@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://www.mdpi.com/2227-7102/13/11/1099}, 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{bausell_himes_spires_2023, title={Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course}, volume={7}, ISSN={["1538-9286"]}, DOI={10.1080/08923647.2023.2227033}, abstractNote={This mixed methods designed-based research (DBR) study explored one iteration of an online teacher professional development (oTPD) course about K-8 English language pedagogy. The study examined 85 educators’ beliefs pre- and post-course about teaching academic and literacy content to English Language Learners (ELLs) and analyzed their discursive engagement. Quantitative findings indicated that the course positively impacted participants’ beliefs no matter their professional characteristics (i.e. educator type, grade levels taught, and years of experience in education). A thematic analysis of forum posts revealed competing patterns of unsituated pedagogical discourse, in which participants wrote about course content in isolation, and situated pedagogical discourse, wherein participants contextualized and extended course content within their unique professional contexts. The discussion describes study findings in relation to existing DBR and socio-constructivist theory and includes design recommendations to increase participant use of situated pedagogical discourse. Implications for future research and oTPD course design are included.}, journal={AMERICAN JOURNAL OF DISTANCE EDUCATION}, author={Bausell, Sarah B. and Himes, Marie and Spires, Hiller A.}, year={2023}, month={Jul} }
 @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://www.mdpi.com/2227-7102/12/6/412}, 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} }
 @article{spires_himes_lee_gambino_2021, title={"We Are the Future": Critical Inquiry and Social Action in the Classroom}, volume={53}, ISSN={["1554-8430"]}, url={https://doi.org/10.1177/1086296X211009283}, DOI={10.1177/1086296X211009283}, abstractNote={This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.}, number={2}, journal={JOURNAL OF LITERACY RESEARCH}, publisher={SAGE Publications}, author={Spires, Hiller and Himes, Marie and Lee, Crystal Chen and Gambino, Andrea}, year={2021}, month={Jun}, pages={219–241} }
 @inbook{kerkhoff_spires_wright_2020, place={Rotterdam, The Netherlands}, series={Understanding Rural Education}, title={A world of difference: Teaching global citizenship through inquiry in a rural junior high school}, ISBN={9789004432864 9789004432857 9789004432840}, DOI={10.1163/9789004432864_018}, abstractNote={Today’s students need to be both globally and digitally literate as they use technology to work and interact with culturally and geographically diverse people. In addition, students need to understand critical literacy in order to counter hegemony in the world and interact with others in socially responsible ways. The mission of the chapter will be (a) to explain the logistics of how a rural junior high team learned critical, digital and global citizenship while conducting project-based learning on global hunger and (b) to explain the successes and challenges teachers perceived when conducting the project-based learning on a global social justice topic in their rural context. The framework for this chapter builds upon cosmopolitan theory, global teaching model, and project-based inquiry model to form the Glocal Teaching Model. Glocal combines the words local and global to signify that social justice education includes both local and global issues. The Global Teaching Model is made up of four dimensions: situated practice, integrated global learning, critical literacy instruction, and intercultural experiences. This model describes an array of teaching practices that promote critical global citizenship.}, booktitle={Educating for Social Justice: Field Notes from Rural Communities}, publisher={Sense Publishers}, author={Kerkhoff, S.N. and Spires, H. and Wright, S.J.}, editor={Cordova, A. and Reynolds, W.Editors}, year={2020}, pages={298–328}, collection={Understanding Rural Education} }
 @book{spires_kerkhoff_paul_2020, place={New York}, title={Read, Write, Inquire: Disciplinary Literacy in Grades 6-12}, publisher={Teachers College Press}, author={Spires, H. and Kerkhoff, S. and Paul, Medlock}, year={2020} }
 @article{kerkhoff_spires_wanyonyi_2020, title={Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya}, volume={64}, ISSN={["1936-2706"]}, DOI={10.1002/jaal.1067}, abstractNote={Abstract}, number={2}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, author={Kerkhoff, Shea N. and Spires, Hiller A. and Wanyonyi, Peter}, year={2020}, month={Sep}, pages={145–156} }
 @article{spires_2019, title={Critical Perspectives on Digital Literacies: Creating a Path Forward}, volume={7}, ISSN={2183-2439}, url={http://dx.doi.org/10.17645/mac.v7i2.2209}, DOI={10.17645/mac.v7i2.2209}, abstractNote={This thematic issue of <em>Media and Communication</em> features a range of critical perspectives on digital literacies with the aim of shedding light on a path forward with respect to theory, research and practice. The issue hosts fourteen articles divided into four themes that address digital literacies in varying ways. The four themes are (a) defining digital literacies, (b) socio-cultural theories of digital literacies, (c) digital literacies in practice, and (d) digital skills and efficacy. The articles make a strong case for the continued exploration of the significance and (re)definition of digital literacies within our global communicative landscape. The authors have inspired new dialogue, research directions, innovative practices, and policy on digital literacies. As digital technologies continue to evolve so too will intellectual frameworks—generating nuance and scope for and by researchers as well as practitioners.}, number={2}, journal={Media and Communication}, publisher={Cogitatio}, author={Spires, Hiller A.}, year={2019}, month={Jun}, pages={1} }
 @article{spires_nesbitt_paul_lester_2019, title={Game-based literacies and learning: Towards a transactional theoretical perspective}, volume={20}, number={4}, journal={Journal of Literacy and Technology}, author={Spires, H. and Nesbitt, K. and Paul, C. and Lester, J.}, year={2019}, pages={81–134} }
 @article{spires_himes_paul_kerkhoff_2019, title={Going Global With Project-Based Inquiry: Cosmopolitan Literacies in Practice}, volume={63}, ISSN={["1936-2706"]}, url={http://dx.doi.org/10.1002/jaal.947}, DOI={10.1002/jaal.947}, abstractNote={Abstract}, number={1}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, publisher={Wiley}, author={Spires, Hiller A. and Himes, Marie P. and Paul, Casey Medlock and Kerkhoff, Shea N.}, year={2019}, month={Jul}, pages={51–64} }
 @article{johnson_mchugh_eagle_spires_2019, title={Project-Based Inquiry (PBI) Global in Kindergarten Classroom: Inquiring About the World}, volume={47}, ISSN={["1573-1707"]}, DOI={10.1007/s10643-019-00946-4}, number={5}, journal={EARLY CHILDHOOD EDUCATION JOURNAL}, author={Johnson, Lauren and McHugh, Sarah and Eagle, Jessica L. and Spires, Hiller A.}, year={2019}, month={Sep}, pages={607–613} }
