Hiller A Spires

Supporting Students' Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration

EDUCATION SCIENCES, 12(6).

"We Are the Future": Critical Inquiry and Social Action in the Classroom

JOURNAL OF LITERACY RESEARCH, 53(2), 219–241.

A world of difference: Teaching global citizenship through inquiry in a rural junior high school

In A. Cordova & W. Reynolds (Eds.), Educating for Social Justice: Field Notes from Rural Communities (pp. 298–328).

Read, Write, Inquire: Disciplinary Literacy in Grades 6-12

New York: Teachers College Press.

Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya

JOURNAL OF ADOLESCENT & ADULT LITERACY, 64(2), 145–156.

Critical Perspectives on Digital Literacies: Creating a Path Forward

Media and Communication, 7(2), 1.

Game-based literacies and learning: Towards a transactional theoretical perspective

Journal of Literacy and Technology, 20(4), 81–134.

Going Global With Project-Based Inquiry: Cosmopolitan Literacies in Practice

JOURNAL OF ADOLESCENT & ADULT LITERACY, 63(1), 51–64.

Project-Based Inquiry (PBI) Global in Kindergarten Classroom: Inquiring About the World

EARLY CHILDHOOD EDUCATION JOURNAL, 47(5), 607–613.

Community of Inquiry as Teacher Professional Development in China: New Literacies, New Complexities

In H. Spires (Ed.), Digital transformation and innovation in Chinese education (pp. 100–118).

Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 91, 28–40.

Digital Literacy for the 21st Century

ENCYCLOPEDIA OF INFORMATION SCIENCE AND TECHNOLOGY, 4TH EDITION, pp. 2235–2242.

Digital Transformation and Innovation in Chinese Education

Educational cosmopolitanism and collaborative inquiry with Chinese and US teachers

Teaching Education, 30(4), 437–454.

Operationalizing and validating disciplinary literacy in secondary education

READING AND WRITING, 31(6), 1401–1434.

Project-Based Inquiry: Professional Development With Chinese EFL Elementary Teachers

In P. Roberson & T. Huber (Eds.), Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders (pp. 183–198). Charlotte, NC: Information Age Publishing.

Chinese Parents' Perspectives on International Higher Education and Innovation

In Digital Transformation and Innovation in Chinese Education (pp. 272–287).

Cross-cultural inquiry in science

Educational Leadership, 74(4), 72-.

Designing a State-of-the-Art High School in Suzhou, China

In Digital Transformation and Innovation in Chinese Education (pp. 191–210).

Enhancing Writing Achievement Through a Digital Learning Environment: Case Studies of Three Struggling Adolescent Male Writers

READING & WRITING QUARTERLY, 33(1), 1–19.

Connecting classrooms to the future: Developing cross-cultural understandings through project-based inquiry

Literacy Today, 34(1), 26–27.

Cross-cultural inquiry in science

Educational Leadership, 74(4). http://www.scopus.com/inward/record.url?eid=2-s2.0-85017507175&partnerID=MN8TOARS

Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning

JOURNAL OF ADOLESCENT & ADULT LITERACY, 60(2), 151–161.

Disciplinary literacy in the middle school: Exploring pedagogical tensions

Middle Grades Research Journal, 11(1), 63–83.

Game-based learning: creating a multidisciplinary community of inquiry

ON THE HORIZON, 24(1), 88–93.

New literacies

In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), The encyclopedia of middle grades education (2nd ed., pp. 282–286). Charlotte, NC: Information Age Publishing.

DIGITAL GAMEPLAY effects on young adolescents' science content learning

Research on Teaching and Learning with the Literacies of Young Adolescents, 10, 75–95.

Digital Game-Based Learning: What's Literacy Got to Do With It?

JOURNAL OF ADOLESCENT & ADULT LITERACY, 59(2), 125–130.

Digital literacy and engagement in business education

In National Business Education Yearbook (pp. 211–225). Reston, VA: National Business Education Association.

Fifth graders' flow experience in a digital game-based science learning environment

In Gamification: Concepts, Methodologies, Tools, and Applications (Vol. 3-4, pp. 1433–1450).

Getting close to close reading: Teachers making instructional shifts in early literacy.

