@article{folger_bostic_krupa_2023, title={Defining Test-Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument}, volume={6}, ISSN={["1745-3992"]}, url={https://doi.org/10.1111/emip.12569}, DOI={10.1111/emip.12569}, abstractNote={AbstractValidity is a fundamental consideration of test development and test evaluation. The purpose of this study is to define and reify three key aspects of validity and validation, namely test‐score interpretation, test‐score use, and the claims supporting interpretation and use. This study employed a Delphi methodology to explore how experts in validity and validation conceptualize test‐score interpretation, use, and claims. Definitions were developed through multiple iterations of data collection and analysis. By clarifying the language used when conducting validation, validation may be more accessible to a broader audience, including but not limited to test developers, test users, and test consumers.}, journal={EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE}, author={Folger, Timothy D. and Bostic, Jonathan and Krupa, Erin E.}, year={2023}, month={Jun} }
 @article{himes_spires_krupa_borden_eagle_2023, title={Project-Based Inquiry (PBI) Global during a Pandemic: A New Learning Ecology Perspective}, volume={13}, ISSN={["2227-7102"]}, url={https://doi.org/10.3390/educsci13111099}, DOI={10.3390/educsci13111099}, abstractNote={Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), PBI Global supports participants toward engaging in inquiry-to-action aligned with the UN Sustainable Development Goals (SDGs). Data sources for this study included transcripts from student and teacher focus groups conducted before, during, and after the PBI Global process. Three themes emerged (1) creating global awareness of water issues, (2) learning to collaborate in remote and hybrid contexts, and (3) enhancing self-efficacy through iterative learning. The discussion focuses on the affordances and challenges of engaging in PBL during non-voluntary online learning, as well as study limitations and directions for future research.}, number={11}, journal={EDUCATION SCIENCES}, author={Himes, Marie P. and Spires, Hiller A. and Krupa, Erin E. and Borden, Margaret L. and Eagle, Jessica L.}, year={2023}, month={Nov} }
 @article{carney_bostic_krupa_shih_2022, title={Interpretation and Use Statements for Instruments in Mathematics Education}, volume={53}, ISSN={["1945-2306"]}, DOI={10.5951/jresematheduc-2020-0087}, abstractNote={This Research Commentary addresses the need for an instrument abstract—termed an Interpretation and Use Statement (IUS)—to be included when mathematics educators present instruments for use by others in journal articles and other communication venues (e.g., websites and administration manuals). We begin with presenting the need for IUSs, including the importance of a focus on interpretation and use. We then propose a set of elements—identified by a group of mathematics education researchers, instrument developers, and psychometricians—to be included in the IUS. We describe the development process, the recommended elements for inclusion, and two example IUSs. Last, we present why IUSs have the potential to benefit end users and the field of mathematics education.}, number={4}, journal={JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION}, author={Carney, Michele B. and Bostic, Jonathan and Krupa, Erin and Shih, Jeff}, year={2022}, month={Jul}, pages={334–340} }
 @article{munakata_monahan_krupa_vaidya_2022, title={Non-traditional assessments to match creative instruction in undergraduate mathematics courses}, volume={11}, ISSN={["1464-5211"]}, url={https://doi.org/10.1080/0020739X.2022.2128452}, DOI={10.1080/0020739X.2022.2128452}, abstractNote={Assessment is an issue that is central to the lives of educators and students alike. At all levels, from programmatic to course-specific, instructors strive to assess in a way that accurately measures achievement or progress relative to one’s goals. This paper reports on students’ experiences with alternative assessments in our undergraduate mathematics course for non-STEM (Science, Technology, Engineering and Mathematics) majors. The course, Creative Thinking in Mathematics, designed to fulfil the university’s general education requirement