Education - 2018

Castellanos-Reyes, D., & Richardson, J. C. (2018). Instructor Role Adjustment. In Purdue Repository for online Teaching and Learning – PoRTAL. Retrieved from https://www.purdue.edu/innovativelearning/download/instructor-role-adjustment/

Castellanos-Reyes, D., Richardson, J. C., & Fiock, H. (2018). Readiness to Teach Online. In Purdue Repository for online Teaching and Learning – PoRTAL. Retrieved from https://www.purdue.edu/innovativelearning/download/readiness-to-teach-online/

Koehler, A., Hanakiraman, S., & Castellanos-Reyes, D. (2018). Teamwork. In Purdue Repository for online Teaching and Learning – PoRTAL. Retrieved from https://www.purdue.edu/innovativelearning/download/teamwork/

Janakiraman, S., & Castellanos-Reyes, D. (2018). 21st Century Skills and Online Learning. In Purdue Repository for online Teaching and Learning – PoRTAL. Retrieved from https://www.purdue.edu/innovativelearning/download/21st-century-skills-and-online-learning/

Jarry-Shore, M. (2018). The In-The-Moment Noticing of the Novice Mathematics Teachers. In T. E. Hodges (Ed.), 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Retrieved from https://files.eric.ed.gov/fulltext/ED606701.pdf

Murray, N., & Coady, M. R. (2018). The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study. The Asian EFL Journal, 20(9.1), 75–102.

Ariza, E. W., & Coady, M. R. (2018). Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms (5th ed.). Kendall Hunt.

Coady, M. R., & Ariza, E. W. (2018). Who are our students? In E. W. Ariza (Ed.), Not for ESOL Teachers (3rd ed., pp. 3–20). Kendall Hunt Publishing.

Coady, M. R., Li, S., & Lopez, M. P. S. (2018). Twenty-five years after the Florida Consent Decree: Does preparing all teachers work? FATE Journal, 3(1), 26–56. Retrieved from http://www.fate1.org/journals/FATE-Journal-3.1.pdf

Coady, M. R., & Yilmaz, T. (2018). Home-School Partnerships. https://doi.org/10.1002/9781118784235.eelt0837

Ho, Y.-Y. C., & Coady, M. R. (2018). English as a second language nurses in the United States: culture, communication, and needs for continuing education. Studies in Continuing Education, 40(2), 212–233. https://doi.org/10.1080/0158037X.2018.1460721

Lambert, R., Yeh, C., & Hunt, J. H. (2018). Access to mathematical discussion for students with disabilities. National Council of Teachers of Mathematics Research. Presented at the National Council of Teachers of Mathematics Research, Washington, D.C.

Lambert, R., de Freitas, E., Sinclair, N., Hunt, J. H., & Tan, P. (2018). Reframing intervention for students with disabilities. National Council of Teachers of Mathematics Research. Presented at the National Council of Teachers of Mathematics Research, Washington, D.C.

Hunt, J. H. (2018). Complex conceptions of fractions: Negotiating meaning in the small environment. National Council of Teachers of Mathematics Regional Conference. Presented at the National Council of Teachers of Mathematics Regional Conference, Kansas City Convention Center, Kansas City, Missouri.

Hunt, J. H., MacDonald, B., & Silva, J. (2018). Tacit, trick, or teach? What is Gina’s mathematical reality? North American Chapter of the Psychology for Mathematics Education (PME-NA). Presented at the North American Chapter of the Psychology for Mathematics Education (PME-NA), Greenville, S.C.

Hunt, J. H. (2018). Navigating disability in intensive instruction: Learning complexity and small environments. International Society of the Learning Sciences. Presented at the International Society of the Learning Sciences, Part of the London Festival of Learning in London, London, United Kingdom. https://doi.org/10.22318/cscl2018.1469

Hunt, J. H. (2018). Widening the lens: Exceptionality, knowing and learning, and multiple perspectives. American Educational Research Association Annual Meeting. Presented at the American Educational Research Association Annual Meeting, New York, N.Y.

Lambert, R., de Freitas, E., Sinclair, N., Hunt, J. H., & Tan, P. (2018). Reframing intervention: From “fixing” learners to deepening engagement for students with disabilities. American Educational Research Association Annual Meeting. Presented at the American Educational Research Association Annual Meeting, New York, N.Y.

Lambert, R., Yeh, C., & Hunt, J. H. (2018). Increasing access to mathematical discussion for students with disabilities: Designing intervention in student participation. American Educational Research Association. Presented at the American Educational Research Association., New York, N.Y.