 @inbook{spires_kerkhoff_zheng_2018, place={Hershey, PA}, title={Community of Inquiry as Teacher Professional Development in China: New Literacies, New Complexities}, DOI={10.4018/978-1-5225-2924-8.ch006}, abstractNote={Over the past decades, improving teacher instructional quality has been a top priority in the Chinese government's K-12 educational reform agenda. Within this reform context, the purposes of this chapter are to share: (a) a community of inquiry model of professional development on new literacies that is being used with teachers in China; and (b) qualitative data from three teachers' perceptions of the professional development, their classroom practices, and challenges they are confronting as they implement changes in their educational system. Emerging themes indicated that teachers embraced pedagogical change along a continuum, from resistant to completely open, within the context of their school culture. Challenges to pedagogical change included teacher cultural identity and lack of time and commitment needed for implementation. Future research will include more in-depth analysis of the change process that Chinese teachers embrace as they conceptualize and apply new literacies and innovative pedagogies in their classrooms. }, booktitle={Digital transformation and innovation in Chinese education}, publisher={IGI-Global Publishing}, author={Spires, H. and Kerkhoff, S. and Zheng, M.}, editor={Spires, H.Editor}, year={2018}, pages={100–118} }
 @article{spires_paul_himes_yuan_2018, title={Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US}, volume={91}, ISSN={["1873-538X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85051145960&partnerID=MN8TOARS}, DOI={10.1016/j.ijer.2018.07.002}, abstractNote={As our world becomes more connected, globalized education becomes increasingly important. Drawing from educational cosmopolitanism and disciplinary inquiry, this collective case study focused on Chinese and US students’ demonstrations of the four capacities of Wahlström’s (2014) educational cosmopolitanism, i.e., hospitality, self-reflexivity, intercultural dialogue, and transactions of perspectives, throughout the phases of a cross-cultural collaborative inquiry project referred to as Project-Based Inquiry (PBI) Global. Data sources included (a) semi-structured student focus groups (post-PBI Global), (b) our observations and interactions with students throughout the process, (c) the students’ posts and uploads in their shared writing space, Quip, and (d) the students’ PBI Global products. Results shed light on how cross-cultural collaborative disciplinary inquiry fosters students’ demonstration and development of educational cosmopolitan capacities.}, journal={INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}, publisher={Elsevier BV}, author={Spires, Hiller A. and Paul, Casey Medlock and Himes, Marie and Yuan, Chang}, year={2018}, pages={28–40} }
 @article{spires_paul_kerkhoff_khosrowpour_2018, title={Digital Literacy for the 21st Century}, ISBN={["978-1-5225-2255-3"]}, DOI={10.4018/978-1-5225-2255-3.ch194}, abstractNote={Before the Internet was an integral part of life, Paul Gilster (1997) defined digital literacy as the “ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). Thus, digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (a) define digital literacy from multiple theoretical viewpoints, (b) illustrate how the definition continues to evolve in light of emerging technologies, and (c) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education.}, journal={ENCYCLOPEDIA OF INFORMATION SCIENCE AND TECHNOLOGY, 4TH EDITION}, author={Spires, Hiller A. and Paul, Casey Medlock and Kerkhoff, Shea N. and KhosrowPour, M}, year={2018}, pages={2235–2242} }
 @book{spires_2018, series={Advances in Educational Technologies and Instructional Design}, title={Digital Transformation and Innovation in Chinese Education}, ISBN={9781522529248 9781522529255}, ISSN={2326-8905 2326-8913}, url={http://dx.doi.org/10.4018/978-1-5225-2924-8}, DOI={10.4018/978-1-5225-2924-8}, publisher={IGI Global}, year={2018}, collection={Advances in Educational Technologies and Instructional Design} }
 @article{spires_kerkhoff_fortune_2018, title={Educational cosmopolitanism and collaborative inquiry with Chinese and US teachers}, volume={30}, ISSN={1047-6210 1470-1286}, url={http://dx.doi.org/10.1080/10476210.2018.1506431}, DOI={10.1080/10476210.2018.1506431}, abstractNote={ABSTRACT As the world becomes more interconnected, educators have opportunities to collaborate across cultures. Using the theory of educational cosmopolitanism and the pedagogy of collaborative inquiry, this collective case study explores how Chinese and American teachers perceive the assets and challenges of conducting collaborative inquiry with their students across cultures, and how they collaboratively planned in order to conduct these inquiries. Results demonstrated both assets (i.e. promotion of global citizenship and interpersonal skills) and challenges (i.e. digital access and the need for sustainable external support). Additionally, results on how the teachers collaborated revealed the four dimensions of educational cosmopolitanism (i.e. hospitality, reflexivity, intercultural dialogue, and transactions of perspectives) were in play, although to varying degrees. The research sheds light on how educational cosmopolitanism holds promise as a potential theoretical lens for conducting collaborative inquiry with culturally and geographically diverse teachers and students.}, number={4}, journal={Teaching Education}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Kerkhoff, Shea N. and Fortune, Nicholas}, year={2018}, month={Aug}, pages={437–454} }
 @article{spires_kerkhoff_graham_thompson_lee_2018, title={Operationalizing and validating disciplinary literacy in secondary education}, volume={31}, ISSN={["1573-0905"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85044221988&partnerID=MN8TOARS}, DOI={10.1007/s11145-018-9839-4}, abstractNote={The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy.}, number={6}, journal={READING AND WRITING}, author={Spires, Hiller A. and Kerkhoff, Shea N. and Graham, Abbey C. K. and Thompson, Isaac and Lee, John K.}, year={2018}, month={Jun}, pages={1401–1434} }
 @inbook{spires_paul_yuan_2018, place={Charlotte, NC}, title={Project-Based Inquiry: Professional Development With Chinese EFL Elementary Teachers}, ISBN={9781641132053}, booktitle={Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders}, publisher={Information Age Publishing}, author={Spires, H. and Paul, C. and Yuan, C.}, editor={Roberson, P. and Huber, T.Editors}, year={2018}, pages={183–198} }
 @inbook{spires_green_liang_2017, title={Chinese Parents' Perspectives on International Higher Education and Innovation}, ISBN={9781522529248 9781522529255}, ISSN={2326-8905 2326-8913}, url={http://dx.doi.org/10.4018/978-1-5225-2924-8.ch015}, DOI={10.4018/978-1-5225-2924-8.ch015}, abstractNote={Since the turn of the 21st century, international academic mobility (IAM) has greatly increased on the part of Chinese students, with many students choosing to study in colleges and universities abroad. This chapter reviews the literature related to Chinese students studying abroad and presents the results of a focus group study that investigated factors Chinese parents use when considering international higher education opportunities for their students as well as their perspectives on educational innovation. Results from the focus group indicate that parents value international educational experiences, believe technological advancement and innovation are keys to the future, desire rigorous, resource-rich educational opportunities for their children, and are concerned about financial needs and safety when their children attend universities abroad. Ongoing research of parents' motivation and expectations regarding international higher education and innovation is needed since there is a continuing trend of Chinese students attending institutions of higher education outside of China. }, booktitle={Digital Transformation and Innovation in Chinese Education}, publisher={IGI Global}, author={Spires, Hiller A. and Green, Kathryn E. and Liang, Pengcheng}, year={2017}, month={Aug}, pages={272–287} }