Journal of Language and Literacy Education, 11(2), 44–63.

Portraits Of One-To-One Learning Environments In A New Learning Ecology

International Journal of Learning, Teaching, and Educational Research, 10(3), 78–101. http://ijlter.org/index.php/ijlter/article/view/274/pdf

Designing game-based learning environments for elementary science education: A narrative-centered learning perspective

INFORMATION SCIENCES, 264, 4–18.

Fifth graders' flow experience in a digital game-based science learning environment

International Journal of Virtual and Personal Learning Environments, 5(2), 69–86.

Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program

Contemporary Issues in Technology and Teacher Education, 13(4), 386–418. http://www.citejournal.org/vol13/iss4/general/article1.cfm

Embracing project-based learning with emerging technologies in the multi-age classroom

In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of education: Innovative and successful practices for student engagement, empowerment and motivation. Lanham, Maryland: Rowman & Littlefield.

Scaffolding the TPACK framework in reading and language arts: New literacies, new minds

In C. A. Young & S. Kajder (Eds.), Research on technology in English education (pp. 33–61). Charlotte, NC: Information Age Publishing.

Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos

Journal of Adolescent & Adult Literacy, 55(6), 483–493.

Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning

Computers & Education, 59(2), 497–504.

New Literacies and Emerging Technologies: Perspectives from U.S. and Chinese Middle Level Teachers

RMLE Online, 35(10), 1–11.

Toward a new learning ecology: Professional development for teachers in 1:1 learning environments

Contemporary Issues in Technology and Teacher Education, 12(2), 232–254. https://www.learntechlib.org/primary/d/35450

Does interaction with a web-based learning environment lead to higher levels of writing self-efficacy for sixth graders?

Chronicle of Middle Level Education Research, 11(2), 7–15.

Examining upper elementary students' gameplay experience: A flow theory perspective

In A. Mendez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 190–198). Badajoz, Spain: Formatex Research Center.

New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK)

In Student Reactions to Learning with Technologies: Perceptions and Outcomes (pp. 23–41).

New technologies, new pedagogies: Finding the grail in higher education

Journal of Leadership Studies, 4(4), 54–56.

Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on learning outcomes

Journal of Educational Computing Research, 44(4), 453–472.

Teachers' interactions in an online graduate course on moodle: A social network analysis perspective

Meridian, 13(2). http://www.scopus.com/inward/record.url?eid=2-s2.0-79954468697&partnerID=MN8TOARS

The New Learning Ecology of One-to-One Computing Environments

Journal of Digital Learning in Teacher Education, 28(2), 63–72.

Educating young adolescents in the Republic of Ireland: Towards a “new young Ireland"

In S. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents (pp. 287–311). Charlotte, NC: Information Age Publishing.

The Awakening of Young Adolescent Education in the People’s Republic of China

In S. Mertens, V. Anfara, & K. Roney (Eds.), An international look at educating young adolescents (pp. 97–114). Charlotte, NC: Information Age Publishing.

What students think about technology and academic engagement in school: Implications for middle grades teaching and learning

Association for the Advancement of Computing in Education (AACE) Journal, 17(2), 61–81.

21st century skills and serious games: Preparing the N generation

In L. A. Annetta (Ed.), Serious educational games: from theory to practice (pp. 13–23).

Having Our Say

Journal of Research on Technology in Education, 40(4), 497–515.

The twenty-first century learner and game-based learning

Meridian, 11(1). http://www.scopus.com/inward/record.url?eid=2-s2.0-47749116507&partnerID=MN8TOARS

Threshold: New Literacies for a Changing World

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Enhancing adolescent engagement with young adult literature through web-based strategies

The Chronicle of Middle Level Research, 4, 3–6.

Promoting text engagement through reader-generated elaborations

In E. Paulson, M. Lane, S. Biggs, & T. Bullock (Eds.), College reading research and practice. Newark, DE: International Reading Association.

Curriculum integration: Theory, practice, and research for a sustainable future

In V. Anfara & S. Stacki (Eds.), Middle school curriculum, instruction, and assessment (pp. 1–22). Greenwich, CT: NMSA/Information Age Publishing.

Literacy junction: Cultivating adolescent literature engagement through web options.

Reading Online, 6(2).

