Education - 2013

de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Preparing mainstream teachers for CLD students: Enhancing the knowledge and skills that teachers of CLDs must have. Theory into Practice Journal, 52(2), 89–97.

Coady, M. R., & Tsehelska, M. (2013). 21st Century EFL: Enhancing the Communicative Approach. Humanising Language Teaching, 15(5).

Coady, M. R. (2013). Using families’ ways of knowing to enhance student learning. In E. Amatea (Ed.), Building culturally-responsive family-school partnerships: from theory to practice (2nd ed., pp. 227–245). Pearson.

Coady, M. R., & Jo, A. (2013). Facilitator’s guide to instructional videos: Preparing mainstream teachers for English language learners. Project DELTA Facilitator Guide and two instructional videos (75 minutes [Project DELTA Facilitator Guide and two instructional videos]. Gainesville, FL: UF College of Journalism and Communications.

Coady, M. R. (2013). Ofelia B. Miramontes, Adel Nadeau, and Nancy L. Commins: Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (2nd ed.) [Review of Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs, by O. B. Miramontes, A. Nadeau, & N. L. Commins]. Language Policy, 13(3), 267–269. https://doi.org/10.1007/s10993-013-9281-z

Hunt, J. H., & Vasquez, E., III. (2013). Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability. The Journal of Special Education, 48(3), 180–190. https://doi.org/10.1177/0022466912474102

Hunt, J. H., Powell, S., Little, M. E., & Mike, A. (2013). The Effects of E-Mentoring on Beginning Teacher Competencies and Perceptions. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36(4), 286–297. https://doi.org/10.1177/0888406413502734

Hunt, J. H., & Vasquez, E. (2013). Corrigendum to Effects of ratio strategies intervention on knowledge of ratio equivalence for students with learning disability (The Journal of Special Education, 10.1177/0022466912474102). Journal of Special Education, 47(3), 197. https://doi.org/10.1177/0022466913506695

Tutty, J. I., & Martin, F. (2013). Effects of self-regulatory status and practice type on student performance in the mobile learning environment. 19th Annual Sloan Consortium International Conference on Online Learning. Presented at the 19th Annual Sloan Consortium International Conference on Online Learning, Orlando, FL.

Pastore, R., & Martin, F. (2013). Designing and developing mobile based instruction: A designers Perspective. Design and Technology Education, 18(3), 61–72.

Martin, F., & Whitmer, J. (2013). Using learning analytics to study adaptive learning. Global Learning Technologies Conference. Presented at the Global Learning Technologies Conference, Wilmington, NC.

Martin, F., & Whitmer, J. (2013). Using learning analytics to predict student success in online learning. Association of Educational Communications and Technology Conference. Presented at the Association of Educational Communications and Technology Conference, Anaheim, CA.

Ritzhaupt, A., & Martin, F. (2013). Development and validation of the educational technologist multimedia competencies survey. Association of Educational Communications and Technology Conference. Presented at the Association of Educational Communications and Technology Conference, Anaheim, CA.

Curry, J., Betrus, A., & Martin, F. (2013). Development on the cheap: Free/inexpensive alternatives in multimedia production. Association of Educational Communications and Technology Conference. Presented at the Association of Educational Communications and Technology Conference, Anaheim, CA.

Martin, F. (2013). Using learning analytics to predict student success in online learning. Education Informatics. Presented at the Education Informatics, Mysore, India.

Ritzhaupt, A. D., & Martin, F. (2013). Development and validation of the educational technologist multimedia competencies survey. American Educational Research Association. Presented at the American Educational Research Association, San Francisco, CA.

Martin, F., & Parker, M. A. (2013). Use of synchronous virtual classrooms: Why, who and how? North Carolina Association for Research in Education. Presented at the North Carolina Association for Research in Education, Wilmington, NC.

Martin, F., & Ertzberger, J. (2013). Here and now mobile learning. An experimental study on the use of mobile technology. North Carolina Association for Research in Education. Presented at the North Carolina Association for Research in Education, Wilmington, NC.

Moallem, M., Pastore, R., & Martin, F. (2013). Interaction in online learning: A comparative study on the impact of communication tools on student learning, motivation, self-regulation, and satisfaction. Society for Information Technology & Teacher Education International Conference, 2286–2306. Association for the Advancement of Computing in Education (AACE).

Martin, F., Hoskins, O. J., Brooks, R., & Bennett, T. (2013). Development of an interactive multimedia instructional module. Journal of Applied Instructional Design, 3(3), 5–17.

Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers and Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021

Martin, F., Parker, M., & Allred, B. (2013). A case study on the adoption and use of synchronous virtual classrooms. Electronic Journal of e-Learning, 11(2), 124–138. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84878990166&partnerID=MN8TOARS

Bennett, T., & Martin, F. (2013). Use of apple ipads in K-6 math and science classrooms. In Cases on Educational Technology Implementation for Facilitating Learning (pp. 177–192). https://doi.org/10.4018/978-1-4666-3676-7.ch011

Oyarzun, B., & Martin, F. (2013). A case study on multi-modal course delivery and social learning opportunities. Bulletin of the Technical Committee on Learning Technology, Vol. 15, pp. 25–28. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84898996791&partnerID=MN8TOARS

Lee, H. S. (2013). Quantitative reasoning in a digital world: Laying the pebbles for future research frontiers. In R. L. Mayes & L. L. Hatfield (Eds.), Quantitative Reasoning in Mathematics and Science Education: Papers from an International STEM Research Symposium, WISDOM e Monograph #3 (pp. 65–82). Laramie, Wyoming: University of Wyoming College of Education.

Manfra, M. M. (2013). Grand challenges: Nanotechnology and the social studies. Social Education, 77(2), 95–98.

Pulis, T., & Lee, H. S. (2013). High school mathematics teachers’ statistical question posing. In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 365–368).

Lee, H. S., Doerr, H. M., Arleback, J. B., & Pulis, T. (2013). Collaborative design work of teacher educators: A case from statistics. In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 357–364).

Byrd, C. M., & Chavous, T. (2013, March). Racial identity-context congruence in predominantly White and predominantly Black settings. Poster presented at the Society for Research on Child Development Biennial Meeting, Seattle, Washington.

Byrd, C. M. (2013, April). African American adolescents’ experience of their school racial climate: Implications for achievement motivation processes. Presented at the Racial Context of Schooling: Implications for Academic Achievement and Psychological Adaptation among Diverse Ethnic Minority Youth, Society for Research in Child Development Biennial Meeting, Seattle, Washington.

Byrd, C. M., & Chavous, T. (2013, April). Racial identity-context congruence in predominantly White and predominantly Black settings. Presented at the Identity and Academic Motivation: Mapping Conceptual and Empirical Boundaries of an Emerging Domain, American Educational Research Association, San Francisco, California.

Byrd, C. M., & Carter Andrews, D. J. (2013, August). Variations in Perceived Sources and Reasons for Discrimination: A Cluster Analysis. Presented at the American Psychological Association's 121st Annual Convention, Honolulu, Hawaii.

Byrd, C. M., & Carter Andrews, D. J. (2013, November). Hearing Students’ Voices about Multicultural Education Practices. Presented at the National Association of Multicultural Education, Oakland, California.

Drake, T. A. (2013, March). The Effect of Linguistic Isolation on Language Minority Student Achievement in High School. Presented at the American Educational Finance and Policy Conference, New Orleans, LA.

Torre, D., Drake, T. A., & Preston, C. (2013, April). Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success. Presented at the American Educational Research Association, San Francisco, CA.

Flores, S. M., & Drake, T. A. (2013, April). Does English language Learner (ELL) Identification Predict College Remediation Entry? A Comparison With Non-ELL Peers. Presented at the American Educational Research Association, San Francisco, CA.

Relyea, J. E. (2013, September). The History of Korea and Korean Language. Presented at the Department of Asian Studies, University of North Carolina-Chapel Hill, Chapel Hill, NC.

DeCuir-Gunby, J. T., & Taliaferro, J. D. (2013). The impact of school resegregation on the racial identity development of African American students: The example of Wake County. In J. K. Donnor & A. D. Dixson (Eds.), The Resegregation of School: Education and Race in the 21st Century (pp. 139–163). NY: Routledge.

DeCuir-Gunby, J. T., & Walker-DeVose, D. C. (2013, April). Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education. Presented at the American Educational Research Association annual meeting, San Francisco, CA.

Casstevens, W. J., Taliaferro, J. D., & DeCuir-Gunby, J. T. (2013, May). Working with African American clients using narrative therapy: An operational citizenship/critical race theory framework. Presented at the Ninth International Congress of Qualitative Inquiry, Champaign-Urbana, Illinois.

Grant, C., & DeCuir-Gunby, J. T. (2013, April). More than a data point: Engaging voices of women of color from within the STEM academy. Presented at the Keeping Our Faculties of Color Symposium, Minneapolis, MN.

Taliaferro, J. D., Casstevens, W. J., & DeCuir-Gunby, J. T. (2013). Working with African American families using narrative therapy: An operational citizenship and critical race theory framework. The International Journal of Narrative Therapy and Community Work, 1, 34–45.

