@article{yova_wilson_walkowiak_2023, title={Exploring early mathematics through picturebooks: A case study in the context of Head Start}, volume={8}, ISSN={["1741-2927"]}, DOI={10.1177/1476718X231186617}, abstractNote={ The purpose of the study was to better understand the phenomenon of exploring early mathematics through book reading. The study centers on Head Start and lays on Bronfenbrenner’s bioecological framework). Two sub-questions guided the qualitative single case study of six Head Start adult participants (teachers, parents, administrators): (1) What are Head Start participants’ experiences in exploring early mathematics through picturebooks? and (2) What do Head Start participants say about exploring early mathematics through picturebooks? Findings showed that participants expressed interest toward exploring early mathematics through picturebooks. Picturebooks were commonly used in the classroom but also accessible for families. Participants provided evidence of mathematics practices and discussions around mathematics in the school and in the home. The participants’ sayings and experiences in exploring early mathematics through picturebooks aligned with child development and contexts of learning, two cornerstones of Developmentally Appropriate Practice (DAP), but potential obstacles emerged. Implications for researchers and practitioners are discussed. }, journal={JOURNAL OF EARLY CHILDHOOD RESEARCH}, author={Yova, Frederique C. and Wilson, Jonee and Walkowiak, Temple A.}, year={2023}, month={Aug} }
 @article{litke_boston_walkowiak_2021, title={Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality}, volume={68}, ISSN={["0191-491X"]}, DOI={10.1016/j.stueduc.2020.100956}, abstractNote={In this study, we consider the implications of using mathematics-specific observation frameworks versus a synthesized list of indicators when measuring teaching quality. We compare how three mathematics-focused observation frameworks measure teaching quality across three focal lessons and consider the merits of using a synthesized list of indicators such as those presented in the MAIN-TEACH model. We find that the mathematics-specific frameworks: identify similar constructs, but assess them differently; reach similar conclusions regarding overall instructional quality, but for different reasons; and do not capture aspects of instruction that are not mathematics-specific. A synthesized framework could provide a broader set of indicators, promote a common vision of high-quality instruction, and provide a common basis for looking across studies. However, a synthesized framework may remove nuances that allow researchers to capture distinct constructs (or important differences in similar constructs), specifically at a grain size useful for instructional improvement. We also consider methodological concerns raised by the use of a synthesized framework.}, journal={STUDIES IN EDUCATIONAL EVALUATION}, author={Litke, Erica and Boston, Melissa and Walkowiak, Temple A.}, year={2021}, month={Mar} }
 @article{thomson_gray_walkowiak_alnizami_2021, title={Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge}, volume={5}, ISSN={["1552-7816"]}, DOI={10.1177/00224871211014128}, abstractNote={ This study investigated developmental trajectories of novice elementary teachers’ efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants’ personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants’ MKT trajectories and their mathematics efficacy beliefs trajectories were found. Findings from our study can help teacher educators, researchers, and school leaders in better understanding how novice teachers develop their MKT and their teaching efficacy beliefs during the teacher education program and in their first years of teaching. }, journal={JOURNAL OF TEACHER EDUCATION}, author={Thomson, Margareta M. and Gray, DeLeon and Walkowiak, Temple A. and Alnizami, Reema}, year={2021}, month={May} }
 @article{charalambous_praetorius_sammons_walkowiak_jentsch_kyriakides_2021, title={Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions}, volume={71}, ISSN={["0191-491X"]}, DOI={10.1016/j.stueduc.2021.101092}, abstractNote={Given the need to develop common frameworks for conceptualizing teaching quality and common instruments for measuring it, the current paper brings together a small group of interested scholars who have used generic, content-specific, and hybrid frameworks and classroom observation instruments to reflect on how collaboration can be enhanced in research on teaching quality. Five categories of challenges that inhere in such collaborative work are identified and discussed: establishing common goals and agendas; resolving differences in terminology and structure; addressing issues of operationalization and measurement; dealing with insufficient transparency and the need for sharing information; and attending to issues of limited funding. We also offer some possible solutions for dealing with these challenges. These solutions are envisioned to contribute toward moving the field forward by supporting more scholarly collaborations in the future.}, journal={STUDIES IN EDUCATIONAL EVALUATION}, author={Charalambous, Charalambos Y. and Praetorius, Anna-Katharina and Sammons, Pamela and Walkowiak, Temple and Jentsch, Armin and Kyriakides, Leonidas}, year={2021}, month={Dec} }