Hunt, J. H. (2018). Navigating “disability”: Complexity and small environments. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), 1469–1470. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85053816218&partnerID=MN8TOARS

Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think-Pair-Show-Share to Increase Classroom Discourse. Teaching Children Mathematics, 25(2), 78–84. https://doi.org/10.5951/teacchilmath.25.2.0078

Lynch, S. D., Hunt, J. H., & Lewis, K. E. (2018). Productive Struggle for All: Differentiated Instruction. Mathematics Teaching in the Middle School, 23(4), 194–201. https://doi.org/10.5951/mathteacmiddscho.23.4.0194

Petty, M., Martin, F., Wang, C., & Wang, W. (2018). Implementing a Cyber Safety Curriculum with Middle School Students. Proceedings of Society for Information Technology & Teacher Education International Conference. Presented at the Society for Information Technology & Teacher Education International Conference.

Park, E., Martin, F., & Lambert, R. (2018). Predictive Factors for Student Success in a Hybrid Learning Course. Elearn Conference, Association for the Advancement for Computing in Education. Presented at the Elearn Conference, Association for the Advancement for Computing in Education, Las Vegas, NV.

Sadaf, A., Martin, F., & Ahlgrim-Delzell, L. (2018). Student Perceptions of the impact of "Quality Matters" Certified Online Courses on their Learning and Engagement. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Kansas City, MO.

Martin, F., Kumar, S., Budhrani, K., & Ritzhaupt, A. (2018). Award-Winning Faculty Online Teaching: Defining the Competencies. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Kansas City, MO.

Martin, F., Budhrani, K., & Wang, C. (2018). Faculty Perceptions on Importance and Self-Efficacy Towards Online Teaching Competencies. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Kansas City, MO.

Bonk, C., Lin, J., Zhang, K., Gao, F., Dennen, V., Hilton, J., … Budhrani, K. (2018). Systematic Reviews of the Research on Emerging Online Technologies: What’s Been Done; What’s To Come. 2018 Association for Educational Communications and Technology (AECT) Annual Meeting. Panel at the Presidential session presented at the 2018 Association for Educational Communications and Technology (AECT) Annual Meeting, Kansas, MO.

Martin, F., Wang, C., & Jokiaho, A. (2018). Professional Development Support for Faculty to Teach Online: A Comparison of US and German Educators. 24th German-American Symposium. Presented at the 24th German-American Symposium, Charlotte, NC.

Petty, T., Martin, F., Wang, C., & Wang, C. (2018). Implementing a Cyber Safety Curriculum with Middle School Students. In E. Langran & J. Borup (Eds.), Society for Information Technology & Teacher Education International Conference (pp. 2307–2308). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

Coady, M. R., Olszewska, A., & Lopez, M. P. (2018). Scholarly contributions to twenty-first century multilingualism. International Journal of Multilingualism, 15(4), 472–474. https://doi.org/10.1080/14790718.2018.1490743

Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37, 52–65. https://doi.org/10.1016/j.iheduc.2018.01.003

Ritzhaupt, A. D., Martin, F., Pastore, R., & Kang, Y. (2018). Development and validation of the educational technologist competencies survey (ETCS): knowledge, skills, and abilities. Journal of Computing in Higher Education, 30(1), 3–33. https://doi.org/10.1007/s12528-017-9163-z

Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students' social media use. Educational Technology and Society, 21(1), 213–224. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85040615746&partnerID=MN8TOARS

Falter, M. M., & Bickmore, S. T. (Eds.). (2018). When loss gets personal: discussing death through literature in the secondary ELA classroom. Lanham, Maryland: Rowman & Littlefield.

Byrd, C. M. (2018, May). A Thousand Cuts: Racial Microaggressions Are Related to Lower Self-Image Over Time. Presented at the 30th Annual Convention of the Association for Psychological Science, San Francisco, California.

Byrd, C. M. (2018, August). School Racial Socialization and Diversity in STEM. Presented at the University of California Adolescence Science Consortium Summer Institute, Los Angeles, California.

Byrd, C. M. (2018). The Importance of School Climate for Diversity. Presented at the Psychology Colloquium, University of Nevada, Las Vegas.

Byrd, C. M. (2018). Take Action: Publishing in STEM. Presented at the Ford Fellows Conference.

Byrd, C. M. (2018, April). Responding Effectively to Microaggressions: A Research-Based Workshop. Poster presented at the 30th Annual Convention of the Association for Psychological Science, San Francisco, California.

Byrd, C. M. (2018). MicroReport: An Android and iOS app for reporting microaggressions on a college campus [Software]. Retrieved from https://byrdlab.wordpress.ncsu.edu/microreport/)

Banerjee, M., Byrd, C., & Rowley, S. (2018). The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes. Social Sciences, 7(10). https://doi.org/10.3390/socsci7100208

Byrd, C. (2018). Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions. Social Sciences, 7(6), 96. https://doi.org/10.3390/socsci7060096

Drake, T. A. (2018). Partnering to Improve Leadership Development: Collaboration Across Universities, Districts, and States. Presented at the University Council for Educational Administration Symposium, Houston, TX.