for mathematics, was recently revised and renamed to highlight the role of creativity in mathematics. In the course, students engage in mathematics using creative approaches and consider how these approaches connect to other disciplines, their career aspirations, and important mathematical discoveries throughout history. This shift in course emphasis necessitated revisions to assessments in ways that mirrored the course’s instructional approach. This article describes the alternative assessments, outlines the research study, and reports on the results relative to students’ experiences with these assessments, both prior to and during the course, highlighting a need for instructors to reconsider traditional assessments.}, journal={INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY}, author={Munakata, Mika and Monahan, Ceire and Krupa, Erin and Vaidya, Ashwin}, year={2022}, month={Nov} }
 @article{spires_himes_krupa_2022, title={Supporting Students' Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration}, volume={12}, ISSN={["2227-7102"]}, url={https://doi.org/10.3390/educsci12060412}, DOI={10.3390/educsci12060412}, abstractNote={Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and student motivation (n = 75), transcripts from student focus groups (n = 26), and students’ multimodal learning products (n = 18 teams). The quantitative findings indicated School B students were more motivated by the project than School A students, which mirrored student performance. The student focus group findings generated three themes: constructing empathy, learning for impact, and navigating challenges. The discussion focuses on an integrated view of what students gained and did not gain from the PBI Global experience, including a nuanced explanation of how motivation and content knowledge may be influenced by student experiences and school contextual factors during PBI Global. Implications for instructional practice highlight how relationship building, mutual respect, and consensus making are essential components of constructing cross-school collaborations and the importance of integrating instructional frameworks with teachers and students. Future research will focus on investigating the effects of PBI Global on student learning in cross-school partnerships through experimental-designed studies, and the systemic and structural barriers to scaling cross-school inquiry-based learning.}, number={6}, journal={EDUCATION SCIENCES}, publisher={MDPI AG}, author={Spires, Hiller A. and Himes, Marie P. and Krupa, Erin}, year={2022}, month={Jun} }
 @misc{lavery_bostic_kruse_krupa_carney_2020, title={Argumentation Surrounding Argument-Based Validation: A Systematic Review of Validation Methodology in Peer-Reviewed Articles}, volume={39}, ISSN={["1745-3992"]}, DOI={10.1111/emip.12378}, abstractNote={AbstractSince it was formalized by Kane, the argument‐based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and arguments are both interactive and social, the present review systematically examines the scholarly arguments which appear in 83 papers on argument‐based validation methods published in peer‐reviewed journals. Findings suggest that scholars generally agree on the nature and importance of argument‐based validation but disagree on whether validation should be structured or unstructured, formal or informal. Implications are discussed, including promotion of the Standards for Educational and Psychological Testing (AERA, APA, and NCME) as a foundation for consensus in the field.}, number={4}, journal={EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE}, author={Lavery, Matthew Ryan and Bostic, Jonathan D. and Kruse, Lance and Krupa, Erin E. and Carney, Michele B.}, year={2020}, month={Dec}, pages={116–130} }
 @article{krupa_munakata_yu_2019, title={A Math Field Day: Embed Content with Play}, volume={24}, ISSN={1072-0839}, url={http://dx.doi.org/10.5951/mathteacmiddscho.24.5.0296}, DOI={10.5951/mathteacmiddscho.24.5.0296}, abstractNote={Can you remember your typical elementary school field day? In this article, we provide details on hosting a mathematics field day, focused on embedding rich mathematics into authentic fun-filled field day experiences.}, number={5}, journal={Mathematics Teaching in the Middle School}, publisher={National Council of Teachers of Mathematics}, author={Krupa, Erin E. and Munakata, Mika and Yu, Karmen}, year={2019}, pages={296} }