 @article{thomson_walkowiak_whitehead_huggins_2020, title={Mathematics teaching efficacy and developmental trajectories: A mixed-methods investigation of novice K-5 teachers}, volume={87}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85073546281&partnerID=MN8TOARS}, DOI={10.1016/j.tate.2019.102953}, abstractNote={The current mixed-methods study investigated the development of mathematics efficacy trajectories for novice teachers over the course of their teacher preparation and into their first two years of teaching. Participants (N = 245) were graduates of an elementary STEM-focused program from a major university in the United States. Overall, quantitative results showed that participants’ efficacy trajectory increased during their teacher preparation program and decreased during their first years of teaching. Additionally, efficacy trajectories were identified for particular groups that displayed patterns of either increased or decreased efficacy over time. Qualitative data helped explain when and why changes in teaching efficacy take place.}, journal={Teaching and Teacher Education}, author={Thomson, M.M. and Walkowiak, T.A. and Whitehead, A.N. and Huggins, E.}, year={2020} }
 @inproceedings{whitehead_walkowiak_2019, place={Charlotte, NC}, title={Preservice elementary teachers’ development of professional visions and implementation of mathematical tasks}, booktitle={Proceedings of the 46th Annual Meeting of the Research Council on Mathematics Learning}, author={Whitehead, A.N. and Walkowiak, T.A.}, editor={Sanogo, A. and Cribbs, J.Editors}, year={2019}, pages={116–123} }
 @article{berry_walkowiak_pinter_2019, title={Supporting mathematical proficiency: An opportunity to learn framework}, volume={10}, url={https://cdn.ymaws.com/amatyc.site-ym.com/resource/resmgr/educator_spring_2019/berry_abstract_&_bios.pdf}, number={3}, journal={MathAMATYC Educator}, author={Berry, R.Q. and Walkowiak, T.A. and Pinter, H.H.}, year={2019}, pages={45–51, 66–67} }
 @inbook{walkowiak_adams_berry_2019, title={Validity Arguments for Instruments That Measure Mathematics Teaching Practices}, ISBN={9780429486159}, url={http://dx.doi.org/10.4324/9780429486159-5}, DOI={10.4324/9780429486159-5}, booktitle={Assessment in Mathematics Education Contexts}, publisher={Routledge}, author={Walkowiak, Temple A. and Adams, Elizabeth L. and Berry, Robert Q.}, year={2019}, month={May}, pages={90–119} }
 @article{thomson_difrancesca_carrier_lee_walkowiak_2018, title={Changes in teaching efficacy beliefs among elementary preservice teachers from a STEM-focused program: Case study analysis}, volume={2}, url={https://kenanfellows.org/journals/archives/joitl-vol-2-no-1-2018/}, number={1}, journal={Journal of Interdisciplinary Teacher Leadership}, author={Thomson, M.M. and DiFrancesca, D. and Carrier, S.J. and Lee, C.W. and Walkowiak, T.A.}, year={2018}, pages={29–43} }
 @book{walkowiak_2018, place={Virginia}, title={Project ATOMS}, institution={National Science Foundation}, author={Walkowiak, T.A.}, year={2018}, month={Aug} }
 @article{schwartz_walkowiak_poling_richardson_polly_2018, title={The nature of feedback given to elementary student teachers from university supervisors after observations of mathematics lessons}, volume={20}, url={https://mted.merga.net.au/index.php/mted/article/view/331/313}, number={1}, journal={Mathematics Teacher Education & Development}, author={Schwartz, C. and Walkowiak, T.A. and Poling, L. and Richardson, K. and Polly, D.}, year={2018}, pages={62–85} }
 @article{walkowiak_berry_pinter_jacobson_2018, title={Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations}, volume={50}, ISSN={1863-9690 1863-9704}, url={http://dx.doi.org/10.1007/s11858-018-0931-7}, DOI={10.1007/s11858-018-0931-7}, number={3}, journal={ZDM}, publisher={Springer Nature}, author={Walkowiak, Temple A. and Berry, Robert Q. and Pinter, Holly H. and Jacobson, Erik D.}, year={2018}, month={Apr}, pages={461–474} }
