Updating our language to help students learn: Mechanical energy is not conserved but all forces conserve energy, L. Seeley, E. Etkina and S. Vokos, American Journal of Physics,  90, 251 (2022).

Research-guided physics teaching: Foundations, enactment, and outcomes, S. Vokos, L. Seeley and E. Etkina, McLoughlin, J. G. E. Connecting Research in Physics Education with Teacher Education 3, 94-110 (2022).

Energy Cubes, L. Seeley, K. Gray and A. Robertson, The Physics Teacher, 59, 89 (2021).

Why should we care about diversity in a physics classroom?, L. Seeley, Response Magazine, 2019.

Examining physics teacher understanding of systems and the role it plays in supporting student energy reasoning, L. Seeley, S. Vokos and E. Etkina, American Journal of Physics 87, 510, 2019.

Teaching acoustics in an interdisciplinary context with “singing” fish, L. Seeley, P. Forlano, A. Seeley and J. Sisneros, European Journal of Physics, 2018

The Intertwined Roles of Teacher Content Knowledge and Knowledge of Scientific Practices in Support of a Science Learning Community: Research to Practice, L. Seeley, E. Etkina, and S. Vokos, in Pedagogical Content Knowledge in STEM, Uzzo S., Graves S., Shay E., Harford M., Thompson R. (eds), Springer, Cham, 2018.

Colliding without touching: Using magnets and copper pipe fittings to explore the energetics of a completely inelastic collision, L. Seeley and E.H.Shin, American Journal of Physics 86(9):712-717, 2018

Where does energy go when it’s gone? Promoting understanding of energy dissipation, R. Tobin, S. Lacy, S. Crissman, N. Haddad, O. Wentink, and L. Seeley, American Journal of Physics 87, 569,2019.

Sexually dimorphic swim bladder extensions enhance the auditory sensitivity of female plainfin midshipman fish, Porichthys notatus, O. Colleye, B. Vetter, R. Mohr, L. Seeley and J. Sisneros, Journal of Experimental Biology, 222(14), June 2019.

Lagenar potentials of the vocal plainfin midshipman fish, Porichthys notatus, B. Vetter, L. Seeley and J. Sisneros, Journal of Comparative Physiology 205(4), January 2019.

Taking teachers’ ideas seriously: Exploring the role of physics faculty in preparing teachers in the era of the Next Generation Science Standards, A. Robertson, O. Wentink, L. Seeley and S. Vokos, American Journal of Physics 87, 57, 2019.

Design of an assessment to probe teachers’ content knowledge for teaching: An example from energy in high school physics, E. Etkina, D. Gitomer, C. Iaconangelo, G. Phelps, L. Seeley, and S. Vokos, Phys. Rev. Phys. Educ. Res., vol. 14, no. 1, p. 10127, May 2018.