Education - 2021

Chen, G. A., Marshall, S. A., & Horn, I. S. (2021). ‘How do I choose?’: mathematics teachers’ sensemaking about pedagogical responsibility. Pedagogy, Culture and Society, 29(3), 379–396. https://doi.org/10.1080/14681366.2020.1735497

Castellanos-Reyes, D., Maeda, Y., & Richardson, J. C. (2021). The relationship between social network sites and perceived learning and satisfaction for educational purposes: A systematic review and meta-analysis. In M. Griffin & C. Zinskie (Eds.), Social Media: Influences on Education (pp. 231–263). Information Age Publishing.

Koehler, A., Besser, E., & Castellanos-Reyes., D. (2021). Investigating intentionality in preservice teachers’ personal and professional social networking site usage. In M. Griffin & C. Zinskie (Eds.), Social Media: Influences on Education (pp. 33–64). Information Age Publishing.

Introduction to the Special Issue: Highlighting AERA's Online Teaching and Learning SIG 2021. (2021). Online Learning (OLJ). Retrieved from https://publons.com/wos-op/publon/53916959/

Castellanos-Reyes, D. (2021). The dynamics of a MOOC's learner-learner interaction over time: A longitudinal network analysis. Computers in Human Behavior, 123, 106880. https://doi.org/10.1016/j.chb.2021.106880

Richardson, J. C., Caskurlu, S., Castellanos-Reyes, D., Duan, S., Duha, M. S. U., Fiock, H., & Long, Y. (2021). Instructors’ conceptualization and implementation of scaffolding in online higher education courses. Journal of Computing in Higher Education, 34(1), 242–279. https://doi.org/10.1007/s12528-021-09300-3

Martin, F., Chen, Y., Oyarzun, B., & Lee, M. (2021). Learning and development roles and competency domains in higher education: a content analysis of job announcements. Journal of Computing in Higher Education, 34(2), 297–320. https://doi.org/10.1007/s12528-021-09290-2

Jarry-Shore, M., & Anantharajan, M. (2021). Student Struggle During Collaborative Problem-Solving In  One Mathematics Classroom. 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Borko, H., Carlson, J., Deutscher, R., Boles, K. L., Delaney, V., Fong, A., … Villa, A. M. (2021). Learning to Lead: An Approach to Mathematics Teacher Leader Development. International Journal of Science and Mathematics Education, 19(1), 121–143. https://doi.org/10.1007/s10763-021-10157-2

Zein, S., & Coady, M. R. (Eds.). (2021). Early Language Learning Policy in the 21st Century. https://doi.org/10.1007/978-3-030-76251-3

Coady, M. R., Kim, H. J., & Marichal, N. V. (2021). The Context of Schooling for Early Learners of Spanish in the United States. In S. Zein & M. R. Coady (Eds.), Early Language Learning Policy in the 21st Century (pp. 235–253). https://doi.org/10.1007/978-3-030-76251-3_11

Marichal, N., Rosario Roldán, A., & Coady, M. (2021). “My Language Learners Seemed Like Ghosts”:  A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy. The Rural Educator, 42(1), 52–56. https://doi.org/10.35608/ruraled.v42i1.1180

Coady, M. (2021). English Learners in Rural Schools. https://doi.org/10.5040/9781350172036.0034

Hollebrands, K., West, H., Faulkner, V., & Elrod, E. (2021). From Dissertation to Publication in Mathematics Teacher Educator. Mathematics Teacher Educator, 10(1), 3–8. https://doi.org/10.5951/mte.2021-0029

Faulkner, V., Hollebrands, K., Elrod, E., & West, H. (2021). Equity, Identity, and Power: Disrupting Neutrality Myths. Mathematics Teacher Educator, 9(3), 163–167. https://doi.org/10.5951/mte.2021.0011

Mojica, G. M., Barker, H., Azmy, C., & Lee, H. S. (2021). Learning to make sense of data in a CODAP-enabled learning environment: Interactions matter. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.), Proceedings of the 43rd annual meeting of the Psychology of Mathematics Education-North American Chapter. Philadelphia, PA.