 @article{walkowiak_pinter_berry_2017, title={A reconceptualized framework for ‘opportunity to learn’ in school mathematics}, volume={8}, url={https://journals.library.columbia.edu/index.php/jmetc/article/view/800}, number={1}, journal={Journal of Mathematics Education at Teachers College}, author={Walkowiak, T.A. and Pinter, H.H. and Berry, R.Q.}, year={2017}, pages={7–18} }
 @article{lee_walkowiak_nietfeld_2017, title={Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching}, volume={29}, ISSN={1033-2170 2211-050X}, url={http://dx.doi.org/10.1007/s13394-016-0185-z}, DOI={10.1007/s13394-016-0185-z}, number={1}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Lee, Carrie W. and Walkowiak, Temple A. and Nietfeld, John L.}, year={2017}, month={Jan}, pages={45–72} }
 @article{whitehead_walkowiak_2017, title={Preservice elementary teachers’ understanding of operations for fraction multiplication and division}, volume={18}, url={http://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/63}, number={3}, journal={International Journal for Mathematics Teaching and Learning}, author={Whitehead, A.N. and Walkowiak, T.A.}, year={2017}, pages={293–317} }
 @book{walkowiak_2017, place={Virginia}, title={Project ATOMS}, institution={National Science Foundation}, author={Walkowiak, T.A.}, year={2017}, month={Aug} }
 @article{walkowiak_minogue_harrington_edgington_2017, title={Re-envisioning the school day: Integrating mathematics, science, and reading through students’ engagement with practices}, volume={1}, url={https://doi.org/10.46767//kfp.2016-0007}, DOI={10.46767//kfp.2016-0007}, abstractNote={In this article, we propose an alternative to traditional content integration that has resulted in our preservice elementary teacher candidates designing lessons centered on developing focused practices throughout a re-envisioned school day.  We first present connections among the practices outlined in mathematics, science, and reading standards; the complementary nature of the practices creates a conceptual thread that weaves through and helps unite content across disciplines.  Then, we outline the project that our teacher candidates complete and describe resulting examples of their work.  We conclude by presenting suggestions for educators and other leaders who are interested in utilizing this lesson planning approach in their own settings.  If the targeted set of related practices are selected and leveraged thoughtfully, they lend much-needed coherence to the work that students do in a given school day.}, number={2}, journal={Journal of Interdisciplinary Teacher Leadership}, author={Walkowiak, T.A. and Minogue, J. and Harrington, A.D. and Edgington, C.}, year={2017}, pages={7–12} }
 @article{adams_carrier_minogue_porter_mceachin_walkowiak_zulli_2017, title={The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction}, volume={39}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2017.1282183}, DOI={10.1080/09500693.2017.1282183}, abstractNote={ABSTRACT The Instructional Practices Log in Science (IPL-S) is a daily teacher log developed for K-5 teachers to self-report their science instruction. The items on the IPL-S are grouped into scales measuring five dimensions of science instruction: Low-level Sense-making, High-level Sense-making, Communication, Integrated Practices, and Basic Practices. As part of the current validation study, 206 elementary teachers completed 4137 daily log entries. The purpose of this paper is to provide evidence of validity for the IPL-S’s scales, including (a) support for the theoretical framework; (b) cognitive interviews with logging teachers; (c) item descriptive statistics; (d) comparisons of 28 pairs of teacher and rater logs; and (e) an examination of the internal structure of the IPL-S. We present evidence to describe the extent to which the items and the scales are completed accurately by teachers and differentiate various types of science instructional strategies employed by teachers. Finally, we point to several practical implications of our work and potential uses for the IPL-S. Overall, results provide neutral to positive support for the validity of the groupings of items or scales.}, number={3}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Adams, Elizabeth L. and Carrier, Sarah J. and Minogue, James and Porter, Stephen R. and McEachin, Andrew and Walkowiak, Temple A. and Zulli, Rebecca A.}, year={2017}, month={Feb}, pages={335–357} }
 @article{carrier_whitehead_walkowiak_luginbuhl_thomson_2017, title={The development of elementary teacher identities as teachers of science}, volume={39}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2017.1351648}, DOI={10.1080/09500693.2017.1351648}, abstractNote={ABSTRACT The purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.}, number={13}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Carrier, Sarah J. and Whitehead, Ashley N. and Walkowiak, Temple A. and Luginbuhl, Sarah C. and Thomson, Margareta M.}, year={2017}, month={Aug}, pages={1733–1754} }