 @article{spires_nimes_wang_2017, title={Cross-cultural inquiry in science}, volume={74}, number={4}, journal={Educational Leadership}, author={Spires, H. A. and Nimes, M. and Wang, L.}, year={2017}, pages={72-} }
 @inbook{spires_himes_wang_2017, title={Designing a State-of-the-Art High School in Suzhou, China}, ISBN={9781522529248 9781522529255}, ISSN={2326-8905 2326-8913}, url={http://dx.doi.org/10.4018/978-1-5225-2924-8.ch011}, DOI={10.4018/978-1-5225-2924-8.ch011}, abstractNote={Globalization, migration, transnational movements, and new economies have led educational leaders worldwide to view schools as key venues to develop global competence in working and learning with people from different cultures. With this global trend as a context, a state-of-the-art high school was created in Suzhou, China through a public-private partnership. Additionally, the school leaders invited North Carolina State University to be the creative partner for the school. This chapter traces the development of the new educational facility, the innovative curriculum embracing the best of Chinese and American education, and the successes and ongoing challenges that the members of the collaborative partnership experience. }, booktitle={Digital Transformation and Innovation in Chinese Education}, publisher={IGI Global}, author={Spires, Hiller A. and Himes, Marie and Wang, Lisa}, year={2017}, month={Aug}, pages={191–210} }
 @article{pruden_kerkhoff_spires_lester_2017, title={Enhancing Writing Achievement Through a Digital Learning Environment: Case Studies of Three Struggling Adolescent Male Writers}, volume={33}, ISSN={["1521-0693"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84964495128&partnerID=MN8TOARS}, DOI={10.1080/10573569.2015.1059780}, abstractNote={ABSTRACT The aim of this study was to explore how Narrative Theatre, a narrative-centered digital learning environment, supported the writing processes of 3 struggling adolescent male writers. We utilized a multicase study approach to capture 3 sixth-grade participants’ experiences with the digital learning environment before, during, and after writing. The case studies provided detailed portraits of the writers as well as insights into their digital writing processes related to student interest, student ability, and value for writing. The across-case analysis revealed 3 themes (i.e., choice, scaffolding, and self-efficacy) that illustrated how the digital learning environment contributed to the students’ writing experiences. Future research and development will focus on the addition of text animation for student products and the degree to which this feature further contributes to engagement and proficiency with struggling writers.}, number={1}, journal={READING & WRITING QUARTERLY}, author={Pruden, Manning and Kerkhoff, Shea N. and Spires, Hiller A. and Lester, James}, year={2017}, pages={1–19} }
 @article{spires_himes_lyjak_2016, title={Connecting classrooms to the future: Developing cross-cultural understandings through project-based inquiry}, volume={34}, number={1}, journal={Literacy Today}, author={Spires, H. and Himes, M. and Lyjak, E.}, year={2016}, month={Jul}, pages={26–27} }
 @article{spires_himes_wang_2016, title={Cross-cultural inquiry in science}, volume={74}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85017507175&partnerID=MN8TOARS}, number={4}, journal={Educational Leadership}, author={Spires, H.A. and Himes, M. and Wang, L.}, year={2016} }
 @article{spires_kerkhoff_graham_2016, title={Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning}, volume={60}, ISSN={["1936-2706"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84977485075&partnerID=MN8TOARS}, DOI={10.1002/jaal.577}, abstractNote={Abstract}, number={2}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, author={Spires, Hiller A. and Kerkhoff, Shea N. and Graham, Abbey C. K.}, year={2016}, month={Sep}, pages={151–161} }
 @article{graham_kerkhoff_spires_2016, title={Disciplinary literacy in the middle school: Exploring pedagogical tensions}, volume={11}, number={1}, journal={Middle Grades Research Journal}, author={Graham, A. and Kerkhoff, S. and Spires, H.}, year={2016}, pages={63–83} }
 @article{spires_lester_2016, title={Game-based learning: creating a multidisciplinary community of inquiry}, volume={24}, ISSN={["2054-1708"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84958580921&partnerID=MN8TOARS}, DOI={10.1108/oth-08-2015-0052}, abstractNote={Purpose – The purpose of this paper is to describe how the authors created a community of inquiry for game design with Crystal Island, report research results from a school pilot and analyze lessons learned. Using a community of inquiry approach, the authors created participatory structures for design and communication among the university team (i.e. computer science, literacy and science education, educational psychology and art design), elementary teachers and elementary students who were involved with Crystal Island. Design/methodology/approach – As part of the design process and in the attempt to create a community of inquiry, the authors conducted ongoing sessions with the teachers and students (N = 800), or what the authors refer to as design charettes. The design charettes included forming a lead teacher cadre and conducting game-based learning teacher institutes. These sessions led to a mixed methods school pilot study. Findings – Results of the classroom pilot study suggested that game-based lear...}, number={1}, journal={ON THE HORIZON}, author={Spires, Hiller A. and Lester, James C.}, year={2016}, pages={88–93} }
 @inbook{spires_kerkhoff_2016, place={Charlotte, NC}, edition={2nd}, title={New literacies}, booktitle={The encyclopedia of middle grades education}, publisher={Information Age Publishing}, author={Spires, H. and Kerkhoff, S.}, editor={Mertens, S.B. and Caskey, M.M. and Flowers, N.Editors}, year={2016}, pages={282–286} }
 @article{spires_zheng_bartlett_2015, title={DIGITAL GAMEPLAY effects on young adolescents' science content learning}, volume={10}, journal={Research on teaching and learning with the literacies of young adolescents}, author={Spires, H. A. and Zheng, M. X. and Bartlett, M. E.}, year={2015}, pages={75–95} }
 @article{spires_2015, title={Digital Game-Based Learning: What's Literacy Got to Do With It?}, volume={59}, ISSN={["1936-2706"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84940459172&partnerID=MN8TOARS}, DOI={10.1002/jaal.424}, abstractNote={Abstract}, number={2}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, author={Spires, Hiller A.}, year={2015}, pages={125–130} }
 @inbook{spires_bartel_2015, place={Reston, VA}, title={Digital literacy and engagement in business education}, booktitle={National Business Education Yearbook}, publisher={National Business Education Association}, author={Spires, H. and Bartel, J.}, year={2015}, pages={211–225} }
 @book{zheng_spires_2015, title={Fifth graders' flow experience in a digital game-based science learning environment}, volume={3-4}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84958898669&partnerID=MN8TOARS}, DOI={10.4018/978-1-4666-8200-9.ch073}, abstractNote={This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon gameplay approaches. Results identified four game design features and student personal factors (reading proficiency) that significantly impacted student game flow experience. Students made significant science content learning gains as a result of gameplay, but game flow experience did not predict learning gains. The study demonstrated that the game was effective in supporting students' flow experience and science content learning. The findings indicated that the adapted game flow experience survey provided a satisfactory measure of students' game flow experience. The results also have implications for educational game design, as game design features that significantly contributed to students' flow experience were identified.}, journal={Gamification: Concepts, Methodologies, Tools, and Applications}, author={Zheng, M. and Spires, H.A.}, year={2015}, pages={1433–1450} }