Lee, H. S., Hudson, R., Casey, S., Mojica, G., & Harrison, T. (2021). Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results. https://doi.org/10.1007/978-3-030-80230-1_4

Emerson, A., Henderson, N., Min, W., Rowe, J., Minogue, J., & Lester, J. (2021). Multimodal Trajectory Analysis of Visitor Engagement with Interactive Science Museum Exhibits. ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II, Vol. 12749, pp. 151–155. https://doi.org/10.1007/978-3-030-78270-2_27

Hollebrands, K., Anderson, R., & Oliver, K. (Eds.). (2021). Online Learning in Mathematics Education. https://doi.org/10.1007/978-3-030-80230-1

Drake, T. A., Seaton, L., & Ivey, L. (2021). Principal Candidates’ Reflective Learning During a Full-Time Internship. Journal of Research on Leadership Education. https://doi.org/10.1177/19427751211062640

Hunt, J. H., Marino, M., Taub, M., Duarte, A., Anderson, K., & Brewer, J. (2021). Universal design of a Tier 2 fraction video game. 42nd annual meeting of the North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA). Presented at the 42nd annual meeting of the North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA), Philidelphia, PA.

Hunt, J. H., & Martin, K. (2021). Intervention based on mathematical thinking improves students outcomes: Students with mathematics disabilities and difficulties. International Conference on Mathematics Education. Presented at the International Conference on Mathematics Education, Shanghai, China.

Hunt, J. H., Silva, J., & Welch Ptak, J. (2021). Emma’s mathematical thinking. American Educational Research Association. Presented at the American Educational Research Association.

Hunt, J. H., & Lewis, K. (2021). Extending Students’ Knowledge of Fractions as Relational Quantities: Teaching for Understanding. In D. P. Bryant (Ed.), Intensifying mathematics interventions for struggling students. New York, N.Y: The Guilford Press.

Hunt, J. H., Martin, K., & Duarte, A. (2021). Bob’s engagement in fraction multiplication tasks. National Council of Teachers of Mathematics Research Conference (NCTM). Presented at the National Council of Teachers of Mathematics Research Conference (NCTM).

Hunt, J. H., & Martin, K. (2021). Building a mathematics education evidence base: Fraction intervention. National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Hunt, J. H., Duarte, A., Miller, B., Bentley, B., & Albrecht, L. (2021). Impact of online professional learning on early math teacher’s perspectives of practice. National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Hunt, J. H., Davis, R., & Duarte, A. (2021). Using and transforming mathematics education pedagogy in a broadcast setting. National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Gilespie, J., Winn, K., Faber, M., & Hunt, J. H. (2021). A case study of teachers’ use of an online homework tool during in-person and remote instruction. National Council of Teachers of Mathematics Research Conference. Presented at the National Council of Teachers of Mathematics Research Conference.

Hunt, J. H., & Martin, K. (2021). Testing a Fraction Intervention for Students With Learning Disabilities Based in Student Thinking. Proceedings of the 2021 AERA Annual Meeting. Presented at the 2021 AERA Annual Meeting. https://doi.org/10.3102/1690019

Hunt, J. H., & Ainslie, J. (2021). Designing Effective Math Interventions. https://doi.org/10.4324/9781003014744

Lee, C. C., Falter, M. M., & Alston, C. L. (2021). Antiracist Teaching in English Language Arts: Toward a Full Humanity for All Students. Language Arts, 99(1), 56–59.

DeCuir-Gunby, J. T., & Walker-DeVose, D. (2021). No Longer Just a Qualitative Methodology: The Rise of Critical Race Quantitative and Mixed-Methods Approaches. In Handbook of Critical Race Theory in Education (2nd ed.). New York: Routledge.

Sadaf, A., Wu, T., & Martin, F. (2021). Cognitive Presence in Online Learning: A Systematic Review of Resarch from 2000-2019. American Educational Research and Development Association. Virtual Conference. Presented at the American Educational Research and Development Association. Virtual Conference.

Bolliger, D., & Martin, F. (2021). Perceptions of Instructors and Instructional Designers of Online Course Design Elements. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Sadaf, A., Wu, T., & Martin, F. (2021). Strategies to Promote Cognitive Presence in Online Courses: A Systematic Review. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Martin, F., Gezer, T., Anderson, J., Polly, D., & Wang, W. (2021). Examining Parents Perception on Elementary School Children Digital Safety. ssociation of Educational Communications and Technology. Presented at the ssociation of Educational Communications and Technology, Chicago, IL.

Wang, X., Rui, H., Sommer, M., Shidfar, P., Rehman, M., Martin, F., & Ritzhaupt, A. (2021). The impact of adaptive learning on student educational outcomes: A meta-analysis. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Martin, F., Chen, Y., & Oyarzun, B. (2021). Learning and Development Roles and Competency Domains in Higher Education: An Analysis of Job Announcements. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Miller, R., Howell, C., Oyarzun, B., Martin, F., Haag, E., & Knight, S. (2021). Faculty Perspectives on Inclusion, Diversity, Equity, and Access in Online Teachin. Association for the Study of Higher Education. Presented at the Association for the Study of Higher Education, Puerto Rico.