 @article{krupa_carney_bostic_2019, title={Argument-Based Validation in Practice: Examples From Mathematics Education}, volume={32}, ISSN={["1532-4818"]}, url={https://doi.org/10.1080/08957347.2018.1544139}, DOI={10.1080/08957347.2018.1544139}, abstractNote={ABSTRACT This article provides a brief introduction to the set of four articles in the special issue. To provide a foundation for the issue, key terms are defined, a brief historical overview of validity is provided, and a description of several different validation approaches used in the issue are explained. Finally, the contribution of the articles to further articulating argument-based validation approaches is discussed, along with questions for the field to consider.}, number={1}, journal={APPLIED MEASUREMENT IN EDUCATION}, publisher={Informa UK Limited}, author={Krupa, Erin Elizabeth and Carney, Michele and Bostic, Jonathan}, year={2019}, month={Jan}, pages={1–9} }
 @misc{bostic_krupa_shih_2019, place={New York}, title={Assessment in Mathematics Education Contexts}, ISBN={9780429486159}, url={http://dx.doi.org/10.4324/9780429486159}, DOI={10.4324/9780429486159}, publisher={Routledge}, year={2019}, month={May} }
 @inbook{lavery_jong_krupa_bostic_2019, title={Developing an Instrument With Validity in Mind}, ISBN={9780429486159}, url={http://dx.doi.org/10.4324/9780429486159-2}, DOI={10.4324/9780429486159-2}, abstractNote={Quality instruments consistently provide data that inform valid inferences and decisions, but the evidence necessary to establish validity for the intended uses may differ based on the types of inferences and decisions to be made. The present chapter explores validity concerns for instrument developers in terms of classroom assessment, program evaluation and improvement, and mathematics education research. Framed around key questions that developers can ask at various stages of the development process, we describe developing mathematics education instruments and their associated validity arguments in tandem. Examples of instruments to inform instructional decisions, evaluate programs, and conduct mathematics education research are integrated throughout.}, booktitle={Assessment in Mathematics Education Contexts}, publisher={Routledge}, author={Lavery, Matthew R. and Jong, Cindy and Krupa, Erin E. and Bostic, Jonathan D.}, year={2019}, month={May}, pages={12–39} }
 @inbook{bostic_krupa_shih_2019, place={New York, NY}, title={Introduction: Aims and Scope for Assessments in Mathematics Education Contexts: Theoretical Frameworks and New Directions}, ISBN={9780429486159}, url={http://dx.doi.org/10.4324/9780429486159-1}, DOI={10.4324/9780429486159-1}, booktitle={Assessment in Mathematics Education Contexts: Theoretical Frameworks and New Directions}, publisher={Routledge}, author={Bostic, Jonathan D. and Krupa, Erin E. and Shih, Jeffrey C.}, editor={Bostic, J.B. and Krupa, E.E. and Shih, J.Editors}, year={2019}, month={May}, pages={1–11} }
 @article{munakata_vaidya_monahan_krupa_2019, title={Promoting Creativity in General Education Mathematics Courses}, volume={8}, ISSN={1051-1970 1935-4053}, url={http://dx.doi.org/10.1080/10511970.2019.1629515}, DOI={10.1080/10511970.2019.1629515}, abstractNote={Abstract This paper describes the development and implementation of course modules intended to encourage creative thinking in an undergraduate general education mathematics course. The modules were designed to address the characteristics of creativity outlined in the literature through explorations of mathematics relevant to non-mathematics majors. A general description of the modules, as well as specifics about two lessons is provided. Student work, including journal entries, surveys, and class assignments, provide evidence that this intentional focus on creativity in mathematics challenged students’ conceptions about mathematics, allowed them to reconsider the mathematics familiar to them in new ways, and engaged them in meaningful collaborations. Interviews of instructors revealed that they, too, engaged in creative processes as they planned the course and thought about innovative ways to engage students with mathematics. The course modules have been shared with other faculty teaching the course and will eventually be adapted for use in other mathematics courses, including those for STEM majors. Implications and future avenues for implementation and research are discussed.}, journal={PRIMUS}, publisher={Informa UK Limited}, author={Munakata, Mika and Vaidya, Ashwin and Monahan, Ceire and Krupa, Erin}, year={2019}, month={Aug}, pages={1–22} }