 @article{kerkhoff_spires_2015, title={Getting close to close reading: Teachers making instructional shifts in early literacy.}, volume={11}, number={2}, journal={Journal of Language and Literacy Education}, author={Kerkhoff, S. and Spires, H.}, year={2015}, pages={44–63} }
 @article{lee_spires_wiebe_hollebrands_young_2015, title={Portraits Of One-To-One Learning Environments In A New Learning Ecology}, volume={10}, url={http://ijlter.org/index.php/ijlter/article/view/274/pdf}, number={3}, journal={International Journal of Learning, Teaching, and Educational Research}, author={Lee, J. and Spires, H. and Wiebe, E. and Hollebrands, K. and Young, C.}, year={2015}, pages={78–101} }
 @article{lester_spires_nietfeld_minogue_mott_lobene_2014, title={Designing game-based learning environments for elementary science education: A narrative-centered learning perspective}, volume={264}, ISSN={["1872-6291"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84894486887&partnerID=MN8TOARS}, DOI={10.1016/j.ins.2013.09.005}, abstractNote={Game-based learning environments hold significant promise for STEM education, yet they are enormously complex. Crystal Island: Uncharted Discovery, is a game-based learning environment designed for upper elementary science education that has been under development in our laboratory for the past four years. This article discusses curricular and narrative interaction design requirements, presents the design of the Crystal Island learning environment, and describes its evolution through a series of pilots and field tests. Additionally, a classroom integration study was conducted to initiate a shift towards ecological validity. Results indicated that Crystal Island produced significant learning gains on both science content and problem-solving measures. Importantly, gains were consistent for gender across studies. This finding is key in light of past studies that revealed disproportionate participation by boys within game-based learning environments.}, journal={INFORMATION SCIENCES}, author={Lester, James C. and Spires, Hiller A. and Nietfeld, John L. and Minogue, James and Mott, Bradford W. and Lobene, Eleni V.}, year={2014}, month={Apr}, pages={4–18} }
 @article{zheng_spires_2014, title={Fifth graders' flow experience in a digital game-based science learning environment}, volume={5}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84919416492&partnerID=MN8TOARS}, DOI={10.4018/ijvple.2014040106}, abstractNote={This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon gameplay approaches. Results identified four game design features and student personal factors (reading proficiency) that significantly impacted student game flow experience. Students made significant science content learning gains as a result of gameplay, but game flow experience did not predict learning gains. The study demonstrated that the game was effective in supporting students' flow experience and science content learning. The findings indicated that the adapted game flow experience survey provided a satisfactory measure of students' game flow experience. The results also have implications for educational game design, as game design features that significantly contributed to students' flow experience were identified.}, number={2}, journal={International Journal of Virtual and Personal Learning Environments}, author={Zheng, M. and Spires, H.}, year={2014}, pages={69–86} }
 @article{manfra_spires_2013, title={Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program}, volume={13}, url={http://www.citejournal.org/vol13/iss4/general/article1.cfm}, number={4}, journal={Contemporary Issues in Technology and Teacher Education}, author={Manfra, M. and Spires, H.}, year={2013}, pages={386–418} }
 @inbook{page_charland_scott_spires_2013, place={Lanham, Maryland}, title={Embracing project-based learning with emerging technologies in the multi-age classroom}, booktitle={Breaking the mold of education: Innovative and successful practices for student engagement, empowerment and motivation}, publisher={Rowman & Littlefield}, author={Page, S. and Charland, M. and Scott, A. and Spires, H.}, editor={Cohan, A. and Honigsfeld, A.Editors}, year={2013} }
 @inbook{spires_hervey_watson_2013, place={Charlotte, NC}, title={Scaffolding the TPACK framework in reading and language arts: New literacies, new minds}, booktitle={Research on technology in English education}, publisher={Information Age Publishing}, author={Spires, H. and Hervey, L. and Watson, T.}, editor={Young, C.A. and Kajder, S.Editors}, year={2013}, pages={33–61} }
 @article{spires_hervey_morris_stelpflug_2012, title={Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos}, volume={55}, ISSN={1081-3004}, url={http://dx.doi.org/10.1002/JAAL.00058}, DOI={10.1002/jaal.00058}, abstractNote={Abstract}, number={6}, journal={Journal of Adolescent & Adult Literacy}, publisher={Wiley}, author={Spires, Hiller A. and Hervey, Lisa G. and Morris, Gwynn and Stelpflug, Catherine}, year={2012}, month={Mar}, pages={483–493} }
 @article{meluso_zheng_spires_lester_2012, title={Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning}, volume={59}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/j.compedu.2011.12.019}, DOI={10.1016/j.compedu.2011.12.019}, abstractNote={Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact student learning in STEM content areas and that collaborative gameplay may be of particular importance for learning gains. This study investigated the effects of collaborative and single game player conditions on science content learning and science self-efficacy. Results indicated that there were no differences between the two playing conditions; however, when conditions were collapsed, science content learning and self-efficacy significantly increased. Future research should focus on the composition of collaboration interaction among game players to assess what types of collaborative tasks may yield positive learning gains.}, number={2}, journal={Computers & Education}, publisher={Elsevier BV}, author={Meluso, Angela and Zheng, Meixun and Spires, Hiller A. and Lester, James}, year={2012}, month={Sep}, pages={497–504} }
 @article{spires_morris_zhang_2012, title={New Literacies and Emerging Technologies: Perspectives from U.S. and Chinese Middle Level Teachers}, volume={35}, ISSN={1940-4476}, url={http://dx.doi.org/10.1080/19404476.2012.11462093}, DOI={10.1080/19404476.2012.11462093}, abstractNote={Abstract This study focuses on middle grades teachers from the United States and China, the two countries with the highest Internet use, in an attempt to understand both groups’ perspectives on integrating new literacies and technologies into their teaching. Survey and focus group results indicate that, although U.S. and Chinese teachers are operating under different educational policies in their respective countries, their experiences with school changes prompted by the integration of new technologies have similarities. One notable difference was the significantly higher value Chinese teachers assigned to creativity and innovation in contrast to U.S. teachers, which may be a result of current U.S. testing policies. Although there appears to be a gap between their aspirations and their practices, middle grades teachers from both countries report an eagerness to create educational experiences that help students become active global citizens, and they recognize the role of new literacies and technologies in achieving this goal.}, number={10}, journal={RMLE Online}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Morris, Gwynn and Zhang, Junzheng}, year={2012}, month={Jan}, pages={1–11} }