Reading in web-based learning environments

In C. Collins Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 115–125). New York: Guilford Press.

Exploring the academic self within an electronic mail environment

Research and Teaching in Developmental Education, 17(2), 5–14.

Hemispheric processing characteristics for lexical decisions in adults with reading disorders

Perceptual and Motor Skills, 92(1), 273–287.

Literacy junction: Exploring narrative theory and books for youth in a cyberworld

In J. Price (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2202–2203). Waynesville, NC: AACE.

The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?

COGNITION AND INSTRUCTION, 19(2), 177–213.

Creating pathways of change - One school begins the journey

URBAN EDUCATION, 35(1), 104–120.

Effects of instructional context on academic performance and self‐regulated learning in underprepared college students

Research and Teaching in Developmental Education, 16(1), 23–32.

Leveling the academic playing field through autobiographical reading and writing

Journal of Adolescent & Adult Literacy, 42(4), 296–304.

Reculturing Teacher Education: One College Begins the Journey

Action in Teacher Education, 21(2), 51–58.

Leveling the academic playing field through autobiographical reading and writing

Journal of Adolescent and Adult Literacy, 42(4), 296–304. http://www.scopus.com/inward/record.url?eid=2-s2.0-0039106460&partnerID=MN8TOARS

Prior knowledge activation: Inducing, engagement with informational texts

Journal of Educational Psychology, 90(2), 249–260.

The NC State University middle years teacher education program: Changing from the inside out

New Directions, II, 3.

Macro?based, micro?based, and combined strategies in text processing

Reading Psychology, 16(1), 21–41.

Socializing College Developmental Students to hear Their Academic Voices with Literature

Journal of Reading, 38(5), 340–345.

Effects of explicit instruction in notetaking on sixth graders' lecture comprehension and attitudes toward notetaking

Reading Improvement, 31(2), 72–76.

Developing a Critical Stance Toward Text Through Reading, Writing, and Speaking

Journal of Reading, 37(2), 114–122.

The influence of macro and micro‐level cognitive strategies training on the prose learning process

Journal of Research and Development in Education, 26, 164–178.

Book review: Metacognition and reading comprehension

[Review of Metacognition and reading comprehension, by R. Garner]. Reading Psychology, 13, 76–81.

Effects of explicit comprehension instruction on reading to learn

In F. Satow & B. Gatherer (Eds.), Literacy without frontiers. Edinburgh, Scotland: United Kingdom Reading Association.

Effects of schema-based and text structure-based cues on expository prose comprehension in fourth graders

Journal of Experimental Education, 60(4), 307–320.

Learning from a lecture: Effects of comprehension monitoring

Reading Research and Instruction, 32(2), 19–30.

Minding metaphors: Instructional strategies for production and comprehension

Teaching Thinking and Problem Solving, 14, 1–5.

Promoting text engagement through reader‐generated elaborations

Forum for Reading, 23(1-2), 22–32.

The influence of anaphoric relations and departures from story grammar structure on text processing

Reading Psychology, 13(2), 107–130.

Using writing to explore academic self‐perceptions

Journal of Reading, 35(7), 582–583.

The reading professional and certification: A view from the south

The Literacy Professional, I(2), 1.

Effects of interspersed adjunct questions on comprehension monitoring: Implications for postsecondary reading instruction

Research and Teaching in Developmental Education, 7(1), 19–24.

Metacognition and reading: Implications for instruction

Reading, 24(3), 151–156.

Metacognitive processes of reading: A review of research

Contemporary Issues in Reading, 5, 25–32.

The Directed notetaking activity: A self‐questioning approach

Journal of Reading, 33(1), 36–39.

Effects of Meta-Adjunct Questions on Macrolevel Processing

The Journal of Experimental Education, 56(2), 104–110.

Preserving the reading habit: A case for the young adult novel

North Carolina English Teacher, 45, 22–23.

A study of test‐wiseness clues in college and university teacher‐made tests

Journal of Learning Skills, 3, 56–68.

The beneficial effect of chunking on good reader's comprehension of expository prose

Journal of Reading, 26(5), 442–445.

The reading anxiety scale: A better predictor of college reading achievement

Journal of Learning Skills, 2(4), 22–23.