 @article{sondel_koch_carrier_walkowiak_2017, title={Toward a theory of teacher education for justice-oriented STEM}, volume={7}, url={http://trace.tennessee.edu/catalyst/vol7/iss1/5/}, number={1}, journal={Catalyst: A Social Justice Forum}, author={Sondel, B. and Koch, J. and Carrier, S.J. and Walkowiak, T.A.}, year={2017}, pages={38–52} }
 @inproceedings{thomson_walkowiak_lee_2016, place={London}, title={A mixed-methods investigation of teacher developmental trajectories: Results from a STEM-focused program}, booktitle={Proceedings of the Fifth International Conference on Language, Education, and Innovation}, publisher={Interdisciplinary Circle of Science, Arts}, author={Thomson, M.M. and Walkowiak, T.A. and Lee, C.W.}, editor={Wahid, L.A.Editor}, year={2016}, pages={121–135} }
 @misc{walkowiak_2016, title={Building proportional reasoning across grades and math strands, K-8}, journal={Teachers College Record}, author={Walkowiak, T.A.}, year={2016} }
 @article{walkowiak_2016, title={Common Core brief: The place-value progression}, volume={22}, ISSN={1073-5836}, url={http://dx.doi.org/10.5951/teacchilmath.22.8.0453}, DOI={10.5951/teacchilmath.22.8.0453}, abstractNote={This is the second in a series of articles about the progression documents. The first one, on fractions, appeared in the November 2014 issue of Teaching Children Mathematics.}, number={8}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Walkowiak, Temple A.}, year={2016}, pages={453} }
 @article{faulkner_walkowiak_cain_lee_2016, title={Equality matters: The critical implications of precisely defining equality}, volume={21}, number={4}, journal={Australian Primary Mathematics Classroom}, author={Faulkner, V.N. and Walkowiak, T.A. and Cain, C. and Lee, C.W.}, year={2016}, pages={11–15} }
 @article{walkowiak_2016, title={Five Essential Practices for Communication: The Work of Instructional Coaches}, volume={89}, ISSN={0009-8655 1939-912X}, url={http://dx.doi.org/10.1080/00098655.2015.1121121}, DOI={10.1080/00098655.2015.1121121}, abstractNote={Abstract The work of instructional coaches, both general and discipline-specific, has become increasingly important as more schools rely on their leadership for improvements in teaching and learning. Much of their work hinges upon their effective communication with teachers and school administrators. This article outlines five practices for instructional coaches to use in order to achieve and maintain effective communication; these five practices draw upon the author's prior work as an instructional coach and upon her own research. The practices are presented by sharing the voices of three mathematics instructional coaches, their teacher colleagues, and their school administrators.}, number={1}, journal={The Clearing House: A Journal of Educational Strategies, Issues and Ideas}, publisher={Informa UK Limited}, author={Walkowiak, Temple A.}, year={2016}, month={Jan}, pages={14–17} }
 @inbook{walkowiak_2016, place={Charlotte, NC}, edition={2nd}, title={Mindset: The new psychology of success}, booktitle={The Encyclopedia of Middle Grades Education}, publisher={Information Age Publishing}, author={Walkowiak, T.A.}, editor={Mertens, S. and Caskey, M. and Flowers, N.Editors}, year={2016} }
 @book{walkowiak_2016, place={Virginia}, title={Project ATOMS}, institution={National Science Foundation}, author={Walkowiak, T.A.}, year={2016}, month={Jun} }
 @inproceedings{lee_walkowiak_2016, place={Tucson, AZ}, title={Teacher attributes and school context: What are the barriers to discourse in elementary mathematics?}, url={https://eric.ed.gov/?id=ED583793}, booktitle={Proceedings of the 38th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education}, publisher={University of Arizona}, author={Lee, C.W. and Walkowiak, T.A.}, editor={Wood, M.B. and Turner, E.E. and Civil, M. and Eli, J.A.Editors}, year={2016}, pages={1244–1251} }
 @inbook{walkowiak_2016, place={Charlotte, NC}, edition={2nd}, title={Third international mathematics and science study}, booktitle={The Encyclopedia of Middle Grades Education}, publisher={Information Age Publishing}, author={Walkowiak, T.A.}, editor={Mertens, S. and Caskey, M. and Flowers, N.Editors}, year={2016} }