 @article{spires_wiebe_young_hollebrands_lee_2012, place={Raleigh, NC}, title={Toward a new learning ecology: Professional development for teachers in 1:1 learning environments}, volume={12}, url={https://www.learntechlib.org/primary/d/35450}, number={2}, journal={Contemporary Issues in Technology and Teacher Education}, publisher={NC State University}, author={Spires, H. and Wiebe, E. and Young, C. and Hollebrands, K. and Lee, J.}, year={2012}, pages={232–254} }
 @article{spires_hervey_2011, title={Does interaction with a web-based learning environment lead to higher levels of writing self-efficacy for sixth graders?}, volume={11}, number={2}, journal={Chronicle of Middle Level Education Research}, author={Spires, H. and Hervey, L.}, year={2011}, pages={7–15} }
 @inbook{zheng_spires_meluso_2011, place={Badajoz, Spain}, title={Examining upper elementary students' gameplay experience: A flow theory perspective}, booktitle={Education in a technological world: Communicating current and emerging research and technological efforts}, publisher={Formatex Research Center}, author={Zheng, M. and Spires, H. and Meluso, A.}, editor={Mendez-Vilas, A.Editor}, year={2011}, pages={190–198} }
 @book{spires_zheng_pruden_2011, title={New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK)}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84899163092&partnerID=MN8TOARS}, DOI={10.4018/978-1-61350-177-1.ch002}, abstractNote={The purpose of this chapter is to present graduate students’ views of their Technological Pedagogical Content Knowledge (TPACK) development. These graduate students are also teachers. Data was collected using a mixed method approach founded on the TPACK Framework and social network analysis. Koehler and Mishra (2006) claim that effective teaching with technology requires TPACK, or an ability to integrate content, pedagogy and technology flexibly during the act of teaching. As part of a graduate course on new literacies and media, participants were required to design and implement lessons that incorporated a range of technologies, produce written reflections about their experiences, and engage in online interactions with participants in the class. Qualitative results from participants’ written reflections revealed four themes relative to TPACK. Additionally, a social network analysis demonstrated a positive relationship between participants’ views on their TPACK development and their interaction patterns within the online learning environment. This study shows that the TPACK framework can be a useful tool, giving educators a productive way to think about technology integration as they navigate the rapid changes prompted by emerging technologies.}, journal={Student Reactions to Learning with Technologies: Perceptions and Outcomes}, author={Spires, H.A. and Zheng, M. and Pruden, M.}, year={2011}, pages={23–41} }
 @article{spires_hervey_2011, title={New technologies, new pedagogies: Finding the grail in higher education}, volume={4}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79959620901&partnerID=MN8TOARS}, DOI={10.1002/jls.20194}, abstractNote={Abstract}, number={4}, journal={Journal of Leadership Studies}, author={Spires, H.A. and Hervey, L.G.}, year={2011}, pages={54–56} }
 @article{spires_rowe_mott_lester_2011, title={Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on  learning outcomes}, volume={44}, ISSN={["1541-4140"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-80054893795&partnerID=MN8TOARS}, DOI={10.2190/ec.44.4.e}, abstractNote={Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective exploration and navigation of the hypothesis space within a science problem-solving task was predictive of student science content learning and in-game performance. Students who selected a higher proportion of appropriate hypotheses demonstrated greater learning gains and completed more in-game goals. Students providing correct explanations for hypothesis selection completed more in-game goals; however, providing the correct explanation for hypothesis selection did not account for greater learning gains. From the analysis, we concluded that hypothesis testing strategies play a central role in game-based learning environments that involve problem-solving tasks, thereby demonstrating strong connections to science content learning and in-game performance.}, number={4}, journal={Journal of Educational Computing Research}, author={Spires, H. and Rowe, J.P. and Mott, B.W. and Lester, J.C.}, year={2011}, pages={453–472} }
 @article{zheng_spires_2011, title={Teachers' interactions in an online graduate course on moodle: A social network analysis perspective}, volume={13}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79954468697&partnerID=MN8TOARS}, number={2}, journal={Meridian}, author={Zheng, M. and Spires, H.}, year={2011} }
 @article{spires_oliver_corn_2011, title={The New Learning Ecology of One-to-One Computing Environments}, volume={28}, ISSN={2153-2974 2332-7383}, url={http://dx.doi.org/10.1080/21532974.2011.10784682}, DOI={10.1080/21532974.2011.10784682}, abstractNote={Abstract Despite growing research and evaluation results on one-to-one computing environments, how these environments affect learning in schools remains underexamined. The purpose of this article is twofold: (a) to use a theoretical lens, namely a new learning ecology, to frame the dynamic changes as well as challenges that are introduced by a one-to-one laptop computing initiative; and (b) to highlight the shifting dynamics and relationships in the new learning ecology that emerging research has shown have implications for better preparing teachers and students to manage the change. The new learning ecology is an evolving attempt to create a multifaceted theoretical frame that takes into account the complexity of one-to-one teaching and learning environments. Future scholarly activity on one-to-one environments should provide coherence around research and theoretical agendas so that practitioners can better operationalize findings in their practice.}, number={2}, journal={Journal of Digital Learning in Teacher Education}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Oliver, Kevin and Corn, Jenifer}, year={2011}, month={Dec}, pages={63–72} }
 @inbook{thornburg_spires_2009, place={Charlotte, NC}, series={The Handbook of Research in Middle Level Education}, title={Educating young adolescents in the Republic of Ireland:  Towards a “new young Ireland"}, booktitle={An international look at educating young adolescents}, publisher={Information Age Publishing}, author={Thornburg, A. and Spires, H.}, editor={Mertens, S. and Roney, K. and Anfara, V.Editors}, year={2009}, pages={287–311}, collection={The Handbook of Research in Middle Level Education} }
 @inbook{hervey_spires_zhang_2009, place={Charlotte, NC}, series={The Handbook of Research in Middle Level Education}, title={The Awakening of Young Adolescent Education in the People’s Republic of China}, booktitle={An international look at educating young adolescents}, publisher={Information Age Publishing}, author={Hervey, L. and Spires, H. and Zhang, J.}, editor={Mertens, S. and Anfara, V. and Roney, K.Editors}, year={2009}, pages={97–114}, collection={The Handbook of Research in Middle Level Education} }
 @article{lee_spires_2009, title={What students think about technology and academic engagement in school: Implications for middle grades teaching and learning}, volume={17}, number={2}, journal={Association for the Advancement of Computing in Education (AACE) Journal}, author={Lee, J.K. and Spires, H.}, year={2009}, pages={61–81} }