Drake, T. A., Price, E., Jernigan, D., Jones, T. B., Johnson, K., & Fusarelli, B. C. (2018). Using Data and Supporting Data Use: The Case of POWER Block. In S. A. Bingham, P. Egelson, & K. L. Sanzo (Eds.), Research-based Instructional Practices of Effective Principals (pp. 195–206). Scottsdale AZ: Information Age Publishing.

Drake, T. A. (2018). Opening the Black Box on University Council for Educational Administration’s Exemplary Educational Leadership Preparation Programs. Presented at the University Council for Educational Administration, Houston, TX.

Tomberlin, T., & Drake, T. A. (2018). Chronic Teacher Absenteeism in North Carolina: Final Results. Presented at the North Carolina State School Board.

Drake, T. A., & Anthony-McGeachy, S. (2018). Lessons Learned from the University Principal Preparation Initiative (UPPI). Presented at the University Council for Educational Administration, Houston, TX.

Egalite, A. J., & Drake, T. A. (2018, August 20). Three questions about education leadership research. Retrieved from Education Week - Rick Hess Straight Up blog website: https://web.archive.org/web/20191016000134/http://blogs.edweek.org/edweek/rick_hess_straight_up/2018/08/three_questions_about_education_leadership_research.html

Drake, T. A. (2018). Examining the Relationship Between Masters’ Degree Attainment and Student Outcomes. North Carolina State School Board, North Carolina Department of Public Instruction, and the North Carolina General Assembly.

Fusarelli, B. C., Fusarelli, L. D., & Drake, T. A. (2018). NC State’s Principal Leadership Academies: Context, Challenges, and Promising Practices. Journal of Research on Leadership Education, 14(1), 11–30. https://doi.org/10.1177/1942775118819678

Relyea, J. E. (2018, January). Accelerating Reading Growth of Linguistically Diverse Students in the U.S. Presented at the Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX.

Relyea, J. E. (2018, August). Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses. Presented at the Literacy Research Summer School, Egmond ann Zee, The Netherlands.

Relyea, J. E., Zhang, J., Wui, G., Wong, S., & Donze, J. (2018, July 17). The effectiveness of discussion-based vocabulary instruction in sixth-grade science class on academic vocabulary development. Presented at the Annual Meeting of the Society for Text & Discourse (ST&D), Brighton, United Kingdom.

Fitzgerald, J., Elmore, J., Relyea, J., & Kung, M. (2018, July 18). Domain-specific academic vocabulary development in elementary grades core disciplinary textbooks. Presented at the Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Brighton, United Kingdom.

Relyea, J. E., & Kung, M. (2018, July 18). Transactional relations among working memory, cognitive flexibility, and reading ability for language-minority and monolingual students: A cross-lagged path analysis. Presented at the Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Brighton, United Kingdom.

Relyea, J. E., Zhang, J., & Liu, Y. (2018, July 18). Effects of home literacy environment on reading comprehension: A bifactor sequential mediation model. Presented at the Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Brighton, United Kingdom.

Relyea, J. E., Zhang, J., Liu, Y., Wui, G., Yan, Y., & Ho, T. (2018, April 13). Direct and indirect effects of home literacy environment on reading comprehension in monolinguals and English learners. Presented at the American Education Research Association (AERA) Annual Meeting, New York City, NY.

McGrew, S., Alston, C. L., & Fogo, B. (2018). Modeling as an example of representation. In P. Grossman (Ed.), Teaching Core Practices in Teacher Education (pp. 35–55). Cambridge, MA: Harvard Education Press.

Ivankova, N., DeCuir-Gunby, J. T., & Moss, P. (2018, April). Writing the methods chapter of the dissertation proposal. Presented at the American Educational Research Association for the annual meeting, New York.

DeCuir-Gunby, J. T. (2018, June). I am psyched! Women of color psychologists discuss their successes and lessons learned. Presented at the Society for the Psychological Study of Social Issues annual meeting, Pittsburgh, PA.

Grant, C., Smith, B. E., Ivy, J. E., DeCuir-Gunby, J. T., Carrigan, C., & Tanguay, S. K. (2018, May). ADVANCE-ENG success at the intersection of formal and informal networks for Women of Color engineering faculty. Presented at the 1st annual Conference of Collaborative Network for Engineering and Computing Diversity, Arlington, Virginia.

Johnson, O. T., White, A. M., Womble, C., McCoy, W. N., & DeCuir-Gunby, J. T. (2018, April). Angry sistas with PhD’s”: Experiencing gendered racial microaggressions in the higher education workplace. Presented at the NC State University Gender and Equity Research Symposium, Raleigh, NC.

DeCuir-Gunby, J. T., McCoy, W., & Gibson, S. (2018, June). African American college students’ experiences with racial microaggressions. Presented at the Society for the Psychological Study of Social Issues annual meeting, Pittsburgh, PA.