Wang, X., Rui, H., Sommer, M., Shidfar, P., Rehman, M., Martin, F., & Ritzhaupt, A. (2021). A Meta-Analysis of how adaptive learning impact students learning performance. Florida Educational Research Association. Presented at the Florida Educational Research Association, Tampa, FL.

Budhrani, K., Martin, F., Malabanan, O., & Espiritu, J. L. (2021). How did parents balance it all? Work-from-home parents’ engagement in academic and support roles during remote learning. Journal of Online Learning Research, 7(2), 153–184.

Martin, F. (2021). Bichronous Online Learning: Is Blending Asynchronous & Synchronous the Best Approach? Retrieved from AECT Interactions website: https://interactions.aect.org/bichronous-online-learning-is-blending-asynchronous-and-synchronous-the-best-approach/

Martin, F., & Ritzhaupt, A. D. (2021). Standards and Competencies for Instructional Design and Technology Professionals. In J. K. McDonald & R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. Retrieved from https://edtechbooks.org/id/standards_and_competencies

Park, E., Martin, F., & Oyarzun, B. (2021). Steps for Successful QM Program Certification. UNC System Quality Matters Council Annual Summit. Presented at the UNC System Quality Matters Council Annual Summit.

Martin, F., Wu., T., Wan, L., & Xie, K. (2021). A Meta-Analysis on the Effects of the Community of Inquiry Presences on Learning Outcomes in Online and Blended Learning Environments. In American Educational Research and Development Association. Virtual Conference. Presented at the American Educational Research and Development Association. Virtual Conference.

Martin, F., Wu, T., Wan, L., & Xie, K. (2021). A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes. American Educational Research and Development Association. Virtual Conference. Presented at the American Educational Research and Development Association. Virtual Conference.

Wang, X., Chen, Y., Ritzhaupt, A., & Martin, F. (2021). An Exploratory Job Announcement Analysis of Instructional Design Professionals. American Educational Research and Development Association. Virtual Conference. Presented at the American Educational Research and Development Association. Virtual Conference.

Ndoye, A., & Martin, F. (2021). Examining Student Perceptions of Important Features in Online Courses: A Case Study based on Demographic and Contextual Characteristics. Journal of Educators Online, 18(2), 91–106.

Martin, F., Sun, T., & Westine, C. (2021). Systematic Review of Online Learning Research from 2009 to 2018. Canadian Network for Innovation in Education Conference. Presented at the Canadian Network for Innovation in Education Conference.

Martin, F., Shanley, N., Ahlgrim-Delzell, L., Hite, N., Perez-Quinones, M., & Pugalee, D. (2021). High School Teachers Teaching Programming Online: Instructional Strategies Used and Challenges Faced. RPP for CS Conference Proceedings. Presented at the RPP for CS Conference Proceedings.

Martin, F., & Kumar, S. (2021). Barriers in Online Education and Strategies for Overcoming Them. In L. Cifuentes (Ed.), A Guide to Administering Distance Learning (pp. 43–60). https://doi.org/10.1163/9789004471382_003

Martin, F., Kumar, S., & She, L. (2021). Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching. Online Learning, 25(4), 187–215. https://doi.org/10.24059/olj.v25i4.2570

Guilbaud, T. C., Martin, F., & Newton, X. (2021). Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development. Online Learning, 25(2). https://doi.org/10.24059/olj.v25i2.2233

Sadaf, A., Wu, T., & Martin, F. (2021). Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019. Computers and Education Open, 2, 100050. https://doi.org/10.1016/j.caeo.2021.100050

Bonk, C., Dennen, V., & Martin, F. (2021). Systematic Literature Reviews and Meta Analysis How-tos. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Ritzhaupt, A., Kumar, S., & Martin, F. (2021). The competencies for Instructional Designers in Higher Education. In J. Stefaniak, S. S.Conklin, B. Oyarzun, & R. Reese (Eds.), A Practitioner’s Guide to Instructional Design in Higher Education. Edtech Books.

Shea, P., Means, B., Motz, B., & Martin, F. (2021). The Great Online Migration: Lessons Learned from Online Learning Journal Researchers. Online Learning Consortium Accelerate. Presented at the Online Learning Consortium Accelerate.

