Book Chapters (Refereed):

• Elmesky, R. (in press). Collaborative research models for transforming teaching and learning experiences. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second International Handbook of Science Education. The Netherlands: Springer.
  
  
• Barton, A.C., Osborne, M., & Elmesky, R. (2010). Creating new utopias in the academy: Spaces of family and work. In K. Scantlebury, J. B. Kahle, & S. Martin (Eds.), Re-visioning Science Education from Feminist Perspectives: Challenges, Choices and Careers (179-190). Rotterdam: SensePublishers.
  
  
• Pringle, R., & Elmesky, R. (2010). Maintaining commitments, shifting identities, and understanding cultural conflicts while navigating the rite of passage in the science education academy. In K. Scantlebury, J. B. Kahle, & S. Martin (Eds.), Re-visioning Science Education from Feminist Perspectives: Challenges, Choices and Careers (25-36). Rotterdam: SensePublishers.
  
  
• Elmesky, R., & Tobin, K. (2008). Expanding our understandings of urban science education by expanding the roles of students as researchers.  In P. F. Murphy & R. McCormick (Eds.), Knowledge and Practice: Representations and Identities (166-188). Sage Publications. (Reprint - original article published in 2005)
  
  
• Elmesky, R. (2007). Fostering long-term collaboration and solidarity with student researchers. In S. M. Ritchie (Ed.), Research Collaboration: Relationships and Praxis (95-106). Rotterdam: SensePublishers.
  
  
• Elmesky, R. (2006). Poverty and science teaching and learning. In K. Tobin (Ed.), Teaching and learning science: A handbook (193-200). Westport, CT: Praeger.
  
  
• Elmesky, R. (2006). Students as researchers: Creating new identities. In K. Tobin (Ed.), Teaching and learning science: A handbook (251-258). Westport, CT: Praeger.
  
  
• Elmesky, R. (2005). Playin’ on the streets – Solidarity in the classroom: Weak cultural boundaries and the implications for urban science education. In K. Tobin, R. Elmesky, & G. Seiler (Eds.), Improving urban science education: New roles for teachers, students and researchers (89-112). Boulder, CO: Rowman and Littlefield.
  
  
• Seiler, G., & Elmesky, R. (2005). The who, what, where and how of our urban ethnographic research. In K. Tobin, R. Elmesky, & G. Seiler (Eds.), Improving urban science education: New roles for teachers, students and researchers (1-20). Boulder, CO: Rowman and Littlefield.
  
  
• Tobin, K., Elmesky, R., & Seiler, G. (2005). Dialectical perspectives on urban science education:  Transforming the future while learning from the past. In K. Tobin, R. Elmesky, & G. Seiler (Eds.), Improving urban science education: New roles for teachers, students and researchers (299-320).NY:  Rowman and Littlefield.
  
  
• Tobin, K., Elmesky, R., & Carambo, C. (2002). Learning environments in urban science classrooms: Contradictions, conflict and the reproduction of social inequality. In S. C Goh & S. K. Myint (Eds.), Studies in educational learning environment: An international perspective (101-129). Singapore: World Scientific Publishing Co.