Goodnough, K. & Osmond, p. (2008). Case studies of teacher learning through action research: Generating “knowledge of practice.” In Aik-Ling Tan and Yew-Jin Lee (Eds.), Science Education at the Nexus of Theory and Practice. The Netherlands: Sense Publications.
Goodnough, K. (2007). The use of WebCT to enhance science teaching and learning: Developing "knowledge-of-practice.” In C. Bruce, G. Moham, G. Smith, I. Stoodley & R. Teesdale (Eds.), Principles of effective online teaching: A handbook for experienced teachers developing eLearning. Santa Rosa, CA: Informing Science Press.
Goodnough, K. (2006). Mind mapping as a flexible assessment tool. In M. McMahon, P. Simmons, R. Sommers, D. DeBaets & F. Crawlwy (Eds.), Assessment in science (pp. 219-229). Arlington, VA: National Science Teachers Association.
Goodnough, K. & Hung, W. (in press). Enhancing Pedagogical Content Knowledge in Elementary Science. Teaching Education.
Goodnough, K. (2009). Pre-service students explore differentiated instruction:
Examining teaching beliefs and developing pedagogical content knowledge. Research in Science Education. doi: 10.1007/s11165-009-9120-6
Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25,(2), 285-296.
Goodnough, K. (2008, August). Examining the personal side of change within a collaborative inquiry group: Adopting Problem-Based Learning in primary/elementary science education. Journal of Applied Research on Learning, 2, Article 3. Retrieved December 20, 2008 from http://www.ccl-cca.ca/CCL/Reports/Journal/JARLAug08_Vol2_Issue1_Art3.htm
Goodnough, K. & Nolan, B. (2008). Engaging elementary teachers’ pedagogical content knowledge: Adopting problem-based learning in the context of science teaching and learning. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 197-216.
Goodnough, K. & Hung, W. (2008). Engaging teachers’ pedagogical content knowledge: Adopting a nine-step problem-based learning model. International Journal of Problem-Based Learning,2(2),
Goodnough, K. (2008). Dealing with messiness and uncertainty: The nature of collaborative action research. Canadian Journal of Education, 31(2), 431-458.
Goodnough, K. (2008). Moving science off the ‘back-burner’: Meaning-making within an action research community of practice. Journal of Science Teacher Education, 19, (1), 15-39.
Goodnough, K. (2006). Exploring problem-based learning in the context of high school science: Design and implementation issues. School Science and Mathematics, 106(7), 280-296.
Goodnough, K. (2006). Enhancing pedagogical content knowledge through self-study: An exploration of problem-based learning. Teaching in Higher Education, 11(3), 301-318.
Goodnough, K. (2005). Fostering teacher learning through collaborative inquiry. The Clearing House, 79(2), 88-93.
Goodnough, K. (2005). Issues in modified problem-based learning: A self-study in pre-service science teacher education. Canadian Journal of Science, Mathematics and Technology Education, 5(3), 289-306.
Goodnough, K. (2004). Fostering a community of practice: Reflections on the evolution of a teacher inquiry group. Alberta Journal of Educational Research, 50(2), 204-206.
Goodnough, K. (2004). Fostering collaboration in a school-university partnership: The TRIBS project. Teaching Education, 15(3), 329-340.
Goodnough, K. (2003). Collaborative inquiry in the context of primary science education: Fostering the complementary processes of adult learning and educational research. Journal of In-service Education, 29 (3), 513-536.
Goodnough, K. (2003). Issues in modified problem-based learning: A study in pre-service teacher education. Chicago, IL: Annual meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 477797)
Goodnough, K. (2003). Preparing pre-service science teachers: Can problem-based learning help? Chicago, IL: Annual meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 477805)
Goodnough, K. (2003). Facilitating action research in the context of science education: Reflections of a university researcher. Educational Action Research, 11 (1), 41-64.
Goodnough, K. (2003). Fostering inquiry through problem-based learning. The Science Teacher, 70(9), 21-25.