Oyarzun, B., Hancock, C., Salas, S., & Martin, F. (2021). Synchronous Meetings, Community of Inquiry, COVID-19, and Online Graduate Teacher Education. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Martin, F., Ifenthaler, D., Zhu, M., Choi, H., & Bong, J. (2021, November). Systematic Reviews on Distance Learning. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Martin, F., & Kumar, S. (2021). A Synthesis of Current Research on Graduate Online Education. In K. Rudestam, J. Schoenholtz-Read, & M. L. Snowden (Eds.), The Handbook of Online Learning (pp. 105–134). Fielding University Press.

Budhrani, K., Martin, F., & Malabanan, O. (2021). Lesson Design Patterns Emergent from Modelling Lesson Blueprints. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Chicago, IL.

Oyarzun, B., Hancock, C., Salas, S., & Martin, F. (2021). Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education. Journal of Digital Learning in Teacher Education, 37(2), 111–127. https://doi.org/10.1080/21532974.2021.1890653

Martin, F., Gezer, T., Anderson, J., Polly, D., & Wang, W. C. (2021). Examining Parents Perception on Elementary School Children Digital Safety. Educational Media International, 58(1), 60–77. https://doi.org/10.1080/09523987.2021.1908500

Martin, F., Bolliger, D. U., & Flowers, C. (2021). Design Matters: Development and Validation of the Online Course Design Elements (OCDE) Instrument. The International Review of Research in Open and Distributed Learning, 22(2), 46–71. https://doi.org/10.19173/irrodl.v22i2.5187

Richardson, J. W., Martin, F., & Sauers, N. (2021). Systematic review of 15 years of research on digital citizenship: 2004–2019. Learning, Media and Technology, 46(4), 498–514. https://doi.org/10.1080/17439884.2021.1941098

Wang, X., Chen, Y., Ritzhaupt, A. D., & Martin, F. (2021). Examining competencies for the instructional design professional: An exploratory job announcement analysis. International Journal of Training and Development, 25(2), 95–123. https://doi.org/10.1111/ijtd.12209

Martin, F., Sun, T., Turk, M., & Ritzhaupt, A. (2021). A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes. The International Review of Research in Open and Distributed Learning, 22(3), 205–242. https://doi.org/10.19173/irrodl.v22i3.5263

Bolliger, D. U., & Martin, F. (2021). Critical design elements in online courses. Distance Education, 42(3), 352–372. https://doi.org/10.1080/01587919.2021.1956301

Lee, C. C., Akin-Sabuncu, S., Goodwin, A. L., & McDevitt, S. E. (2021). [Review of Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States]. TEACHERS COLLEGE RECORD, 123(12), 67–96. https://doi.org/10.1177/01614681211070871

Outlaw, J. K., & Grifenhagen, J. F. (2021). Supporting Novice K-2 Teachers' Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools. LITERACY RESEARCH AND INSTRUCTION, 60(3), 242–263. https://doi.org/10.1080/19388071.2020.1822474

Manfra, M. M. G. (2021). Action research for classrooms, schools, and communities. Thousand Oaks, California: SAGE Publications, Inc.

Sztajn, P., Heck, D., & Malzahn, K. (2021). Activating math talk : 11 purposeful techniques for your elementary students. Thousand Oaks, California: Corwin.

Eseryel, U. Y., Jiang, D., & Eseryel, D. (2021). NEW FINDINGS ON STUDENT MULTITASKING WITH MOBILE DEVICES AND STUDENT SUCCESS. JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-INNOVATIONS IN PRACTICE, 20, 21–35. https://doi.org/10.28945/4723

Relyea, J. E., Zhang, J., Wong, S. S., Samuelson, C., & Wui, M. G. L. (2021, December 23). Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms. JOURNAL OF EDUCATIONAL RESEARCH, Vol. 12. https://doi.org/10.1080/00220671.2021.2022584

Byrd, C. M., & Legette, K. B. (2021, December 23). School Ethnic-Racial Socialization and Adolescent Ethnic-Racial Identity. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY, Vol. 12. https://doi.org/10.1037/cdp0000449

Manfra, M. M. G., Hammond, T. C., & Coven, R. M. (2021, December 16). Assessing computational thinking in the social studies. THEORY AND RESEARCH IN SOCIAL EDUCATION, Vol. 12. https://doi.org/10.1080/00933104.2021.2003276

Gonzalez, M., Barker, A., Clarke, M., & Byrd, C. M. (2021). Examining the Knowledge, Skills, and Dispositions of 4-H Professionals Related to LGBTQ+ Youth. Journal of Youth Development, 16(5), 193–211. https://doi.org/10.5195/jyd.2021.1096