Wilson, P. H., Sztajn, P., Edgington, C., Meyers, M., & DeCuir-Gunby, J. T. (2013, July). Learning trajectories and student-centered teaching practices. Presented at the Thirty-Seventh Annual Meeting of the Psychology of Mathematics Education, Kiel, Germany.

Davis, D. S. (2013). What fifth-grade students reveal about their literacies by writing and telling narratives. Reading Horizons, 52(2), 121–141.

Lee, J. K., Manfra, M. M., & List, J. S. (2013). Things said and done: Using digital tools to enhance historical memory. In T. Lintner (Ed.), Integrative strategies for the K-12 social studies classroom (pp. 191–208). Charlotte, NC: Information Age Press.

Oliver, K., Pritchard, R., & Watson, T. (2013). Teachers abroad: Integrating writing and technology. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3532–3539). Chesapeake, VA: AACE.

Oliver, K., & Townsend, L. (2013). Preparing teachers for technology integration: Programs, competencies, and factors from the literature. National Teacher Education Journal, 6(3), 41–60.

Walkowiak, T. A. (2013). Final Report for Project GEMS: NC QUEST [Final Report].

Flores, C., Duarte, C., & Sztajn, P. (2013). Contemporary Mathematics Education: New Approaches, New Objects. Revista Alexandria: Journal of Science and Technology Education, 6(1). Retrieved from http://alexandria.ppgect.ufsc.br/en

Taliaferro, J. D., & DeCuir-Gunby, J. T. (2013). "Being an only”: The experience of a gifted African American students in an elite scholarship program. In T. C. Grantham, M. F. T. Scott, & D. A. Harmon (Eds.), Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools (pp. 157–164). Waco, TX: Prufrock Press Inc.

New assessments for new standards: The potential transformation of mathematics education and its research implications. (2013). Journal for Research in Mathematics Education, 44(2), 340–352. https://doi.org/10.5951/jresematheduc.44.2.0340

McCulloch, A. W., Marshall, P. L., DeCuir-Gunby, J. T., & Caldwell, T. S. (2013). Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners. School Science and Mathematics, 113(8), 380–389. https://doi.org/10.1111/ssm.12041

Marshall, P. L., DeCuir-Gunby, J. T., & McCulloch, A. W. (2013). In Search of Professional Dispositions that Yield Cultural Relevance in Primary Grade Pedagogy: A Cautionary Tale of One Kindergarten Teacher. Journal of Praxis in Multicultural Education. https://doi.org/10.9741/2161-2978.1046

DeCuir-Gunby, J. T., Grant, C., & Gregory, B. B. (2013). EXPLORING CAREER TRAJECTORIES FOR WOMEN OF COLOR IN ENGINEERING: THE EXPERIENCES OF AFRICAN AMERICAN AND LATINA ENGINEERING PROFESSORS. Journal of Women and Minorities in Science and Engineering, 19(3), 209–225. https://doi.org/10.1615/jwomenminorscieneng.2013005769

Thomson, M. M. (2013). Elementary teachers’ values and expectancies: reflections on professional experiences. Professional Development in Education, 39(3), 438–440. https://doi.org/10.1080/19415257.2012.683487

Dove, A., & Hollenbrands, K. (2013). Teachers’ scaffolding of students’ learning of geometry while using a dynamic geometry program. International Journal of Mathematical Education in Science and Technology, 45(5), 668–681. https://doi.org/10.1080/0020739x.2013.868540

Falter, M. M. (2013). “You're Wearing Kurt's Necklace!” Journal of Adolescent & Adult Literacy, 57(4), 289–297. https://doi.org/10.1002/JAAL.243

Marshall, P. L. (2013). Moodle as a Data Portal in a Study of Cultural Relevance in K–2 Mathematics. The Educational Forum, 77(3), 277–287. https://doi.org/10.1080/00131725.2013.792905

Page, S., Charland, M., Scott, A., & Spires, H. (2013). Embracing project-based learning with emerging technologies in the multi-age classroom. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of education: Innovative and successful practices for student engagement, empowerment and motivation. Lanham, Maryland: Rowman & Littlefield.

Spires, H., Hervey, L., & Watson, T. (2013). Scaffolding the TPACK framework in reading and language arts: New literacies, new minds. In C. A. Young & S. Kajder (Eds.), Research on technology in English education (pp. 33–61). Charlotte, NC: Information Age Publishing.

Manfra, M., & Spires, H. (2013). Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program. Contemporary Issues in Technology and Teacher Education, 13(4), 386–418. Retrieved from http://www.citejournal.org/vol13/iss4/general/article1.cfm

McIntyre, E., Lowe, R., & Walkowiak, T. A. (2013). Project ATOMS [Annual Report]. Virginia: National Science Foundation.