 @inbook{spires_2008, place={Rotterdam, The Netherlands}, title={21st century skills and serious games: Preparing the N generation}, DOI={10.1163/9789087903817_003}, booktitle={Serious educational games: from theory to practice}, publisher={Sense Publishing}, author={Spires, H.}, editor={Annetta, L.A.Editor}, year={2008}, pages={13–23} }
 @article{spires_lee_turner_johnson_2008, title={Having Our Say}, volume={40}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2008.10782518}, DOI={10.1080/15391523.2008.10782518}, abstractNote={Abstract Growing consensus among policy makers and educators alike suggests that our education system must be transformed to address the needs of a global society as well as the needs of the 21st century student. Often overlooked as a resource, students can contribute a valuable perspective on education. The purpose of this study, therefore, was to learn from middle grades students, through surveys and focus groups, what engages them to achieve in school. The findings, which centered on student perspectives of school, uses of technologies in and out of school, and academic engagement, are viewed within the context of global changes and the new demands that this trend places on education.}, number={4}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Lee, John K. and Turner, Kimberly A. and Johnson, Janet}, year={2008}, month={Jun}, pages={497–515} }
 @article{spires_lee_lester_2008, title={The twenty-first century learner and game-based learning}, volume={11}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-47749116507&partnerID=MN8TOARS}, number={1}, journal={Meridian}, author={Spires, H.A. and Lee, J. and Lester, J.}, year={2008} }
 @article{soule_spires_2006, title={Threshold: New Literacies for a Changing World}, volume={3}, number={4}, year={2006} }
 @article{cuper_spires_2004, title={Enhancing adolescent engagement with young adult literature through web-based strategies}, volume={4}, journal={The Chronicle of Middle Level Research}, author={Cuper, P. and Spires, H.}, year={2004}, pages={3–6} }
 @inbook{spires_2003, place={Newark, DE}, title={Promoting text engagement through reader-generated elaborations}, booktitle={College reading research and practice}, publisher={International Reading Association}, author={Spires, H.}, editor={Paulson, E. and Lane, M. and Biggs, S. and Bullock, T.Editors}, year={2003} }
 @inbook{o'steen_cuper_spires_beal_pope_2002, place={Greenwich, CT}, title={Curriculum integration: Theory, practice, and research for a sustainable future}, booktitle={Middle school curriculum, instruction, and assessment}, publisher={NMSA/Information Age Publishing}, author={O'Steen, B. and Cuper, P. and Spires, H. and Beal, C. and Pope, C.}, editor={Anfara, V. and Stacki, S.Editors}, year={2002}, pages={1–22} }
 @article{spires_cuper_2002, place={Newark, DE}, title={Literacy junction: Cultivating adolescent literature engagement through web options.}, volume={6}, number={2}, journal={Reading Online}, publisher={International Reading Association}, author={Spires, H. and Cuper, P.}, year={2002}, month={Sep} }
 @inbook{spires_estes_2002, place={New York}, title={Reading in web-based learning environments}, booktitle={Comprehension instruction: Research-based best practices}, publisher={Guilford Press}, author={Spires, H. and Estes, T.}, editor={Collins Block, C. and Pressley, M.Editors}, year={2002}, pages={115–125} }
 @article{spires_mason_crissman_jackson_2001, title={Exploring the academic self within an electronic mail environment}, volume={17}, number={2}, journal={Research and Teaching in Developmental Education}, author={Spires, H. and Mason, C. and Crissman, C. and Jackson, A.}, year={2001}, pages={5–14} }
 @article{walker_spires_rastatter_2001, title={Hemispheric processing characteristics for lexical decisions in adults with reading disorders}, volume={92}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0035259605&partnerID=MN8TOARS}, DOI={10.2466/pms.2001.92.1.273}, abstractNote={ The present study measured unilateral tachistoscopic vocal reaction times and error responses of reading-disordered and normally reading adults to single words and nonwords in a series of lexical decision tasks at two linguistic levels (concrete and abstract words). Analysis of variance on reaction times indicated that main effects of stimulus type, visual field, and the interaction of these variables were not significant for the reading-disordered group, but visual field and an interaction of visual field and stimulus type were for the normally reading adults. Error rate showed a significant interaction of stimulus x visual field for the reading-disordered group but not for the normal reading group. Post hoc tests showed significant differences in error rates between visual fields for concrete lexicon but not for abstract or nonsense lexicon for the reading-disordered group. These findings suggest a deficit in interhemispheric lexical transfer occurs for reading-disordered samples and suggest use of a callosal relay model wherein the left hemisphere is allocated responsibility for performing central operations underlying lexical decisions by adults with reading disorders. }, number={1}, journal={Perceptual and Motor Skills}, author={Walker, M. M. and Spires, H. and Rastatter, M. P.}, year={2001}, pages={273–287} }
 @inproceedings{cuper_crissman_spires_2001, place={Waynesville, NC}, title={Literacy junction: Exploring narrative theory and books for youth in a cyberworld}, ISBN={9781880094419}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference}, publisher={AACE}, author={Cuper, P. and Crissman, C. and Spires, H.}, editor={Price, J.Editor}, year={2001}, pages={2202–2203} }
 @article{moreno_mayer_spires_lester_2001, title={The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?}, volume={19}, ISSN={["1532-690X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0000606137&partnerID=MN8TOARS}, DOI={10.1207/S1532690XCI1902_02}, abstractNote={College students (in Experiment 1) and 7th-grade students (in Experiment 2) learned how to design the roots, stem, and leaves of plants to survive in 8 different environments through a computer-based multimedia lesson. They learned by interacting with an animated pedagogical agent who spoke to them (Group PA) or received identical graphics and explanations as on-screen text without a pedagogical agent (Group No PA). Group PA outperformed Group No PA on transfer tests and interest ratings but not on retention tests. To investigate further the basis for this personal agent effect, we varied the interactivity of the agent-based lesson (Experiment 3) and found an interactivity effect: Students who participate in the design of plant parts remember more and transfer what they have learned to solve new problems better than students who learn the same materials without participation. Next, we varied whether the agent's words were presented as speech or on-screen text, and whether the agent's image appeared on the screen. Both with a fictional agent (Experiment 4) and a video of a human face (Experiment 5), students performed better on tests of retention and problem-solving transfer when words were presented as speech rather than on-screen text (producing a modality effect) but visual presence of the agent did not affect test performance (producing no image effect). Results support the introduction of interactive pedagogical agents who communicate with students via speech to promote meaningful learning in multimedia lessons.}, number={2}, journal={COGNITION AND INSTRUCTION}, author={Moreno, R and Mayer, RE and Spires, HA and Lester, JC}, year={2001}, pages={177–213} }