Saleem, F., & Byrd, C. M. (2021). Unpacking school ethnic-racial socialization: A new conceptual model. Journal of Social Issues, 77(4), 1106–1125. https://doi.org/10.1111/josi.12498

Wui, M. G. L., Zhang, J., Relyea, J. E., Wong, S. S., & Nam, R. (2021, November 18). The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom. APPLIED DEVELOPMENTAL SCIENCE, Vol. 12. https://doi.org/10.1080/10888691.2021.2007769

Grifenhagen, J. F., & Dickinson, D. K. (2021, December 12). Preparing pre-service early childhood teachers to support child language support. JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION, Vol. 12. https://doi.org/10.1080/10901027.2021.2015491

Pearson, J. N., Stewart-Ginsburg, J. H., Malone, K., & Harris, J. R. A. (2021, November 29). Faith and FACES: Black Parents' Perceptions of Autism, Faith, and Coping. EXCEPTIONAL CHILDREN. https://doi.org/10.1177/00144029211034152

Smith, A., Boulden, D., Mott, B., Hubbard-Cheuoua, A., Minogue, J., Oliver, K., & Ringstaff, C. (2021). Supporting Interactive Storytelling with Block-Based Narrative Programming. In Interactive Storytelling (pp. 416–424). https://doi.org/10.1007/978-3-030-92300-6_41

Charalambous, C. Y., Praetorius, A.-K., Sammons, P., Walkowiak, T., Jentsch, A., & Kyriakides, L. (2021). Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions. STUDIES IN EDUCATIONAL EVALUATION, 71. https://doi.org/10.1016/j.stueduc.2021.101092

Lambert, M. C., Katsiyannis, A., Epstein, M. H., & Cullinan, D. (2021, October 26). An Initial Study of the Emotional and Behavioral Characteristics of Black Students School Identified as Emotionally Disturbed. BEHAVIORAL DISORDERS. https://doi.org/10.1177/01987429211038022

Alston, C. L., Monte-Sano, C., Schleppegrell, M. J., & Harn, K. (2021). Teaching models of disciplinary argumentation in middle school social studies: A framework for supporting writing development. Journal of Writing Research, 13(2), 285–321. https://doi.org/10.17239/jowr-2021.13.02.04

Byrd, C. M. (2021, July). Development of Critical Consciousness Competencies in Diversity Courses. Presented at the 6th Biennial American Psychological Association (APA) Division 45 Research Conference, (Virtual).

Byrd, C. M. (2021). Cycles of development in learning about identities, diversity, and equity. Cultural Diversity and Ethnic Minority Psychology, 7. https://doi.org/10.1037/cdp0000389

Davis, D., Samuelson, C., Griefenhagen, J., Delaco, R., & Relyea, J. (2021). Getting KnERDI with language: Examining teachers’ knowledge for Enhancing Reading Development in Code-Based and Meaning-Based Domains. Reading Research Quarterly, 57(3 (Jul/Aug/Sep 2022), 781–804. https://doi.org/10.1002/rrq.445

Carter, R. G., Mundorff, K., Risien, J., Bouwma-Gearhart, J., Bratsch-Prince, D., Brown, S. A., … Van Egeren, L. (2021, September 17). Innovation, entrepreneurship, promotion, and tenure. SCIENCE, Vol. 373, pp. 1312-+. https://doi.org/10.1126/science.abj2098

Wiseman, A. M., Turner, J. D., & Cappello, M. (2021, September 30). "I Drew Myself Right There": third grade girls restorying for visual justice. ENGLISH TEACHING-PRACTICE AND CRITIQUE, Vol. 9. https://doi.org/10.1108/ETPC-07-2020-0071

Drake, T. A., & Corley, R. (2021). "How principals affect students and schools": Exploring the Implications for Principal Preparation. Presented at the Wallace Foundation’s University Principal Preparation Initiative PLC.