 @article{walkowiak_2015, title={Information is a Common Core dish best served first}, volume={97}, ISSN={0031-7217 1940-6487}, url={http://dx.doi.org/10.1177/0031721715610094}, DOI={10.1177/0031721715610094}, abstractNote={ There has been a spike in negative comments about mathematics and standards since the implementation of the Common Core State Standards. Regardless of whether the comments are fueled by social media or traditional media, educators need to be armed with strategies for helping parents understand, navigate, and embrace the Common Core’s mathematics content and practices. In this article, the author outlines three strategies and accompanying action steps that can help school leaders and teachers to be proactive rather than reactive when addressing parent concerns about the Common Core math standards. While the examples in this article are embedded in elementary mathematics, the strategies and action steps apply to all K-12 settings. }, number={2}, journal={Phi Delta Kappan}, publisher={SAGE Publications}, author={Walkowiak, Temple A.}, year={2015}, month={Sep}, pages={62–67} }
 @inproceedings{lee_walkowiak_2015, place={East Lansing, MI}, title={Novice elementary teachers’ instructional practices: Opportunities for problem solving and discourse}, booktitle={Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education}, publisher={Michigan State University}, author={Lee, C.W. and Walkowiak, T.A.}, editor={Bartell, T.G. and Bieda, K.N. and Putnam, R.T. and Bradfield, K. and Dominguez, H.Editors}, year={2015}, pages={1054–1061} }
 @inproceedings{whitehead_walkowiak_2015, place={East Lansing, MI}, title={Preservice teachers’ understanding of fraction operations: Providing justification for common algorithms}, booktitle={Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education}, publisher={Michigan State University}, author={Whitehead, A.N. and Walkowiak, T.A.}, editor={Bartell, T.G. and Bieda, K.N. and Putnam, R.T. and Bradfield, K. and Dominguez, H.Editors}, year={2015}, pages={844–851} }
 @book{walkowiak_2015, place={Virginia}, title={Project ATOMS}, institution={National Science Foundation}, author={Walkowiak, T.A.}, year={2015}, month={Jul} }
 @inproceedings{walkowiak_lee_whitehead_2015, place={East Lansing, MI}, title={The development of mathematics instructional visions: An examination of elementary preservice teachers}, booktitle={Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education}, publisher={Michigan State University}, author={Walkowiak, T.A. and Lee, C.W. and Whitehead, A.N.}, editor={Bartell, T.G. and Bieda, K.N. and Putnam, R.T. and Bradfield, K. and Dominguez, H.Editors}, year={2015}, pages={968–971} }
 @article{walkowiak_2014, title={Elementary and middle school students’ analyses of pictorial growth patterns}, volume={33}, ISSN={0732-3123}, url={http://dx.doi.org/10.1016/j.jmathb.2013.09.004}, DOI={10.1016/j.jmathb.2013.09.004}, abstractNote={Research has suggested the importance of incorporating algebraic thinking early and throughout the K-12 mathematics curriculum. One approach to help children develop algebraic reasoning is through the examination of pictorial growth patterns, which serve as a context for exploring generalization. The purpose of this study was to compare how elementary and middle school students analyze pictorial patterns, with a focus on whether students used figural or numerical reasoning. Task-based interviews were conducted with a second grader, fifth grader, and eighth grader in which they were asked to describe, extend, and generalize two pictorial growth patterns. Using a phenomenographic approach, analyses showed younger students used figural reasoning more than older students, but all students did not exclusively use figural or numerical reasoning. The students’ generalizations included informal notation, descriptive words, and formal notation. The findings suggest that pictorial growth patterns are a promising tool for young students’ development of algebraic thinking.}, number={1}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier BV}, author={Walkowiak, Temple A.}, year={2014}, month={Mar}, pages={56–71} }
 @book{walkowiak_2014, place={Virginia}, title={NSF Annual Report for Project ATOMS}, institution={National Science Foundation}, author={Walkowiak, T.A.}, year={2014}, month={Jul} }
 @article{mcintyre_walkowiak_thomson_carrier_lee_grieve_zulli_maher_difrancesca_2013, title={A STEM-focused elementary teacher preparation program: Student and alumni perceptions}, volume={26}, url={https://eric.ed.gov/?id=EJ1044928}, number={4}, journal={Teacher Education and Practice}, author={McIntyre, E. and Walkowiak, T.A. and Thomson, M. and Carrier, S. and Lee, C. and Grieve, E. and Zulli, R. and Maher, M. and DiFrancesca, D.}, year={2013}, pages={670–687} }
