@article{gutierrez_blanchard_busch_2022, title={What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?}, volume={1}, ISSN={["1469-5871"]}, DOI={10.1080/13504622.2022.2032611}, abstractNote={Abstract This study investigated the experiences of rural, underserved middle school students in afterschool clubs. Culturally relevant climate change education strategies were used to enhance students’ climate change literacy. We investigated changes in students’ climate change literacy, perceptions of strategies used, and what they valued about the clubs by analyzing a pre-post survey (N = 97) and structured written reflections (N = 113). A new integrative framework brought together climate change education design elements to promote culturally relevant programming in an afterschool setting. The effective climate change education strategies and Expectancy-Value Theory (EVT) guided data analyses. Overall, students demonstrated significant growth in climate literacy; beliefs, attitudes, and subjective knowledge did not increase significantly. Students’ reflections indicated some climate change strategies resonated more than others. Analyses using EVT found that students’ interest/enjoyment and identity were most often described, followed by self-efficacy and expectations for success with club tasks. Implications for practice are shared.}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Gutierrez, Kristie S. and Blanchard, Margaret R. and Busch, K. C.}, year={2022}, month={Jan} }
 @article{alsbury_blanchard_gutierrez_allred_tolin_2018, title={District Strategic Teaming: Leadership for Systemic and Sustainable Reform}, volume={3}, ISSN={["2564-7261"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85064512512&partnerID=MN8TOARS}, DOI={10.30828/real/2018.2.2}, abstractNote={Reform efforts in schools have become increasingly focused on the nature and direction of teamwork in efforts to achieve sustained and systemic districtwide capacity for innovation and needed change. The six-year study reported in this article involved development, implementation, and assessment of a unique collaborative process for districtwide reform in some of the most challenging and fluid educational settings in the United States of America. This reform process, called District Strategic Teaming, involved a representative vertical cross-section of members from the district office to school-based support staff.  Participating schools are located in isolated, rural communities in the south-eastern region of the United States of America that experience high rates of teacher turnover and serve student populations living in abject poverty. Despite these challenges, the longitudinal study revealed substantive improvement in organizational culture and reduction  of systemic barriers for innovation through the process described in this article.}, number={2}, journal={RESEARCH IN EDUCATIONAL ADMINISTRATION & LEADERSHIP}, author={Alsbury, Thomas L. and Blanchard, Margaret R. and Gutierrez, Kristie S. and Allred, Chris M. and Tolin, A. Dell}, year={2018}, month={Dec}, pages={139–177} }
 @article{gutierrez_leprevost_2016, title={Climate justice in rural Southeastern United states: A review of climate change impacts and effects on human health}, volume={13}, DOI={10.3390/ijerph13020189}, abstractNote={Climate justice is a local, national, and global movement to protect at-risk populations who are disproportionately affected by climate change. The social context for this review is the Southeastern region of the United States, which is particularly susceptible to climate change because of the geography of the area and the vulnerabilities of the inhabiting populations. Negative human health effects on variable and vulnerable populations within the Southeast region due to changing climate are concerning, as health threats are not expected to produce parallel effects among all individuals. Vulnerable communities, such as communities of color, indigenous people, the geographically isolated, and those who are socioeconomically disadvantaged and already experiencing poor environmental quality, are least able to respond and adapt to climate change. Focusing on vulnerable populations in the Southeastern United States, this review is a synthesis of the recent (2010 to 2015) literature-base on the health effects connected to climate change. This review also addresses local and regional mitigation and adaptation strategies for citizens and leaders to combat direct and indirect human health effects related to a changing climate.}, number={2}, journal={International Journal of Environmental Research and Public Health}, author={Gutierrez, K. S. and LePrevost, C. E.}, year={2016}, pages={189} }
 @article{blanchard_leprevost_tolin_gutierrez_2016, title={Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools}, volume={45}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189X16644602}, DOI={10.3102/0013189x16644602}, abstractNote={This 3-year, mixed-methods study investigated the effects of teacher technology-enhanced professional development (TPD) on 20 teachers’ beliefs and practices. Teachers in two middle schools located in neighboring rural, high-poverty districts in the southeastern United States participated in reform-based lessons and learned how to integrate technologies into their teaching over three summers and throughout the school year. Mathematics and science assessment scores for 2,321 students both with and without TPD teachers were analyzed over the 3 years of teacher TPD. Teachers’ reform-based teaching beliefs and their comfort using new technologies increased significantly, and all of the teachers integrated the use of technologies into their instruction. Although some TPD teachers used technology in ways that transformed their roles and classroom practices, the majority of the teachers adopted technology in ways that improved efficiency and effectiveness. African American students who had more TPD teachers over more years experienced significant gains on end-of-grade mathematics and science tests. Findings suggest that if teachers integrate technology into their instruction, large-scale changes in teachers’ practices are not necessary to enhance students’ learning, particularly for African American students.}, number={3}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Blanchard, Margaret R. and LePrevost, Catherine E. and Tolin, A. Dell and Gutierrez, Kristie S.}, year={2016}, month={Apr}, pages={207–220} }