Education - 2017

Díaz, B., Bernold, L., González, L. F., & Aizman, A. (2017). STE (A) M: Art, design, and architecture in the formation of engineers at USM. Research in Engineering Education Symposium, 826–834. Research in Engineering Education.

Bernold, L., Liddihn, P., Aizman, A., Díaz, B., & Alarcón, H. (2017). First results from building and guiding student teams for project-based learning in a first-semester STEM class. Research in Engineering Education Symposium, 706–714. Research in Engineering Education Network.

Aizman, A., Bernold, L., Díaz, B., Alarcon, H., Olivares, A., & Mora, C. (2017). Introduction to engineering: A STEM-PBL approach. Research in Engineering Education Symposium, 715–722. Research in Engineering Education Network.

Sondel, B., Koch, J., Carrier, S., & Walkowiak, T. (2017). Toward a theory of teacher education for justice- oriented STEM education. Catalyst: A Social Justice Forum. Retrieved from https://trace.tennessee.edu/catalyst/vol7/iss1/5

Koch, J. G., & Jeffries, M. (2017). Cultivating Culturally Relevant Classrooms. Dialogues: An Interdisciplinary Journal of English Language Teaching and Research. https://doi.org/10.30617/dialogues1.1.7

Coady, M. R., Heffington, D. V., & Marichal, N. (2017). Shifting sands in Florida: Rural perspectives on immigration, education, and undocumented youth under the incoming Trump administration. Berkeley Review in Education.

Harrell-Williams, L. M., Lovett, J. N., Pierce, R. L., Sorto, M. A., Lee, H. S., & Lesser, L. M. (2017). Middle grades SETS instrument: Psychometric comparison of middle and high school pre-service mathematics teachers. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1064–1067). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Hunt, J. H., Silva, J., & Lambert, R. (2017). From Trajectories, deficit, and differences to neurodiversity: The case of Jim. 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), Indianapolis, IN.

Lambert, R., Hunt, J. H., Yeh, C., & Sugita, T. (2017). How neurodiversity can shape research: Rethinking engagement through the participation of students with autism. 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), Indianapolis, IN.

Bundock, K., MacDonald, B., & Hunt, J. H. (2017). Writing to learn mathematics. 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 39th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), Indianapolis, IN.

Hunt, J. H., & Stein, M. K. (2017). Coaching and mathematical goal setting. National Council of Teachers of Mathematics Research. Presented at the National Council of Teachers of Mathematics Research, San Antonio, TX.

Hunt, J. H., & Silva, J. (2017). Unit coordination and partitioning activity of one child with mathematics learning disability: A case study. American Education Research Association. Presented at the American Education Research Association, San Antonio, TX.

Hunt, J. H., Westenskow, A., & Moyer-Packenham, P. (2017). Progressions in fraction partitioning and quantification evidenced by children who experience low achievement in mathematics. American Education Research Association. Presented at the American Education Research Association, San Antonio, TX.

Throndsen, J., MacDonald, B., & Hunt, J. H. (2017). A kindergartener’s reasoning when developing cardinality of number. Australian Primary Mathematics Classroom, 22(2), 21–25.

Martin, F., & Wang, C. (2017). Student perception of facilitation strategies that enhance instructor presence in online courses. 18th International Conference on Teaching. Presented at the 18th International Conference on Teaching, Bangkok, Thailand.

Schaal, S., Kissel, B., Glass, T., & Martin, F. (2017). At the intersection of science, social studies, and writing: A comparative study of location-based learning in German and American undergraduate programs. 23rd German-American Symposium. Presented at the 23rd German-American Symposium, Ludwigsburg, Germany.

Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic review of two decades (1995 to 2014) of research on synchronous online learning. American Educational Research Association. Roundtable presented at the American Educational Research Association, San Antonio, TX.

Martin, F., & Bolliger, D. (2017). Student perceptions on the importance of engagement strategies in the online learning environment. American Educational Research Association. Presented at the American Educational Research Association.

Martin, F., Wang, C., & Sadaf, A. (2017). Being There: Student perception of instructor facilitation strategies in online learning. North Carolina Association for Research in Education. Presented at the North Carolina Association for Research in Education.

Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic Review of two decades (1995 to 2014) of research on synchronous online learning. North Carolina Association for Research in Education. Presented at the North Carolina Association for Research in Education.

Martin, F., Polly, B., Jokiaho, A., & May., B. (2017). Global Standards for Enhancing Quality in Online Learning. Quarterly Review of Distance Education, 18(2), 1–10.

Martin, F., & Oyarzun, B. (2017). Standards, Perception, and Best Practices of Online Learning. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). PB Pressbooks.

Sadaf, A., Bolliger, D., Martin, F., & Shephard, C. (2017). Student Engagement in Online Learning. Association of Educational Communications and Technology. Panel presented at the Association of Educational Communications and Technology, Jacksonville, FL.

Martin, F., Wang, C., & Sadaf, A. (2017). Student perception of facilitation strategies that enhance instructor presence in online courses. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Jacksonville, FL.

Martin, F., Wang, C., Jokiaho, A., May, B., & Grübmeyer, S. (2017). Faculty Perception of Preparedness to Teach Online or Blended: A comparison of American and German Educators. 23rd German-American Symposium. Presented at the 23rd German-American Symposium, Ludwigsburg, Germany.