McIntyre, E., Walkowiak, T. A., Thomson, M., Carrier, S., Lee, C., Grieve, E., … DiFrancesca, D. (2013). A STEM-focused elementary teacher preparation program: Student and alumni perceptions. Teacher Education and Practice, 26(4), 670–687. Retrieved from https://eric.ed.gov/?id=EJ1044928

Walkowiak, T. A., & Lee, C. W. (2013). The development of mathematical knowledge in a STEM-focused elementary teacher preparation program. In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 897–900). Chicago, IL: University of Illinois at Chicago.

Walkowiak, T. A. (2013). Project GEMS: NC QUEST [Progress Report].

Fitzgerald, J., & Relyea, J. E. (2013). Bilingual education programs and student achievement. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 285–288). New York, NY: Routledge.

Egalite, A. J. (2013). Response to John Merrifield's Comment, “Can We Reasonably Assess ‘Productivity of Market-Based Educational Reforms’?” Journal of School Choice, 7(4), 468–470. https://doi.org/10.1080/15582159.2013.837764

Egalite, A. J. (2013). Measuring Competitive Effects From School Voucher Programs: A Systematic Review. Journal of School Choice, 7(4), 443–464. https://doi.org/10.1080/15582159.2013.837759

Sztajn, P., Marrongelle, K., & Smith, M. (2013). Providing professional development at scale: Recommendations from research to practice. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Kiel, Germany: PME.

Wilson, P. H., Sztajn, P., Edgington, C., Myers, M., & DeCuir-Gunby, J. (2013). Learning trajectories and student-centered teaching practices. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 409–416). Kiel, Germany: PME.

Sztajn, P., Wilson, P. H., Edgington, C., Myers, M., & Dick, L. (2013). Using design experiments to conduct research on mathematics professional development. Revista Alexandria: Journal of Science and Technology Education, 6(1), 9–34.

Sztajn, P. (2013). Mathematics professional development researchers as stakeholders. Sisyphus Journal of Education, 1(3), 246–269.

Manfra, M. M. G., & Bullock, D. K. (2013). Action Research for Educational Communications and Technology. In Handbook of Research on Educational Communications and Technology (pp. 161–172). https://doi.org/10.1007/978-1-4614-3185-5_14

McAvoy, P., & Hess, D. (2013). Classroom Deliberation in an Era of Political Polarization. Curriculum Inquiry, 43(1), 14–47. https://doi.org/10.1111/curi.12000

McAvoy, P. (2013). The Aims of Sex Education: Demoting Autonomy and Promoting Mutuality. Educational Theory, 63(5), 483–496. https://doi.org/10.1111/edth.12036

Thomson, M. M., & McIntyre, E. (2013). Prospective teachers’ goal orientation: an examination of different teachers’ typologies with respect to motivations and beliefs about teaching. Teacher Development, 17(4), 409–430. https://doi.org/10.1080/13664530.2013.804001

Thomson, M. M., & Gregory, B. (2013). Elementary Teachers' Classroom Practices and Beliefs in Relation to US Science Education Reform: Reflections from within. International Journal of Science Education, 35(11), 1800–1823. https://doi.org/10.1080/09500693.2013.791956

Carrier, S. J., Tugurian, L. P., & Thomson, M. M. (2013). Elementary Science Indoors and Out: Teachers, Time, and Testing. Research in Science Education, 43(5), 2059–2083. https://doi.org/10.1007/S11165-012-9347-5

Davis, D. S. (2013). Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature. Review of Education, 1(2), 194–224. https://doi.org/10.1002/rev3.3005

Davis, D. S. (2013). Context and Implications Document for: Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature. Review of Education, 1(2), 225–227. https://doi.org/10.1002/rev3.3010

Whicker, S. A., Narayan, A. P., McGann, K. A., & Bartlett, J. E., II. (2013). Do You See What I See? The Use of Guided Reflection to Enhance Resident Self-Assessment. Academic Pediatrics, 13(4), e4–e5. https://doi.org/10.1016/J.ACAP.2013.05.012

Shores, L. R., & Nietfeld, J. L. (2013). Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective. In Lecture Notes in Computer Science (pp. 696–699). https://doi.org/10.1007/978-3-642-39112-5_91

Pritchard, R. J., Oliver, K. M., & Morrow, D. (2013). Promoting Writing through Technology during Study Abroad. The International Journal of Literacies, 19(3), 201–214. https://doi.org/10.18848/2327-0136/cgp/v19i03/48793