 @book{walkowiak_2013, title={Final Report for Project GEMS: NC QUEST}, author={Walkowiak, T.A.}, year={2013}, month={Dec} }
 @article{walkowiak_berry_meyer_rimm-kaufman_ottmar_2013, title={Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability}, volume={85}, ISSN={0013-1954 1573-0816}, url={http://dx.doi.org/10.1007/s10649-013-9499-x}, DOI={10.1007/s10649-013-9499-x}, number={1}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Walkowiak, Temple A. and Berry, Robert Q. and Meyer, J. Patrick and Rimm-Kaufman, Sara E. and Ottmar, Erin R.}, year={2013}, month={Jul}, pages={109–128} }
 @book{mcintyre_lowe_walkowiak_2013, place={Virginia}, title={Project ATOMS}, institution={National Science Foundation}, author={McIntyre, E. and Lowe, R. and Walkowiak, T.A.}, year={2013}, month={Jul} }
 @book{walkowiak_2013, title={Project GEMS: NC QUEST}, author={Walkowiak, T.A.}, year={2013}, month={Feb} }
 @inproceedings{walkowiak_lee_2013, place={Chicago, IL}, title={The development of mathematical knowledge in a STEM-focused elementary teacher preparation program}, booktitle={Proceedings of the 35th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education}, publisher={University of Illinois at Chicago}, author={Walkowiak, T.A. and Lee, C.W.}, editor={Martinez, M.V. and Superfine, A.C.Editors}, year={2013}, pages={897–900} }
 @article{walkowiak_2012, title={A Second Grader's Algebraic Reasoning}, volume={18}, ISSN={1073-5836}, url={http://dx.doi.org/10.5951/teacchilmath.18.9.0584}, DOI={10.5951/teacchilmath.18.9.0584}, abstractNote={A talkative second grader helps her teacher describe, extend, and generalize about growing patterns.}, number={9}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Walkowiak, Temple A.}, year={2012}, pages={583} }
 @inproceedings{walkowiak_berry_2012, place={Charlotte, NC}, title={Mathematics instructional quality and students’ opportunities to learn mathematics}, booktitle={Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning}, author={Walkowiak, T.A. and Berry, R.Q.}, editor={Reeder, S.L. and Auld, E.J.Editors}, year={2012}, pages={153–161} }
 @inproceedings{pinter_berry_walkowiak_2012, place={Charlotte, NC}, title={Research to practice: Using the M-Scan observational measure to inform professional development}, booktitle={Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning}, author={Pinter, H.H. and Berry, R.Q. and Walkowiak, T.A.}, editor={Reeder, S.L. and Auld, E.J.Editors}, year={2012}, pages={91–99} }
 @inbook{berry_walkowiak_2012, place={New York}, title={Using culturally relevant pedagogy and social justice to understand mathematics instructional quality in an urban context}, ISBN={9781433106873}, booktitle={African American students in urban schools : critical issues and solutions for achievement}, publisher={Peter Lang Publishers}, author={Berry, R.Q., III and Walkowiak, T.A.}, editor={Moore, J.L. and Lewis, C.W.Editors}, year={2012}, pages={161–183} }
 @book{dougherty_collins_cramer_ellis_fey_hodges_huntley_lappan_simmons_walkowiak_2011, title={Recommendations from Appointed Curriculum Task Force to the NCTM Board of Directors: NCTM’s Role in Curriculum Development}, author={Dougherty, B. and Collins, A. and Cramer, K. and Ellis, M. and Fey, J. and Hodges, J. and Huntley, M.A. and Lappan, G. and Simmons, J. and Walkowiak, T.A.}, year={2011} }
 @article{ottmar_walkowiak_2011, title={Social emotional learning in the mathematics classroom}, volume={5}, number={1}, journal={Advances in SEL Research}, author={Ottmar, E.R. and Walkowiak, T.A.}, year={2011}, pages={6–7} }
 @inproceedings{merritt_rimm-kaufman_berry_walkowiak_larsen_2011, place={Washington, D.C.}, title={The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low-Income Families}, url={https://eric.ed.gov/?id=ED528919}, booktitle={Proceedings of the Fall 2011 Society for Research in Educational Effectiveness Conference}, author={Merritt, E.G. and Rimm-Kaufman, S.E. and Berry, R.Q. and Walkowiak, T.A. and Larsen, R.}, year={2011} }
 @article{merritt_rimm-kaufman_berry_walkowiak_mccracken_2010, title={A reflection framework for teaching mathematics}, volume={17}, url={https://eric.ed.gov/?id=EJ907317}, number={4}, journal={Teaching Children Mathematics}, author={Merritt, E.G. and Rimm-Kaufman, S.E. and Berry, R.Q., III and Walkowiak, T.A. and McCracken, E.R.}, year={2010}, pages={238–248} }
 @inproceedings{walkowiak_2010, place={Columbus, OH}, title={An examination of algebraic reasoning among elementary and middle school students}, booktitle={Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={The Ohio State University}, author={Walkowiak, T.A.}, editor={Brosnan, P. and Erchick, D.B. and Flevares, L.Editors}, year={2010}, pages={194–201} }