Garner, B., Horn, I. S., Chen, G. A., & Marshall, S. A. (2018). Video-based formative feedback: Supporting in-service teachers’ learning. Proceedings of the Twenty-second Annual Conference of the Association of Mathematics Teacher Educators. Presented at the Twenty-Second Annual Conference of the Association of Mathematics Teacher Educators, Houston, TX.

Davison, C. H., Joseph, N. M., Allen, E. V., Patton, D. L., Stewart, S. N., Marshall, S. A., & Chen, G. A. (2018). I AM: Intersectionality as methodology and Black women as possibility models for educational research. American Educational Research Association Conference Proceedings. Presented at the American Educational Research Association annual meeting, New York, NY.

Marshall, S. A. (2018). Adaptations and innovations: Teachers’ agency and goals in learning from professional development. American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, New York, NY.

Marshall, S. A., & Horn, I. S. (2018). Teachers’ recontextualization of practices learned in professional development: The importance of professional learning goals in context. American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, New York, NY.

Marshall, S. A., & Chen, G. A. (2018, May). Finding our role in the system: The co-construction of a mathematics teacher axiology. Presented at the Working Conference on Discourse Analysis in Educational Research, Columbus, OH.

Chen, G. A., & Marshall, S. A. (2018). "That makes me a really great teacher”: Logics of White Christian womanhood in teaching. Proceedings of the Race & Pedagogy National Conference. Presented at the Race & Pedagogy National Conference, Tacoma, WA.

Marshall, S. A., & Chen, G. A. (2018). Divining affordances: How do teachers find and capitalize onopportunities to disrupt oppressive schooling? Proceedings of the 8th International Conference on Education and Social Justice. Presented at the International Conference on Education and Social Justice, Honolulu, HI.

Vogelstein, L. E., Jackson, A., & Marshall, S. A. (2018). Ambassadors and advocacy: A workshop on positionality. In A. Pierson & L. Vogelstein (Eds.), Designing the learning sciences: Thinking deeply about the relationship between theory and design (pp. 197–198).

Marshall, S. A., & Buenrostro, P. M. (2018). "When am I going to use this in the real world?”: Supporting teachers in their quest for authentic mathematical learning experiences. In A. Pierson & L. Vogelstein (Eds.), Designing the learning sciences: Thinking deeply about the relationship between theory and design (pp. 114–115).

Chen, G. A., & Marshall, S. A. (2018). Mathematics teachers’ learning to enact change in oppressive systems. In S. Richardson, A. Davis, & C. W. Lewis (Eds.), Proceedings of the International Conference on Urban Education (pp. 52–64). Charlotte, NC: Urban Education Collaborative.

Alston, C. L., Danielson, K. A., Dutro, E., & Cartun, A. (2018). Does a discussion by any other name sound the same? teaching discussion in three ELA methods courses. Journal of Teacher Education, 69(3), 225–238.

Marshall, S. A. (2018). To sustain tribal nations: Striving for Indigenous sovereignty in mathematics education. The Journal of Educational Foundations, 31(1 & 2), 9–37.

DeCuir-Gunby, J. T., Chapman, T. K., & Schutz, P. A. (2018). Critical Race Theory, Racial Justice, and Education. Understanding Critical Race Research Methods and Methodologies, pp. 3–10. https://doi.org/10.4324/9781315100944-1

DeCuir-Gunby, J. T., & Schutz, P. A. (2018). Critical Race Mixed Methodology. Understanding Critical Race Research Methods and Methodologies, pp. 166–179. https://doi.org/10.4324/9781315100944-14

Chapman, T. K., & DeCuir-Gunby, J. T. (2018). "Where do we go from Here?". Understanding Critical Race Research Methods and Methodologies, pp. 183–191. https://doi.org/10.4324/9781315100944-15

DeCuir-Gunby, J. T., Chapman, T. K., & Schutz, P. A. (Eds.). (2018). Understanding Critical Race Research Methods and Methodologies. https://doi.org/10.4324/9781315100944

Thacker, E. S., Lee, J. K., Fitchett, P. G., & Journell, W. (2018). Secondary Social Studies Teachers’ Experiences Planning and Implementing Inquiry Using the Inquiry Design Model. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(4-5), 193–200. https://doi.org/10.1080/00098655.2018.1490129

Thacker, E. S., Friedman, A. M., Fitchett, P. G., Journell, W., & Lee, J. K. (2018). Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry. The Social Studies, 109(2), 85–100. https://doi.org/10.1080/00377996.2018.1451983

McAvoy, P. (2018). Philosophy of education: What’s it good for? In N. Levinson (Ed.), Philosophy of Education Society Yearbook 2016 (pp. 470–472). Urbana, IL: Philosophy of Education Society.