Drake, T. A. (2021). “We Have All the Data in One Place”: Examining Principals’ Use of a Data Warehouse During an Academic School Year. NASSP Bulletin, 105(2), 84–110. https://doi.org/10.1177/01926365211015311

DeIaco, R., Samuelson, C., Grifenhagen, J., Davis, D. S., & Kosanovich, M. (2021). Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction. Literacy Research and Instruction, 5, 1–28. https://doi.org/10.1080/19388071.2021.1921889

Lee, H. S., & Harrison, T. (2021). Trends in Teaching Advanced Placement Statistics: Results from a National Survey. Journal of Statistics and Data Science Education, 29(3), 317–327. https://doi.org/10.1080/26939169.2021.1965509

Goodwin, A. L., Lee, C. C., & Pratt, S. (2021, September 4). The poetic humanity of teacher education: holistic mentoring for beginning teachers. PROFESSIONAL DEVELOPMENT IN EDUCATION, Vol. 9. https://doi.org/10.1080/19415257.2021.1973067

Holmes, C., & McAvoy, P. (2021, September 10). Hard questions: Learning to teach controversial issues. THEORY AND RESEARCH IN SOCIAL EDUCATION, Vol. 9. https://doi.org/10.1080/00933104.2021.1975446

Allen, K.-A., Gray, D. L. L., Baumeister, R. F., & Leary, M. R. (2021, August 31). The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct. EDUCATIONAL PSYCHOLOGY REVIEW. https://doi.org/10.1007/s10648-021-09633-6

Lee, C. C., Dufresne, K., & Relyea, J. E. (2021, April). They are Doers: Writing to advocate with immigrant youth in community-based organizations. Presented at the American Education Research Association (AREA) Annual Meeting.

Relyea, J. E. (2021, February). A Randomized Controlled Trial of Early Content Literacy Intervention: Replication and Extension. Presented at the Developmental Lunchtime Talk, Department of Psychology, University of Pittsburgh, Pittsburgh, PA.

Relyea, J. E. (2021, March). Community Engagement for Online Afterschool Literacy Tutoring Program. Presented at the Office of Outreach and Engagement, NC State University, Raleigh, NC.

Relyea, J. E. (2021, April). Correlational Designs and Analyses in Literacy Research. Presented at the ECI 803 Advanced Literacy Seminar, College of Education, NC State University, Raleigh, NC.

Relyea, J. E., & Sztajn, P. (2021, August). Building a Bridge to Math Academic Vocabulary for K-5 Multilingual Students. Presented at the 2021 Math Summit, College of Education, NC State University, Raleigh, NC.

Kim, J. S., Burkhauser, B., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., … McIntyre, J. (2021, September 26). Transfer effects of an elementary grade content literacy intervention on second graders’ science content reading comprehension: A cluster randomized controlled trial. Presented at the Society for Research on Educational Effectiveness (SREE) 2021 Conference, Arlington, VA.

Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. S. (2021, September 26). Bridging human and machine scoring in experimental assessments of writing: Tools, tips, and lessons learned from a field trial in education. Presented at the Society for Research on Educational Effectiveness (SREE) 2021 Conference, Arlington, VA.

Rutherford, T., Liu, A. S., & Wagemaker, M. (2021). "I Chose Math Because ... ": Cognitive interviews of a motivation measure ... CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 66. https://doi.org/10.1016/j.cedpsych.2021.101992

Karamarkovich, S. M., & Rutherford, T. (2021). Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 66. https://doi.org/10.1016/j.cedpsych.2021.101996

Lambert, M. C., Katsiyannis, A., Epstein, M. H., Cullinan, D., & Sointu, E. (2021, August 16). Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition. BEHAVIORAL DISORDERS. https://doi.org/10.1177/01987429211033567

Jiang, S., Tatar, C., Huang, X., Sung, S. H., & Xie, C. (2021, August 5). Augmented Reality in Science Laboratories: Investigating High School Students' Navigation Patterns and Their Effects on Learning Performance. JOURNAL OF EDUCATIONAL COMPUTING RESEARCH. https://doi.org/10.1177/07356331211038764

McAvoy, P., Hunt, T., Culbertson, M. J., McCleary, K. S., DeMeuse, R. J., & Hess, D. E. (2021, July 31). Measuring student discussion engagement in the college classroom: a scale validation study. STUDIES IN HIGHER EDUCATION. https://doi.org/10.1080/03075079.2021.1960302

Vandenberg, J., Zakaria, Z., Tsan, J., Iwanski, A., Lynch, C., Boyer, K. E., & Wiebe, E. (2021, August 7). Prompting collaborative and exploratory discourse: An epistemic network analysis study. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. https://doi.org/10.1007/s11412-021-09349-3

Mills, B., & Sabornie, E. (2021, July 3). Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, Vol. 7. https://doi.org/10.1080/1034912X.2021.1947475

