BOOKS / MONOGRAPHS

Wallace, J., Venville, G. & Rennie, L. (in press). Knowledge that counts in a global community: Exploring the contribution of integrated curriculum. London: Routledge.

Wallace, J. & Louden, W. (Eds.). (2008). Dilemmas of science teaching: Perspectives on problems of practice (Chinese translation) (Trans., C.Y. Chiu, H.L. Chiu, & C.J. Liu). Taipei, Taiwan: Psychological Publishing Co (Original work published 2002).

Taylor, P. & Wallace, J. (Eds.). (2007). Contemporary qualitative research: Exemplars for science, mathematics and technology educators. Dortrecht, The Netherlands: Springer.

CHAPTERS IN BOOKS

Wallace, J, Venville, G. & Rennie, L. (in press). Integrated curriculum. In D. Pendergast & N. Bahr (Eds). Teaching middle years: Rethinking curriculum, pedagogy and assessment (2nd ed.) (pp. 188-204). Sydney, NSW: Allen & Unwin.

Wallace, J. & Loughran, J. (in press). Science teacher learning. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), International handbook of research in science education (2nd ed.). Dortrecht, The Netherlands: Springer.

Venville, G., Rennie, L. & Wallace, J. (in press). Curriculum integration: Challenging the assumption of school science as powerful knowledge. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), International handbook of research in science education (2nd ed.). Dortrecht, The Netherlands: Springer.

Wallace, J. (in press). It’s not about choosing sides: It’s about establishing accountability relationships. In Smith, D. (Ed.), Cases for leadership development. Thousand Oaks, CA: Sage.

MacMath, S., Wallace, J. & Chi, X. (in press). Using problem-based learning as a tool for checking students’ conceptual knowledge. In Berrill, D. (Ed.). What works: Research in practice series.