Roegman, R., Pratt, S., Sanchez, S., & Chen, C. (2018). Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers. The New Educator, 14(4), 293–314. https://doi.org/10.1080/1547688X.2017.1287317

Lambert, R., Tan, P., Hunt, J., & Candela, A. G. (2018). Rehumanizing the Mathematics Education of Students with Disabilities; Critical Perspectives on Research and Practice. Investigations in Mathematics Learning, 10(3), 129–132. https://doi.org/10.1080/19477503.2018.1463006

Sailors, M., Martinez, M., Manning, L., Davis, D. S., Stortz, R., & Sellers, T. (2018). When effective instruction is not enough: A critical look at the emergent understandings of liberatory pedagogy by teachers in a master's program. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change (pp. 15–30). Charlotte, NC: Information Age Publishers.

Harmon, J., Martinez, M., Davis, D. S., & Stortz, R. (2018). First chapters: Invitations to step into story worlds. SIGNAL Journal, 43(2), 32–35.

Manfra, M. M., & Holmes, C. (2018). Media literacy and fake news in the social studies. Social Education, 82(2), 91–95.

Arnold, P., Confrey, J., Jones, S., Lee, H. S., & Pfannkuch, M. (2018). Statistics Learning Trajectories. In D. Ben-Zvi, K. Makar, & J. Garfield (Eds.), International Handbook of Research in Statistics Education (pp. 295–326). https://doi.org/10.1007/978-3-319-66195-7_9

Palermo, C., & Thomson, M. M. (2018). Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology, 54, 255–270. https://doi.org/10.1016/J.CEDPSYCH.2018.07.002

Hudson, R., Lee, H. S., Casey, S., Finzer, B., Mojica, G. M., Azmy, C., & Eide, A. (2018). Designing e-modules to support preservice mathematics teachers’ statistical thinking [Online:]. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10. Retrieved from https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_9A2.pdf

Mojica, G. M., Lee, H. S., Lovett, J. N., & Azmy, C. A. (2018). Impacts of a Teaching Statistics MOOC on educators’ perspectives and practice. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10. Retrieved from https://icots.info/10/proceedings/pdfs/ICOTS10_C159.pdf

Lee, H. S., Lovett, J. N., & Mojica, G. M. (2018). Designing for educators in a Teaching Statistics MOOC: Design principles and use of multimedia to support participant engagement. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10. Retrieved from https://icots.info/10/proceedings/pdfs/ICOTS10_9G3.pdf

Harrison, T., Azmy, C., & Lee, H. S. (2018). Online learning experiences and impact on statistics education perspectives. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 751–754). Greenville, SC: University of South Carolina & Clemson University.

Mojica, G., Lee, H. S., & Lovett, J. (2018). Designing spaces to support teacher learning about teaching statistics. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 410–413). Greenville, SC: University of South Carolina & Clemson University.

He, R., & Lee, H. S. (2018). Classroom implementation strategy for statistical investigation activities - Introduction to the SASI Framework. Foreign Primary and Secondary Education, 11, 62–70. Retrieved from http://kns.cnki.net.

Hollebrands, K., Mojica, G., & Outlaw, B. (2018). Teachers' analysis of student thinking in a Teaching Mathematics with Technology Massive Open Online Course for Educators. Journal of Technology and Teacher Education, 26(4), 587–612.

Brown Parker, K., Fogle, L., & Davis, R. S. (2018, April). Data Visualization. Presented at the Workshop at WCPSS Convergence Symposium, Raleigh, NC.

Fogle, L. (2018). Speak up! - Students engage and succeed through VoiceThread. Presented at the NC State University DELTA Summer Shorts, Raleigh, NC.

Fogle, L. B., Brown Parker, K., Schreiner, P., & Pinder, H. (2018, August). Science 3.0 - Engaging Students with Virtual Reality in the Classroom. Presented at the Triangle High Five Summit, Raleigh, NC.

Brown Parker, K., & Fogle, L. B. (2018, November). Virtual Reality Super Powers - Leap Tall Interdisciplinary Challenges with a Single Virtual Bound. Presented at the Coaching Digital Learning Institute conference, Raleigh, NC.

Oliver, K., & Purichia, H. (2018). Analyzing historical primary source open educational resources: A blended pedagogical approach. Contemporary Issues in Technology and Teacher Education, 18(2), 392–415. Retrieved from https://www.learntechlib.org/primary/p/172907/

Oliver, K., & Houchins, J. (2018). Evidence of computational thinking in the after-school makerspace from written project documentation. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, … O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 402–407). Retrieved from https://www.learntechlib.org/primary/p/184222/

Oliver, K., Wiseman, A., & Cook, M. (2018). Supporting cultural connections, collections, and reflections through technology in short-term study abroad. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, … O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 769–776). Retrieved from https://www.learntechlib.org/primary/p/184276/

Spires, H., Paul, C., & Yuan, C. (2018). Project-Based Inquiry: Professional Development With Chinese EFL Elementary Teachers. In P. Roberson & T. Huber (Eds.), Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders (pp. 183–198). Charlotte, NC: Information Age Publishing.