Grifenhagen, J. F., Carrier, S. J., Scharen, D. R., & Fiocca, S. J. (2021, July 1). Touch-Talk-Text: Science Practices and Language for Reading Comprehension. READING TEACHER, Vol. 7. https://doi.org/10.1002/trtr.2033

Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2021, July 9). Special educators' knowledge of student mathematical thinking. JOURNAL OF MATHEMATICS TEACHER EDUCATION, Vol. 7. https://doi.org/10.1007/s10857-021-09508-1

Mulvey, K. L., Joy, A., Caslin, M., Orcutt, D., Eseryel, D., & Katti, M. (2021, June 22). Forests After Florence: an informal community-engaged STEM research project promotes STEM identity in disaster-impacted students. RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, Vol. 6. https://doi.org/10.1080/02635143.2021.1944077

Pearson, J. N., & Meadan, H. (2021). FACES: An Advocacy Intervention for African American Parents of Children With Autism. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES, 59(2), 155–171. https://doi.org/10.1352/1934-9556-59.2.155

Marshall, S. A., & Buenrostro, P. M. (2021, June 4). What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective. JOURNAL OF TEACHER EDUCATION, Vol. 6. https://doi.org/10.1177/00224871211019024

Pesout, O., & Nietfeld, J. L. (2021). How creative am I?: Examining judgments and predictors of creative performance. THINKING SKILLS AND CREATIVITY, 40. https://doi.org/10.1016/j.tsc.2021.100836

Crandall, R. E., Dahl, L. S., Rockenbach, A. N., & Mayhew, M. J. (2021, May 19). Interfaith Experiences and Their Relationship with Heterosexual Collegians' Attitudes toward Lesbian, Gay, and Bisexual People. JOURNAL OF HOMOSEXUALITY. https://doi.org/10.1080/00918369.2021.1921510

Litke, E., Boston, M., & Walkowiak, T. A. (2021). Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality. STUDIES IN EDUCATIONAL EVALUATION, 68. https://doi.org/10.1016/j.stueduc.2020.100956

Lambert, M. C., Cullinan, D., Epstein, M. H., & Martin, J. (2021, May 8). Factor Structure of the Scales for Assessing Emotional Disturbance: 3 Rating Scale for Students Identified With Emotional Disturbance. BEHAVIORAL DISORDERS. https://doi.org/10.1177/01987429211012328

Spires, H., Himes, M., Lee, C. C., & Gambino, A. (2021). "We Are the Future": Critical Inquiry and Social Action in the Classroom. JOURNAL OF LITERACY RESEARCH, 53(2), 219–241. https://doi.org/10.1177/1086296X211009283

Thomson, M. M., Gray, D. L., Walkowiak, T. A., & Alnizami, R. (2021, May 20). Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge. JOURNAL OF TEACHER EDUCATION, Vol. 5. https://doi.org/10.1177/00224871211014128

Johnston, K. C., Omogun, L., & Lee, C. C. (2021). From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom. JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 35(2), 215–230. https://doi.org/10.1080/02568543.2021.1880992

Kim, J. S., Relyea, J. E., Burkhauser, M. A., Scherer, E., & Rich, P. (2021). Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication. Educational Psychology Review, 33(4), 1935–1964. https://doi.org/10.1007/s10648-021-09609-6

Hollebrands, K., McCulloch, A. W., & Okumus, S. (2021). Correction to: High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations. Digital Experiences in Mathematics Education, 7(2), 337–337. https://doi.org/10.1007/s40751-021-00089-5

Rutherford, T., Karamarkovich, S. M., Xu, D., Tate, T. P., Sato, B., Baker, R. B., & Warschauer, M. (2021). Profiles of Instructor Responses to Emergency Distance Learning. ONLINE LEARNING, 25(1), 86–114. https://doi.org/10.24059/olj.v25i1.2472

Lee, C. C., Dufresne, K. V., & Relyea, J. E. (2021). “They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations. Journal of Adolescent & Adult Literacy, 64(5), 497–509. https://doi.org/10.1002/jaal.1131

Fitzgerald, J., Elmore, J., & Relyea, J. E. (2021). Academic Vocabulary Networks Matter for Students’ Disciplinary Learning. The Reading Teacher, 74(5), 569–579. https://doi.org/10.1002/trtr.1976

Boulden, D. C., Rachmatullah, A., Oliver, K. M., & Wiebe, E. (2021). Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT. EDUCATION AND INFORMATION TECHNOLOGIES, 26(4), 4663–4689. https://doi.org/10.1007/s10639-021-10487-2

Lambert, M. C., Martin, J., Epstein, M. H., & Cullinan, D. (2021). Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students. JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS, 29(4), 252–260. https://doi.org/10.1177/1063426620988658

Hollebrands, K., McCulloch, A. W., & Okumus, S. (2021). High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-021-00085-9

Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2021). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology, 113(1), 3–26. https://doi.org/10.1037/edu0000465

Falter, M. M., Lee, C. C., & Alston, C. L. (2021, January). Anti-Racist Teaching Session. Presented at the Duke Anti-Racist Pedagogy Group, Duke English PhD program.