 @misc{bostic_krupa_shih_2019, title={Quantitative Measures of Mathematical Knowledge}, ISBN={9780429486197}, url={http://dx.doi.org/10.4324/9780429486197}, DOI={10.4324/9780429486197}, publisher={Routledge}, year={2019}, month={Apr} }
 @inbook{bostic_krupa_carney_shih_2019, title={Reflecting on the Past and Looking Ahead at Opportunities in Quantitative Measurement of K-12 Students’ Content Knowledge}, ISBN={9780429486197}, url={http://dx.doi.org/10.4324/9780429486197-9}, DOI={10.4324/9780429486197-9}, abstractNote={The purpose of this chapter is to present a narrative on quantitative measurement of students' content knowledge outcomes as well as to share trends and opportunities at the crossroads of assessment, validity, and mathematics education research. It is important to understand the past in order to adequately build upon the literature in an effective and coherent fashion. Increased technologies in K-12 schools are likely to influence the appearance and format of assessments. Current assessment models will evolve and so will their associated validity arguments. This chapter also outlines gaps in needed student measures and viable directions for validation work with measures of students' content knowledge. We hope that readers might take up ideas presented in this chapter as a way for conversations with colleagues in the same field and across fields, as a way to have broader impact. Through such conversations, scholars may better synergize research efforts, better define intellectual merit of their work across fields, and better influence quality of research that includes studying students' content outcomes using quantitative measures.}, booktitle={Quantitative Measures of Mathematical Knowledge}, publisher={Routledge}, author={Bostic, Jonathan D. and Krupa, Erin E. and Carney, Michele B. and Shih, Jeffrey C.}, year={2019}, month={Apr}, pages={205–229} }
 @inbook{krupa_bostic_shih_2019, place={New York, N.Y.}, title={Validation in Mathematics Education: An Introduction to Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives}, booktitle={Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives}, publisher={Routledge}, author={Krupa, E. and Bostic, J.D. and Shih, J.}, editor={Bostic, J.B. and Krupa, E.E. and Shih, J.Editors}, year={2019} }
 @article{monson_krupa_lesseig_casey_2018, title={Developing secondary prospective teachers’ ability to respond to student work}, volume={11}, ISSN={1386-4416 1573-1820}, url={http://dx.doi.org/10.1007/s10857-018-9420-8}, DOI={10.1007/s10857-018-9420-8}, journal={Journal of Mathematics Teacher Education}, publisher={Springer Science and Business Media LLC}, author={Monson, Debra and Krupa, Erin and Lesseig, Kristin and Casey, Stephanie}, year={2018}, month={Nov} }
 @article{casey_lesseig_krupa_monson_2018, title={Examining Preservice Secondary Mathematics Teachers’ Responses to Student Work to Solve Linear Equations}, volume={20}, url={http://files.eric.ed.gov/fulltext/EJ1173351.pdf}, number={1}, journal={Mathematics Teacher Education and Development}, author={Casey, S. and Lesseig, K. and Krupa, E.E. and Monson, D.}, year={2018}, pages={132–153} }
 @inproceedings{lavery_carney_bostic_shih_krupa_wilson_kruse_2018, place={New York, NY}, title={Examining the arguments surrounding the argument-based approach to validation: A systematic review of validation methodology}, booktitle={Proceedings of the 2018 Annual Meeting of the American Educational Research Association}, author={Lavery, M. and Carney, M. and Bostic, J. and Shih, J. and Krupa, E. and Wilson, M. and Kruse, L.}, year={2018}, month={Apr} }
 @inproceedings{shih_bostic_carney_krupa_2017, place={Indianapolis, IN}, title={Exploring and examining quantitative measures (Working Group)}, booktitle={Proceedings for the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Shih, J. and Bostic, J. and Carney, M. and Krupa, E.}, editor={Galindo, E. and Newton, J.Editors}, year={2017}, pages={1516–1523} }