 @article{crissman_spires_pope_beal_2000, title={Creating pathways of change - One school begins the journey}, volume={35}, ISSN={["0042-0859"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-22844453654&partnerID=MN8TOARS}, DOI={10.1177/0042085900351006}, abstractNote={ In this article, the authors explore community members’ perceptions of change at an elementary school during the 1st year of implementing the Accelerated Schools Project. After conducting 23 interviews with a representative sample of the school community, three themes emerged: creating a school identity, experiencing a community of mind, and developing a sense of human agency. Despite critics who say that organizational reform efforts rarely influence instructional practices, First Way Elementary may have defied the odds, based on participants’ perceptions, by making instruction their primary focus within the context of creating a new school organizational structure. The discussion focuses on how the school community made this happen in such a short period of time and the challenges they face as they continue to make changes. }, number={1}, journal={URBAN EDUCATION}, author={Crissman, C and Spires, HA and Pope, CA and Beal, C}, year={2000}, month={Mar}, pages={104–120} }
 @article{donley_spires_1999, title={Effects of instructional context on academic performance and self‐regulated learning in underprepared college students}, volume={16}, number={1}, journal={Research and Teaching in Developmental Education}, author={Donley, J. and Spires, H.}, year={1999}, pages={23–32} }
 @article{spires_williams_jackson_huffman_1999, title={Leveling the academic playing field through autobiographical reading and writing}, volume={42}, number={4}, journal={Journal of Adolescent & Adult Literacy}, author={Spires, H. A. and Williams, J. B. and Jackson, A. and Huffman, L. E.}, year={1999}, pages={296–304} }
 @article{spires_pope_crissman_beal_1999, title={Reculturing Teacher Education: One College Begins the Journey}, volume={21}, ISSN={0162-6620 2158-6098}, url={http://dx.doi.org/10.1080/01626620.1999.10462957}, DOI={10.1080/01626620.1999.10462957}, abstractNote={Abstract In this paper we document the first year of a reculturation process of the middle-years teacher education program at North Carolina State University. Employing Henry Levin's Accelerated Schools process as a vehicle for change, we illustrate the beginning signs of reculturation in our College as we moved from separation to connection, from individual to collective vision, and from inquiry to action. We provide examples of the kinds of progress we made in our inquiry groups and outline what we think needs to happen in order to sustain our momentum for continued progress.}, number={2}, journal={Action in Teacher Education}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Pope, Carol A. and Crissman, Cris and Beal, Candy}, year={1999}, month={Jul}, pages={51–58} }
 @article{spires_williams_jackson_huffman_1998, title={Leveling the academic playing field through autobiographical reading and writing}, volume={42}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0039106460&partnerID=MN8TOARS}, number={4}, journal={Journal of Adolescent and Adult Literacy}, author={Spires, H.A. and Williams, J.B. and Jackson, A. and Huffman, L.E.}, year={1998}, pages={296–304} }
 @article{spires_donley_1998, title={Prior knowledge activation: Inducing, engagement with informational texts}, volume={90}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0032364520&partnerID=MN8TOARS}, DOI={10.1037/0022-0663.90.2.249}, abstractNote={Failure to engage with informational texts is a problem frequently noted at the high school level, at which students are expected to read independently. As a means of addressing this issue, a prior knowledge activation strategy (PKA) was taught to ninth-grade students in which they were encouraged to make spontaneous connections between their personal knowledge and informational texts. Students who learned to use the PKA strategy consistently outperformed students in a main idea (MI) treatment group and those in a no-instruction control group on application-level comprehension questions but not literal-level questions. A second study replicated the operations of the first study, with the addition of an MI-PKA treatment designed to combine both strategies. Both the PKA and the MI-PKA combination groups performed higher on application-level comprehension questions and demonstrated more positive attitudes toward reading than the other groups.}, number={2}, journal={Journal of Educational Psychology}, author={Spires, H. A. and Donley, J.}, year={1998}, pages={249–260} }
 @article{pope_spires_1996, title={The NC State University middle years teacher education program: Changing from the inside out}, volume={II}, journal={New Directions}, author={Pope, C. and Spires, H.}, year={1996}, pages={3} }
 @article{gallini_spires_1995, title={Macro?based, micro?based, and combined strategies in text processing}, volume={16}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84937283501&partnerID=MN8TOARS}, DOI={10.1080/0270271950160102}, abstractNote={Abstract Recent developments in cognitive strategy research suggest the benefits of training learners in processing strategies that operate on the text macrostructure and microstructure of written texts. Even more recent are suggestions to consider the role of multiple strategy training programs. Our investigation examined the impact of macro‐based (i.e., author‐generated schematic map of the text content), micro‐based (i.e., connectives and anaphoric relations), and combined macro and micro‐based strategies on new text learning. A control group was included for comparison.}, number={1}, journal={Reading Psychology}, author={Gallini, J.K. and Spires, H.}, year={1995}, pages={21–41} }
 @article{spires_huffman_honeycutt_barrow_1995, title={Socializing College Developmental Students to hear Their Academic Voices with Literature}, volume={38}, number={5}, journal={Journal of Reading}, author={Spires, H. and Huffman, L. and Honeycutt, R. and Barrow, H.}, year={1995}, pages={340–345} }
 @article{huffman_spires_1994, title={Effects of explicit instruction in notetaking on sixth graders' lecture comprehension and attitudes toward notetaking}, volume={31}, number={2}, journal={Reading Improvement}, author={Huffman, L. and Spires, H.}, year={1994}, pages={72–76} }
 @article{spires_huntley-johnston_huffman_1993, title={Developing a Critical Stance Toward Text Through Reading, Writing, and Speaking}, volume={37}, number={2}, journal={Journal of Reading}, author={Spires, H. and Huntley-Johnston, L. and Huffman, L.}, year={1993}, month={Oct}, pages={114–122} }
 @article{gallini_spires_terry_gleaton_1993, title={The influence of macro and micro‐level cognitive strategies training on the prose learning process}, volume={26}, journal={Journal of Research and Development in Education}, author={Gallini, J. and Spires, H. and Terry, S. and Gleaton, J.}, year={1993}, pages={164–178} }
 @misc{spires_1992, title={Book review: Metacognition and reading comprehension}, volume={13}, journal={Reading Psychology}, author={Spires, H.}, year={1992}, pages={76–81} }
 @inbook{spires_1992, place={Edinburgh, Scotland}, title={Effects of explicit comprehension instruction on reading to learn}, booktitle={Literacy without frontiers}, publisher={United Kingdom Reading Association}, author={Spires, H.}, editor={Satow, F. and Gatherer, B.Editors}, year={1992} }
