. Environmental Education Research, 22, 452-453. http://dx.doi.org/10.1080/13504622.2015.1118753
Beckett, G. H., Hemmings, A., Maltbie, C., Wright, K., Sherman, M., Sersion, B., & Jorgenson, S. N. (2015). An evaluation of the CincySTEM iTEST projects: Experience, peer support, professional development, and sustainability. Journal of STEM Teacher Education, 50, 3-17.
Jorgenson, S. N. (2015). An inquiry into the pedagogical implications of Dewey’s ecological thinking. Bank Street Occasional Paper Series, 32, 54-62.
Beckett, G. H., Hemmings, A., Maltbie, C., Wright, K., Sherman, M., Sersion, B., & Jorgenson, S. N. (2015). An evaluation of the CincySTEM iTEST projects: Experience, peer support, professional development, and sustainability. Journal of STEM Teacher Education, 50, 3-17.
Jorgenson, S. N. (2013). The logic of school gardens: A phenomenological study of teacher rationales. Australian Journal of Environmental Education, 29, 121-135. https://doi.org/10.1017/aee.2014.1
Jorgenson, S. N. (2011). Green pedagogy in a culture of decay: A post-ecological vision. Journal of Curriculum Theorizing, 27, 46-61.
Johnson L. J., Jorgenson, S. N., Sharp, M., & Burris, S. (2008). “Strive” for college access and success. Metropolitan Universities Journal, 19, 23-28.