 @inbook{krupa_huey_lesseig_casey_monson_2017, title={Investigating Secondary Preservice Teacher Noticing of Students’ Mathematical Thinking}, ISBN={9783319467528 9783319467535}, url={http://dx.doi.org/10.1007/978-3-319-46753-5_4}, DOI={10.1007/978-3-319-46753-5_4}, booktitle={Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks}, publisher={Springer International Publishing}, author={Krupa, Erin E. and Huey, Maryann and Lesseig, Kristin and Casey, Stephanie and Monson, Debra}, year={2017}, pages={49–72} }
 @article{lesseig_casey_monson_krupa_huey_2016, title={Developing an Interview Module to Support Secondary PST's Noticing of Student Thinking}, volume={5}, ISSN={2167-9789}, url={http://dx.doi.org/10.5951/mathteaceduc.5.1.0029}, DOI={10.5951/mathteaceduc.5.1.0029}, abstractNote={Effective mathematics teaching involves eliciting and interpreting student thinking, and then using students' current understandings as a basis for instruction. Research indicates these skills are not innate but can be acquired through structured experiences. In this article, we describe the development and implementation of an interview module aimed at supporting secondary preservice teachers' ability to elicit and use evidence of student thinking. Analysis of preservice teachers' noticing of student thinking across components of the interview module demonstrated positive benefits of the assignment. We share our design considerations and results, and offer potential adaptations to the module for other mathematics methods instructors interested in using the module to develop secondary preservice teachers' ability to notice student thinking.}, number={1}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Lesseig, Kristin and Casey, Stephanie and Monson, Debra and Krupa, Erin E. and Huey, Maryann}, year={2016}, pages={29} }
 @inproceedings{bostic_carney_krupa_shih_2016, place={Tuscon, AZ}, title={Exploring and examining quantitative measures}, ISBN={9780692628768}, booktitle={Proceedings for the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={The University of Arizona}, author={Bostic, J. and Carney, M. and Krupa, E. and Shih, J.}, editor={Wood, M. and Turner, E. and Civil, M. and Eli, J.Editors}, year={2016}, month={Oct}, pages={1641–1647} }
 @inbook{krupa_2016, place={Brazil}, title={The Effects of An Integrated Mathematics Professional Development Project on Teacher Implementation and Student Achievement}, booktitle={SIPEMAT: Simposio Internacional De Pesquisa Em Educacao Mathematica}, author={Krupa, E.E.}, editor={Aires de Castro Filho, J.Editor}, year={2016} }
 @article{webel_krupa_mcmanus_2016, title={The Math Emporium: Effective for whom, and for what?}, volume={3}, ISSN={2198-9745 2198-9753}, url={http://dx.doi.org/10.1007/s40753-016-0046-x}, DOI={10.1007/s40753-016-0046-x}, number={2}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Webel, Corey and Krupa, Erin E. and McManus, Jason}, year={2016}, month={Nov}, pages={355–380} }
 @article{webel_krupa_mcmanus_2016, title={Using Representations of Fraction Multiplication}, volume={22}, ISSN={1073-5836}, url={http://dx.doi.org/10.5951/teacchilmath.22.6.0366}, DOI={10.5951/teacchilmath.22.6.0366}, abstractNote={Contextual tasks such as the Milk problem and the Cupcake problem can illuminate operations with fractions, but not all visual models align with the standards.}, number={6}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Webel, Corey and Krupa, Erin and McManus, Jason}, year={2016}, pages={366} }
 @article{webel_krupa_mcmanus_2015, title={Benny Goes to College: Is the "Math Emporium" Reinventing Individually Prescribed Instruction?}, volume={6}, number={3}, journal={MathAMATYC Educator}, author={Webel, C. and Krupa, E.E. and McManus, J.}, year={2015}, pages={4–13} }