 @article{spires_gallini_riggsbee_1992, title={Effects of schema-based and text structure-based cues on expository prose comprehension in fourth graders}, volume={60}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-21144467803&partnerID=MN8TOARS}, DOI={10.1080/00220973.1992.9943868}, abstractNote={Abstract We investigated the effects of schema-based cues (i.e., previewing) and text structure-based cues (i.e., structure cueing) on comprehension of expository prose. Seventy-four fourth-grade subjects were randomly assigned to one of three treatment conditions: previewing, structure cueing, and control. The procedures for both experimental groups consisted of a (a) training activity, (b) silent reading of a passage, (c) multiple-choice test, and (d) student-generated summary. Subjects in the previewing strategy group received instruction in focusing on preview statements preceding targeted portions of the text. Subjects in the structure cueing strategy group received instruction in text organizational patterns focusing on problem/solution and comparison/contrast formats. The control group received no instruction. Subjects participated in six 50-minute instructional and testing sessions over a 3-week period. Dependent measures consisted of initial and delayed multiple-choice tests, student-generated su...}, number={4}, journal={Journal of Experimental Education}, author={Spires, H.A. and Gallini, J. and Riggsbee, J.}, year={1992}, pages={307–320} }
 @article{spires_1992, title={Learning from a lecture: Effects of comprehension monitoring}, volume={32}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0002785691&partnerID=MN8TOARS}, DOI={10.1080/19388079309558113}, abstractNote={Abstract The effects of explicit instruction in how to take notes during a lecture were investigated. Subjects were college freshmen enrolled in a developmental reading class at a major southeastern university. Six sections of the class were randomly assigned to three treatment conditions: explicit instruction in notetaking, explicit instruction with self‐questioning, and a control group. Dependent measures included an immediate assessment of quality of notes, a multiple‐choice test on the content of the lecture, and a student‐generated summary of the content of the lecture. Delayed measures in the form of a multiple‐choice test and a student‐generated summary were also administered. Results lend preliminary support for providing explicit instruction with a self‐questioning strategy in how to take notes from a lecture. This approach was effective in improving quality of notes and immediate comprehension of lecture information with low performing college freshmen. Future research should focus on replicatio...}, number={2}, journal={Reading Research and Instruction}, author={Spires, H.A.}, year={1992}, pages={19–30} }
 @article{martorella_spires_1992, title={Minding metaphors: Instructional strategies for production and comprehension}, volume={14}, journal={Teaching Thinking and Problem Solving}, author={Martorella, P. and Spires, H.}, year={1992}, pages={1–5} }
 @article{spires_1992, title={Promoting text engagement through reader‐generated elaborations}, volume={23}, number={1-2}, journal={Forum for Reading}, author={Spires, H.}, year={1992}, pages={22–32} }
 @article{gallini_spires_1992, title={The influence of anaphoric relations and departures from story grammar structure on text processing}, volume={13}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33644891932&partnerID=MN8TOARS}, DOI={10.1080/027027192130202}, abstractNote={Abstract The use of anaphoric relations and text adherence to story grammar rules were manipulated to produce different conditions of inferencing demands for college‐age students. Participants read passages that varied in the degree to which bridging inferences had to be formulated for text cohesion and understanding. This was done by using either word/concept repetition (least demanding; the low‐inference group) or pronominal, substitution, and ellipsis anaphora (most demanding; the high‐inference group) in passages. Subjects in both conditions read a passage consistent with story grammar rules and another passage departing from the typical narrative story schema.}, number={2}, journal={Reading Psychology}, author={Gallini, J.K. and Spires, H.A.}, year={1992}, pages={107–130} }
 @article{spires_1992, title={Using writing to explore academic self‐perceptions}, volume={35}, number={7}, journal={Journal of Reading}, author={Spires, H.}, year={1992}, pages={582–583} }
 @article{spires_1991, title={The reading professional and certification: A view from the south}, volume={I}, number={2}, journal={The Literacy Professional}, author={Spires, H.}, year={1991}, pages={1} }
 @article{spires_schmelzer_1990, title={Effects of interspersed adjunct questions on comprehension monitoring: Implications for postsecondary reading instruction}, volume={7}, number={1}, journal={Research and Teaching in Developmental Education}, author={Spires, H. and Schmelzer, R.}, year={1990}, pages={19–24} }
 @article{spires_1990, title={Metacognition and reading: Implications for instruction}, volume={24}, number={3}, journal={Reading}, author={Spires, H.}, year={1990}, pages={151–156} }
 @article{spires_1989, title={Metacognitive processes of reading: A review of research}, volume={5}, journal={Contemporary Issues in Reading}, author={Spires, H.}, year={1989}, pages={25–32} }
 @article{spires_stone_1989, title={The Directed notetaking activity: A self‐questioning approach}, volume={33}, number={1}, journal={Journal of Reading}, author={Spires, H. and Stone, P. D.}, year={1989}, pages={36–39} }
 @article{spires_gallini_1988, title={Effects of Meta-Adjunct Questions on Macrolevel Processing}, volume={56}, ISSN={0022-0973 1940-0683}, url={http://dx.doi.org/10.1080/00220973.1988.10806473}, DOI={10.1080/00220973.1988.10806473}, abstractNote={AbstractThe purpose of this exploratory study was to assess the effects of meta-adjunct questions (questions of a metacognitive nature inserted throughout the text) on students’ reading comprehension. More specifically, reading comprehension was limited to the level of macroprocessing, which entails summarizing and organizing main ideas of text. Based on previous research findings that support the efficacy of metacognitive processes during reading, it was hypothesized that students receiving meta-adjunct questions in open-ended and multiple-choice formats would display significantly higher text recall on a posttest than a control group without the benefit of meta-adjunct questions. Participating in the study were 175 college freshmen and sophomores, divided into high and low reading ability groups. No main effects were established for the use of meta-adjunct questions; however, a follow-up study using verbal protocols explained that students felt the meta-adjunct questions were useful in summarizing main ...}, number={2}, journal={The Journal of Experimental Education}, publisher={Informa UK Limited}, author={Spires, Hiller A. and Gallini, Joan K.}, year={1988}, month={Jan}, pages={104–110} }
 @article{spires_1988, title={Preserving the reading habit: A case for the young adult novel}, volume={45}, journal={North Carolina English Teacher}, author={Spires, H.}, year={1988}, pages={22–23} }
 @article{brozo_schmelzer_spires_1984, title={A study of test‐wiseness clues in college and university teacher‐made tests}, volume={3}, journal={Journal of Learning Skills}, author={Brozo, W.G. and Schmelzer, R.V. and Spires, H.}, year={1984}, pages={56–68} }
 @article{brozo_schmelzer_spires_1983, title={The beneficial effect of chunking on good reader's comprehension of expository prose}, volume={26}, number={5}, journal={Journal of Reading}, author={Brozo, W.G. and Schmelzer, R.V. and Spires, H.}, year={1983}, pages={442–445} }
 @article{brozo_schmelzer_spires_1983, title={The reading anxiety scale: A better predictor of college reading achievement}, volume={2}, number={4}, journal={Journal of Learning Skills}, author={Brozo, W.G. and Schmelzer, R.V. and Spires, H.}, year={1983}, pages={22–23} }