Spires, H., Kerkhoff, S., & Zheng, M. (2018). Community of Inquiry as Teacher Professional Development in China: New Literacies, New Complexities. In H. Spires (Ed.), Digital transformation and innovation in Chinese education (pp. 100–118). https://doi.org/10.4018/978-1-5225-2924-8.ch006

Walkowiak, T. A. (2018). Project ATOMS [Annual Report]. Virginia: National Science Foundation.

Schwartz, C., Walkowiak, T. A., Poling, L., Richardson, K., & Polly, D. (2018). The nature of feedback given to elementary student teachers from university supervisors after observations of mathematics lessons. Mathematics Teacher Education & Development, 20(1), 62–85. Retrieved from https://mted.merga.net.au/index.php/mted/article/view/331/313

Thomson, M. M., DiFrancesca, D., Carrier, S. J., Lee, C. W., & Walkowiak, T. A. (2018). Changes in teaching efficacy beliefs among elementary preservice teachers from a STEM-focused program: Case study analysis. Journal of Interdisciplinary Teacher Leadership, 2(1), 29–43. Retrieved from https://kenanfellows.org/journals/archives/joitl-vol-2-no-1-2018/

Lee, H. S. (2018). Probability Concepts Needed for Teaching a Repeated Sampling Approach to Inference. In Teaching and Learning Stochastics (pp. 89–101). https://doi.org/10.1007/978-3-319-72871-1_6

Avineri, T., Lee, H. S., Tran, D., Lovett, J. N., & Gibson, T. (2018). Design and Impact of MOOCs for Mathematics Teachers. In Distance Learning, E-Learning and Blended Learning in Mathematics Education (pp. 185–200). https://doi.org/10.1007/978-3-319-90790-1_11

Pearson, J. N., Hamilton, M.-B., & Meadan, H. (2018). “We Saw Our Son Blossom” A Guide for Fostering Culturally Responsive Partnerships to Support African American Autistic Children and Their Families. Perspectives of the ASHA Special Interest Groups, 3(1), 84–97. https://doi.org/10.1044/PERSP3.SIG1.84

Akamoglu, Y., Meadan, H., Pearson, J. N., & Cummings, K. (2018). Getting Connected: Speech and Language Pathologists’ Perceptions of Building Rapport via Telepractice. Journal of Developmental and Physical Disabilities, 30(4), 569–585. https://doi.org/10.1007/S10882-018-9603-3

Carrier, S. J., Whitehead, A. N., Minogue, J., & Corsi-Kimble, B. S. (2018). Novice Elementary Teachers’ Developing Visions of Effective Science Teaching. Research in Science Education. https://doi.org/10.1007/S11165-018-9742-7

Neumerski, C. M., Grissom, J. A., Goldring, E., Drake, T. A., Rubin, M., Cannata, M., & Schuermann, P. (2018). Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal. The Elementary School Journal, 119(2), 270–297. https://doi.org/10.1086/700597

Egalite, A. J., & Daniela Barriga, M. (2018). Muslim Educators in American Communities. Journal of School Choice, 12(4), 605–607. https://doi.org/10.1080/15582159.2018.1524406

Peddycord-Liu, Z., Harred, R., Karamarkovich, S., Barnes, T., Lynch, C., & Rutherford, T. (2018). Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? In Lecture Notes in Computer Science (pp. 436–449). https://doi.org/10.1007/978-3-319-93843-1_32

Szczytko, R., Stevenson, K., Peterson, M. N., Nietfeld, J., & Strnad, R. L. (2018). Development and validation of the environmental literacy instrument for adolescents. Environmental Education Research, 25(2), 193–210. https://doi.org/10.1080/13504622.2018.1487035

Trocki, A., & Hollebrands, K. (2018). The Development of a Framework for Assessing Dynamic Geometry Task Quality. Digital Experiences in Mathematics Education, 4(2-3), 110–138. https://doi.org/10.1007/S40751-018-0041-8

McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons. Computers & Education, 123, 26–40. https://doi.org/10.1016/j.compedu.2018.04.008

Spires, H. A. (Ed.). (2018). Digital Transformation and Innovation in Chinese Education. https://doi.org/10.4018/978-1-5225-2924-8

Spires, H. A., Kerkhoff, S. N., & Fortune, N. (2018). Educational cosmopolitanism and collaborative inquiry with Chinese and US teachers. Teaching Education, 30(4), 437–454. https://doi.org/10.1080/10476210.2018.1506431

Relyea, J. E., & Fitzgerald, J. (2018). Relationship between early word-reading and long-term reading-comprehension growth for language-minority learners compared to native-english-speaking students. Reading Psychology, 39(6), 499–536. https://doi.org/10.1080/02702711.2018.1471162

Eseryel, U. Y., Booji, R., & Eseryel, D. (2018). Recruitment through LinkedIn: Lessons learned from the Fortune 100 companies. International Conference on Information Systems (ICIS). San Francisco, CA.