Goodnough, K., & Long, R. (2002). Mind mapping: A graphic tool for the pedagogical toolbox. Science Scope, 25(8), 20-25.
Goodnough, K. (2002). Multiple intelligences theory: A lens for guiding professional practice. Orbit, 32(4), 12-15.
Goodnough, K. (2001). Changing teacher beliefs about giftedness and differentiation practices. Gifted and Talented International, 16 (2), 115-121.
Goodnough, K. (2001). Teaching and learning science: A framework for teacher development. OISE Papers, 2, 1777-194.
Goodnough, K. (2001). Enhancing professional knowledge: A case study of an elementary teacher. Canadian Journal of Education 26(2), 218 -236.
Goodnough, K. (2001). Implementing multiple intelligences theory in a grade nine science classroom: The experiences of a high school teacher. Canadian Journal of Science, Mathematics and Technology Education, 1, 419-436.
Goodnough, K. (2001). Teacher development through action research: A case study of an elementary teacher. Action in Teacher Education, 23(1), 37-46.
Goodnough, K. (2001). Multiple intelligences theory: A framework for personalizing science curricula. School Science and Mathematics, 101(4), 180-193.
Goodnough, K. (2000). Fostering liberal views of giftedness: A study of the beliefs of six undergraduate education students. Roeper Review, 23(2), 89-90.
Goodnough, K. (2000). Humble advice for new science teachers. Science Scope, 23(6), 20-25.
Goodnough, K. (1999, March). Book review: Teaching with the brain in mind. Educational Insights, 5, (1). Retrieved September 9, 2001 from http://www.csci.educ.ubc.ca/publication- /insights/online/v05n01/index.html
Other Publications (Non-refereed):
Speaker in: Murphy, E. (2007). Knowledge Mobilization. [CD-ROM]. St. John’s, NL: Distance Education and Learning Technologies, Memorial University.
Doyle, C., Dibbon, D., Doody, L., Gardner, M., & Goodnough, K. (2006). Meeting the challenge: Post- degree teacher education. St. John’s, NL: Memorial University of Newfoundland.
Goodnough, K. (Ed.). (2005). The challenge of scientific literacy. [Special issue]. Morning Watch, 33, (1-2). Retrieved August 10, 2006, 2005, from http://www.mun.ca/educ/faculty/mwatch- /current.htm
Goodnough, K. (2005). Learning in communities of practice: The Science Across the Curriculum Project. The Morning Watch, 33, (1-2). Retrieved August 10, 2006, 2005, from http://www.mun.ca/educ- /faculty/mwatch/current.htm
Goodnough, K. (2005). Through the Eyes of a Professional. A reflection published in Educational Psychology by McGraw-Hill-Ryerson.
Goodnough, K. (2004). Re-use of content from an AERA paper entitled, Using multiple intelligences to create more meaningful science curriculum: An action research approach. (April 2000), pp. 14- 15. In Gordon, Stephen P. (2004). Professional development for school improvement. Boston, MA: Pearson.
Goodnough, K. (2004). Challenges and issues in planning for effective professional development. The Bulletin, 47(5). Retrieved September 6, 2006 from http://www.nlta.nf.ca/html_files/html_pages/publications/bulletins-/march04.pdf
Goodnough, K. (1999). Teacher research: Exploring possibilities. The Bulletin, 42(4). Retrieved September 6, 2006 from http://www.nlta.nf.ca/html_files/html_pages/publications/bulletins- /feb99/cover.html
Goodnough, K. (1998). Equity in education: A concern for all. The Bulletin, 42(4). Retrieved September 6, 2006 from http://www.nlta.nf.ca/html_files/html_pages/publications/bulletins/- feb99/cover.html
Goodnough, K. (1996). Development of the resource document, Highly Able Learners: An Annotated Bibliography. Department of Special Services, Department of Education. St. John’s, Newfoundland and Labrador.