 @article{krupa_confrey_2015, title={Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?}, volume={49}, ISSN={0022-0272 1366-5839}, url={http://dx.doi.org/10.1080/00220272.2015.1065911}, DOI={10.1080/00220272.2015.1065911}, abstractNote={This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based Core-Plus Mathematics curricular materials on student test scores is compared to the subject-specific curriculum. Findings from this study indicate that students enrolled in integrated mathematics outperformed subject-specific students on an Algebra I exam (highly aligned with content), and performed equally on an Algebra II exam (poorly aligned). High minority students in high-need schools demonstrated higher performance when they were enrolled in integrated mathematics.}, number={2}, journal={Journal of Curriculum Studies}, publisher={Informa UK Limited}, author={Krupa, Erin E. and Confrey, Jere}, year={2015}, month={Aug}, pages={191–215} }
 @article{webel_krupa_mcmanus_2015, title={Teachers' evaluations and use of web-based curriculum resources in relation to the Common Core State Standards for Mathematics}, volume={10}, number={2}, journal={Middle Grades Research Journal}, author={Webel, C. and Krupa, E.E. and McManus, J.}, year={2015}, pages={49–64} }
 @article{krupa_webel_mcmanus_2014, title={Undergraduate Students’ Knowledge of Algebra: Evaluating the Impact of Computer-based and Traditional Learning Environments}, volume={25}, ISSN={1051-1970 1935-4053}, url={http://dx.doi.org/10.1080/10511970.2014.897660}, DOI={10.1080/10511970.2014.897660}, abstractNote={Abstract We share results from a quasi-experimental study in which we compared achievement between traditional face-to-face and computer-based sections of Intermediate Algebra on a common multiple choice exam as well as performance on open-response tasks. Students in the computer-based group performed better on the final exam and were also more likely to correctly complete the open-response tasks than students in the traditional sections. However, the computer-based group showed limited ability to interpret an equation and relate it to a contextual situation as compared with the face-to-face group. Students in both groups showed limited ability to write algebraic equations to represent contextual situations.}, number={1}, journal={PRIMUS}, publisher={Informa UK Limited}, author={Krupa, Erin E. and Webel, Corey and McManus, Jason}, year={2014}, month={Jul}, pages={13–30} }
 @inproceedings{krupa_webel_mcmanus_2013, place={Chicago, Illinois}, title={Evaluating the Impact of Computer-Based and Traditional Learning Environments on Students’ Knowledge of Algebra}, booktitle={Proceedings of the 35th Annual Conference of North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Krupa, E.E. and Webel, C. and McManus, J.}, editor={Martinez, M.V. and Superfine, A.C.Editors}, year={2013} }
 @inproceedings{krupa_2012, place={Kalamazoo, Michigan}, title={Effect of Professional Development on Teachers' Implementation of a Reform Oriented Curriculum}, booktitle={Proceedings of the 34rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Krupa, E.E.}, editor={Van Zoest, L.R. and Lo, J.-J. and Kratky, J.L.Editors}, year={2012} }
 @inbook{confrey_krupa_2012, place={Reston, VA}, title={The arrival of the Common Core State Mathematics Standards: How did we get here and what needs to happen next?}, booktitle={Curriculum Issues in an Era of Common Core State Standards for Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Confrey, J. and Krupa, E.E.}, editor={Hirsch, C.R. and Lappan, G. and Reys, B.J.Editors}, year={2012} }
 @inbook{krupa_confrey_2012, place={Reston, VA}, title={Using Instructional Coaching to Customize Professional Development in an Integrated High School Mathematics Program}, booktitle={Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (yearbook 2012)}, publisher={National Council of Teachers of Mathematics}, author={Krupa, E.E. and Confrey, J.}, editor={Bay-Williams, J.M.Editor}, year={2012} }
 @inproceedings{krupa_2011, place={Reno, Nevada}, title={Textbook Implementation in Rural Secondary Integrated Mathematics Classrooms}, booktitle={Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Krupa, E.E.}, editor={Wiest, L.R. and Lamberg, T.Editors}, year={2011} }
 @inproceedings{krupa_confrey_2010, place={Columbus, Ohio}, title={Teacher Change Facilitated by Instructional Coaches: A Customized Approach to Professional Development}, booktitle={Proceedings of the 32nd Annual Meeting of the North American Chapter for the Psychology of Mathematics Education}, author={Krupa, E.E. and Confrey, J.}, editor={Brosnan, P. and Erchick, D.B. and Flevares, L.Editors}, year={2010} }