Wolters, J., Eseryel, U. Y. E., & D. (2018). Identifying the critical success factors for low customized ERP system implementations in SMEs. . Hawaii International Conference on System Sciences (HICCS), 3–6, Waikoloa Village, HI: January.

Peng, X., Zhang, D., Jackson, M., Yalvac, B., Ketsetzi, A., & Eseryel, D. (2018). Examining the Learning by Teaching Method in Computer-Aided Design Instruction. Computer-Aided Design and Applications, 8. https://doi.org/10.14733/cadaps.2019.129-139

Peng, X., Zhang, D., Jackson, M., Yalvac, B., Ketsetzi, A., & Eseryel, D. (2018). Computer-Aided Design & Applications. Examining the Learning by Teaching Method in Computer-Aided Design Instruction., 16(1), 129–139. https://doi.org/10.14733/cadaps.2019.129.139

Tsan, J., Rodriguez, F. J., Boyer, K. E., & Lynch, C. (2018). "I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, pp. 622–627. https://doi.org/10.1145/3159450.3159507

Lovett, J. N., & Lee, H. S. (2018). Preservice Secondary Mathematics Teachers’ Statistical Knowledge: A Snapshot of Strengths and Weaknesses. Journal of Statistics Education, 26(3), 214–222. https://doi.org/10.1080/10691898.2018.1496806

Sztajn, P., Tauber, M., & Vargas, A. P. M. (2018). Highlighting Theory to Connect Research and Practice. Journal for Research in Mathematics Education, 49(5), 614. https://doi.org/10.5951/jresematheduc.49.5.0614

Sailors, M., Martinez, M., Trevino, C., Davis, D. S., Jones, J. S., Goatley, V. J., … Orellana, P. (2018, December). Moving Forward With Literacy Research. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 395–396. https://doi.org/10.1177/1086296X18803834

Rutherford, T., Buschkuehl, M., Jaeggi, S. M., & Farkas, G. (2018). Links between achievement, executive functions, and self-regulated learning. APPLIED COGNITIVE PSYCHOLOGY, 32(6), 763–774. https://doi.org/10.1002/acp.3462

Kunze, A., & Rutherford, T. (2018). Blood from a stone: Where teachers report finding time for computer-based instruction. COMPUTERS & EDUCATION, 127, 165–177. https://doi.org/10.1016/j.compedu.2018.08.022

Spires, H. A., Paul, C. M., Himes, M., & Yuan, C. (2018). Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 91, 28–40. https://doi.org/10.1016/j.ijer.2018.07.002

Sailors, M., Martinez, M., Trevino, C., Davis, D. S., Jones, J. S., Goatley, V. J., & Monaco, C. V. C. (2018, September). Fifty Volumes of Research: Literacy Teacher Education. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 275–280. https://doi.org/10.1177/1086296X18785325

Paul, C. M. (2018). Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies. LITERACY, 52(3), 161–170. https://doi.org/10.1111/lit.12127

Lambert, M. C., January, S.-A. A., Cress, C. J., Epstein, M. H., & Cullinan, D. (2018). Differential Item Functioning Across Race and Ethnicity for the Emotional and Behavioral Screener. SCHOOL PSYCHOLOGY QUARTERLY, 33(3), 399–407. https://doi.org/10.1037/spq0000224

Lambert, M. C., Garcia, A. G., Epstein, M. H., & Cullinan, D. (2018). Differential Item Functioning of the Emotional and Behavioral Screener for Caucasian and African American Elementary School Students. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 34(3), 201–214. https://doi.org/10.1080/15377903.2017.1345815

Sailors, M., Martinez, M., Trevino, C., Stortz, R., Davis, D. S., Jones, J. S., … Monaco, C. V. C. (2018, June). A 50-Year Journey Through an Expanding Landscape of Literacy Research. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 135–140. https://doi.org/10.1177/1086296x18767744

Harrison, T. R., & Lee, H. S. (2018). iPads in the Mathematics Classroom: Developing Criteria for Selecting Appropriate Learning Apps. INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY, 6(2), 155–172. https://doi.org/10.18404/ijemst.408939

Makinen, M., Linden, J., Annala, J., & Wiseman, A. (2018). Millennial generation preservice teachers inspiring the design of teacher education. EUROPEAN JOURNAL OF TEACHER EDUCATION, 41(3), 343–359. https://doi.org/10.1080/02619768.2018.1448776