Walkowiak, T. A., Berry, R. Q., Meyer, J. P., Rimm-Kaufman, S. E., & Ottmar, E. R. (2013). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability. Educational Studies in Mathematics, 85(1), 109–128. https://doi.org/10.1007/s10649-013-9499-x

Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Towards innovation in complex problem solving research: An introduction to the special issue. Educational Technology Research and Development, 61(3), 359–363. https://doi.org/10.1007/s11423-013-9299-0

Ifenthaler, D., & Eseryel, D. (2013). Facilitating complex learning by mobile augmented reality learning environments. . In R. Huang, J. M. Spector, & K. (Eds.), Reshaping learning: The frontiers of learning technologies in a global context (pp. 415–438). New York: Springer.

Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Validation study of a method for assessing complex ill-structured problem solving by using causal representations. Educational Technology Research and Development, 61(3), 443–463. https://doi.org/10.1007/s11423-013-9297-2

Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2013). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology and Society, 17(1), 42–53. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84878111924&partnerID=MN8TOARS

Eseryel, U. Y., & Eseryel, D. (2013). Action-embedded transformational leadership in self-managing global information systems development teams. Journal of Strategic Information Systems, 22(2), 103–120. https://doi.org/10.1016/j.jsis.2013.02.001

Myers, M., Edgington, C., Wilson, P. H., & Sztajn, P. (2013). Teachers' Positioning of Students in Relation to Ability/Achievement in a Professional Development Setting. Retrieved from https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED584600&site=ehost-live&scope=site

Starling, T., Trocki, A., & Sztajn, P. (2013). Mathematics Professional Development: Examining Facilitation and Discourse. Retrieved from https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED584604&site=ehost-live&scope=site

Wilson, P. H., Sztajn, P., & Edgington, C. (2013). Designing Professional Learning Tasks for Mathematics Learning Trajectories. PNA, 7(4), 135–143. Retrieved from https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1057191&site=ehost-live&scope=site

Young, C. A., & Kajder, S. (Eds.). (2013). Research on technology in English education. Charlotte, N.C.: Information Age Publishing.

Beal, C., & Bolick, C. M. (2013). Teaching social studies in middle and secondary schools. Boston: Pearson Central Pub. Dept.

Hoy, A. W., Davis, H. A., & Anderman, E. M. (2013). Theories of Learning and Teaching in TIP. THEORY INTO PRACTICE, 52, 9–21. https://doi.org/10.1080/00405841.2013.795437

Faulkner, V. N. (2013). Why the Common Core changes math instruction. PHI DELTA KAPPAN, 95(2), 59–63. https://doi.org/10.1177/003172171309500213

Turner, J. C., Gray, D. L. L., Anderman, L. H., Dawson, H. S., & Anderman, E. M. (2013). Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year? CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 38(4), 316–327. https://doi.org/10.1016/j.cedpsych.2013.06.003

Thomson, M. M., & Kaufmann, E. (2013). Elementary teachers' views of their science professional development attendance: An expectancy-value approach. Eurasia Journal of Mathematics Science and Technology Education, 9(1), 45–58. https://doi.org/10.12973/eurasia.2013.915a

Nordness, P. D., Epstein, M. H., & Cullinan, D. (2013). Using Direct Observation to Assist in Eligibility Decisions and Intervention Planning: The Scales for Assessing Emotional Disturbance-2 Observation Form. INTERVENTION IN SCHOOL AND CLINIC, 48(5), 313–318. https://doi.org/10.1177/1053451212454170

Marrongelle, K., Sztajn, P., & Smith, M. (2013). Scaling Up Professional Development in an Era of Common State Standards. JOURNAL OF TEACHER EDUCATION, 64(3), 202–211. https://doi.org/10.1177/0022487112473838

Tarr, J. E., Berry, R. Q., Walker, E. N., Rasmussen, C. L., Hollebrands, K. F., Konold, C., … King, K. (2013). New assessments for new standards: The potential transformation of mathematics education and its research implications. Journal for Research in Mathematics Education, 44(2), 340–352.

Wiseman, A. M. (2013). Summer's End and Sad Goodbyes: Children's Picturebooks About Death and Dying. CHILDRENS LITERATURE IN EDUCATION, 44(1), 1–14. https://doi.org/10.1007/s10583-012-9174-3

Wery, J. J., & Cullinan, D. (2013). State Definitions of Emotional Disturbance. JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS, 21(1), 45–52. https://doi.org/10.1177/1063426611418234

Faulkner, V. N., Crossland, C. L., & Stiff, L. V. (2013). Predicting eighth-grade algebra placement for students with individualized education programs. Exceptional Children, 79(3), 329–345.