Hollebrands, K., West, H., Elrod, E., & Faulkner, V. (2021). Considering Connections Across Research Questions, Data, Methods, and Claims. Mathematics Teacher Educator, 9(2), 91–93. https://doi.org/10.5951/mte.2020.0084

Alston, C., & Danielson, K. A. (2021). Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies. LITERACY RESEARCH AND INSTRUCTION, 60(3), 199–219. https://doi.org/10.1080/19388071.2020.1822475

Egalite, A. J., & Mills, J. N. (2021). Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana. EDUCATION FINANCE AND POLICY, 16(1), 66–91. https://doi.org/10.1162/edfp_a_00286

Lambert, M. C., Garcia, A. G., Epstein, M. H., Cullinan, D., & Martin, J. D. (2021). [Review of A Review of the Research on the Scales for Assessing Emotional Disturbance: Screener]. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 37(1), 43–68. https://doi.org/10.1080/15377903.2020.1780659

Lambert, M. C., Martin, J., Epstein, M. H., Cullinan, D., & Katsiyannis, A. (2021). Differential item functioning of the Scales for Assessing Emotional Disturbance-3 for White and African American students. PSYCHOLOGY IN THE SCHOOLS, 58(3), 553–568. https://doi.org/10.1002/pits.22463

Manfra, M. M. G., & Greiner, J. A. (2021). Integrating the C3 Framework in the social studies: an action research study. Social Studies Research and Practice, 16(1), 28–42. https://doi.org/10.1108/SSRP-06-2020-0022

Kahn, J., & Jiang, S. (2021). Learning with large, complex data and visualizations: youth data wrangling in modeling family migration. LEARNING MEDIA AND TECHNOLOGY, 46(2), 128–143. https://doi.org/10.1080/17439884.2020.1826962

Woodard, V., & Lee, H. (2021). How Students Use Statistical Computing in Problem Solving. Journal of Statistics and Data Science Education, 29(sup1), S145–S156. https://doi.org/10.1080/10691898.2020.1847007

Fitzgerald, J., Relyea, J. E., Elmore, J., & Hiebert, E. H. (2021). Has the Presence of First-Grade Core Reading Program Academic Vocabulary Changed Across Six Decades? READING RESEARCH QUARTERLY, 56(4), 737–759. https://doi.org/10.1002/rrq.329

Marshall, P. L., Norris, K. E. L., & Baker, A. (2021). Toward people-to-people understandings in short-term international travel: critical race reflections on four encounters in Cuba. INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION, 34(7), 627–644. https://doi.org/10.1080/09518398.2020.1783014

Cryer-Coupet, Q. R., Wiseman, A. M., Atkinson, A. A., Gibson, S., & Hoo, A. M. (2021). Teaching Note-Drawn Together: Collaboration Between Social Work and Education to Address Family Trauma. JOURNAL OF SOCIAL WORK EDUCATION, 57(4), 817–824. https://doi.org/10.1080/10437797.2020.1764890

Lee, C. C., Falter, M. M., & Schoonover, N. R. (2021). Encountering the Affective in Latino Immigrant Youth Narratives. READING RESEARCH QUARTERLY, 56(2), 273–292. https://doi.org/10.1002/rrq.316

Pesout, O., & Nietfeld, J. (2021). The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context. JOURNAL OF EXPERIMENTAL EDUCATION, 89(2), 237–258. https://doi.org/10.1080/00220973.2020.1751577

Roegman, R., Reagan, E., Goodwin, A. L., Lee, C. C., & Vernikoff, L. (2021). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION, 34(2), 145–167. https://doi.org/10.1080/09518398.2020.1735557

Oliver, K. M., Houchins, J. K., Moore, R. L., & Wang, C. (2021). Informing Makerspace Outcomes Through a Linguistic Analysis of Written and Video-Recorded Project Assessments. International Journal of Science and Mathematics Education, 19(2), 333–354. https://doi.org/10.1007/s10763-020-10060-2