Walkowiak, T. A., Berry, R. Q., Pinter, H. H., & Jacobson, E. D. (2018). Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations. ZDM, 50(3), 461–474. https://doi.org/10.1007/s11858-018-0931-7

Bartlett, M. E., Han, W., & Bartlett, J. E. (2018). Perceptions of mainland Chinese students toward obtaining higher education in the United States. Journal of International Students, 8(2), 623–637. https://doi.org/10.32674/jis.v8i2.95

Sailors, M., Martinez, M., Stortz, R., Trevino, C., Davis, D. S., Jones, J. S., … Monaco, C. V. C. (2018, March). Invoking Quantum Physics: Fifty Volumes of Methodological Complexity in Literacy Research. JOURNAL OF LITERACY RESEARCH, Vol. 50, pp. 3–8. https://doi.org/10.1177/1086296x18754892

Riddell, L., Taylor, R., & Alford, O. (2018). Impact of the Affordable Care Act on Use of Covered Contraceptives in Women Ages 20-25. POPULATION HEALTH MANAGEMENT, 21(3), 231–234. https://doi.org/10.1089/pop.2017.0050

Gray, D. L. L., Hope, E. C., & Matthews, J. S. (2018). [Review of Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures]. EDUCATIONAL PSYCHOLOGIST, 53(2), 97–113. https://doi.org/10.1080/00461520.2017.1421466

Kretchmar, K., Sondel, B., & Ferrare, J. J. (2018). The Power of the Network: Teach For America's Impact on the Deregulation of Teacher Education. EDUCATIONAL POLICY, 32(3), 423–453. https://doi.org/10.1177/0895904816637687

Spires, H. A., Kerkhoff, S. N., Graham, A. C. K., Thompson, I., & Lee, J. K. (2018). Operationalizing and validating disciplinary literacy in secondary education. READING AND WRITING, 31(6), 1401–1434. https://doi.org/10.1007/s11145-018-9839-4

Dick, L. K., Sztajn, P., White, T. F., & Heck, D. J. (2018). Investigating sociopedagogical norms: Teachers' discussions about own and others' instruction. TEACHING AND TEACHER EDUCATION, 71, 297–307. https://doi.org/10.1016/j.tate.2018.01.004

Wiseman, A. M., & Jones, J. S. (2018). Examining Depictions of Bullying in Children's Picturebooks: A Content Analysis From 1997 to 2017. JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 32(2), 190–201. https://doi.org/10.1080/02568543.2017.1419320

Davis, D. S., & Vehabovic, N. (2018). The Dangers of Test Preparation: WhatStudents Learn (and Don't Learn) About Reading Comprehension From Test-Centric Literacy Instruction. READING TEACHER, 71(5), 579–588. https://doi.org/10.1002/trtr.1641

Graham-Gurysh, E., Moore, K. M., Satterlee, A. B., Sheets, K. T., Lin, F.-C., Bachelder, E. M., … Ainslie, K. M. (2018). Sustained Delivery of Doxorubicin via Acetalated Dextran Scaffold Prevents Glioblastoma Recurrence after Surgical Resection. MOLECULAR PHARMACEUTICS, 15(3), 1309–1318. https://doi.org/10.1021/acs.molpharmaceut.7b01114

Hollebrands, K., & Okumuş, S. (2018). Secondary mathematics teachers’ instrumental integration in technology-rich geometry classrooms. The Journal of Mathematical Behavior, 49, 82–94. https://doi.org/10.1016/j.jmathb.2017.10.003

Duan, C., Peng, X. B., Yuan, T. Y., Yalvac, B., Ketsetzi, A., Hing, E. L., … Eyupoglu, T. F. (2018). Promoting life-long learning skills in CAD using the peer-generated screencast tutorials. Proceedings of the ASME International Mechanical Engineering Congress and Exposition, 2017, vol 5. https://doi.org/10.1115/imece2017-71891

Rutherford, T., Karamarkovich, S. M., & Lee, D. S. (2018). Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement. LEARNING AND INDIVIDUAL DIFFERENCES, 62, 180–199. https://doi.org/10.1016/j.lindif.2018.01.014

Callaghan, M. N., Long, J. J., Es, E. A., Reich, S. M., & Rutherford, T. (2018). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. JOURNAL OF COMPUTER ASSISTED LEARNING, 34(1), 10–19. https://doi.org/10.1111/jcal.12209

Spires, H. A., Paul, C. M., Kerkhoff, S. N., & KhosrowPour, M. (2018). Digital Literacy for the 21st Century. ENCYCLOPEDIA OF INFORMATION SCIENCE AND TECHNOLOGY, 4TH EDITION, pp. 2235–2242. https://doi.org/10.4018/978-1-5225-2255-3.ch194