Martin, F., & Kumar, S. (2017). Frameworks for Assessing and Evaluating e-Learning Courses and Programs. https://doi.org/10.1007/978-3-319-61780-0_19

Martin, F. (2017). Human Performance Technology in the Training and Development Concentration at UNC Charlotte's Instructional System Technology Program. Performance Improvement, 56(4), 32–40. https://doi.org/10.1002/pfi.21709

Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning. American Journal of Distance Education, 31(1), 3–19. https://doi.org/10.1080/08923647.2017.1264807

Byrd, C. M. (2017). Race Matters in Schools: The Significance of School Racial Climate and Microaggressions for Adolescents and Emerging Adults. Presented at the University of California, Berkeley Institute of Personality and Social Research Colloquium Speaker Series, Berkeley, California.

Byrd, C. M. (2017). Microaggressions. Presented at the African American Center for Academic Excellence, Humboldt State University.

Carter, R., Leath, S., Butler-Barnes, S. T., Byrd, C. M., Chavous, T. M., Caldwell, C. H., & Jackson, J. S. (2017). Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls. Journal of Black Psychology, 43(8), 836–862. https://doi.org/10.1177/0095798417711024

Butler‐Barnes, S. T., Leath, S., Williams, A., Byrd, C., Carter, R., & Chavous, T. M. (2017). Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor. Child Development, 89(6). https://doi.org/10.1111/cdev.12995

Byrd, C. M. (2017). School Climate for Diversity-Secondary Scale. PsycTESTS Dataset. https://doi.org/10.1037/t65301-000

Byrd, C. M. (2017). The complexity of school racial climate: Reliability and validity of a new measure for secondary students. British Journal of Educational Psychology, 87(4), 700–721. https://doi.org/10.1111/bjep.12179

Drake, T. A., & Swinson, L. (2017). A Daily Life Study of the Principal Internship During an Academic School Year. Presented at the University Council for Educational Administration, Denver, CO.

Drake, T. A. (2017). Faculty Engaged in Program Redesign and Improvement: Lessons from UPPI and the University Council for Educational Administration-PDN. Panel presented at the University Council for Educational Administration, Denver, CO.

Relyea, J. E., & Zhang, J. (2017, July). Unpacking the relationship between morphological awareness and word learning in first and second language: Mediating role of cognitive and word-level reading skills. Presented at the Twenty-Fourth Annual Meeting Society for the Scientific Study of Reading, Halifax, Canada.

Relyea, J. E. (2017, April). Early L2 reading growth trajectories in language-minority students: The moderating effect of L2 proficiency on cross-language influence. Presented at the American Education Research Association (AERA) Annual Meeting, San Antonio, TX.

Schutz, P. A., & DeCuir-Gunby, J. T. (2017). Researching race and ethnicity in the study of motivation in educational contexts: An introduction. In J. T. DeCuir-Gunby & P. A. Schutz (Eds.), Race and ethnicity in the study of motivation in education (pp. 3–10). New York, NY: Routledge.

DeCuir-Gunby, J. T., Schutz, P. A., & Harris, S. D. (2017). A future agenda for researching race and ethnicity in the study of motivation in educational contexts. In J. T. DeCuir-Gunby & P. A. Schutz (Eds.), Race and ethnicity in the study of motivation in education (pp. 201–211). New York, NY: Routledge.

Johnson, O., Womble, C., White, A., McCoy, W., & DeCuir-Gunby, J. T. (2017, April). African Americans in the Higher Education Workplace Context: Experiencing and Coping with Racial Microaggressions. Presented at the American Educational Research Association annual meeting, San Antonio, Texas.

Gill, V., & DeCuir-Gunby, J. T. (2017, April). An exploration of moral identity and race relations in cyberspace: Implications for Education. Presented at the American Educational Research Association annual meeting, San Antonio, Texas.

DeCuir-Gunby, J. T., & Schutz, P. A. (2017, April). Critical Race Methodology: Combining Critical Race Theory and Mixed Methods Research. Presented at the American Educational Research Association Annual Meeting, San Antonio, Texas.

DeCuir-Gunby, J. T., Johnson, O., Womble, C., White, A., & McCoy, W. (2017, June). Coping with Racial Microaggressions in the Higher Education Work Context. Presented at the Society for the Psychological Study of Social Issues Annual Meeting, Albuquerque, NM.

Johnson, O., Womble, C., White, A., McCoy, W., & DeCuir-Gunby, J. T. (2017, August). Examining the psychological impacts of racial microaggressions on African Americans in higher education. Presented at the American Psychological Association Annual Meeting, Washington, DC.

Marshall, S. A. (2017). "My proudest legacy”: Toward sovereignty in mathematics education for First Nations. International Conference on Education and Social Justice. Presented at the 7th International Conference on Education and Social Justice, Honolulu, HI.

Marshall, S. A. (2017). A sense of possibility: Cultivating perseverance in an urban mathematics classroom. Journal of Teacher Action Research, 3(3), 1–23.

DeCuir-Gunby, J. T., & Schutz, P. A. (2017). Developing a Mixed Methods Proposal: A Practical Guide for BeginningResearchers. https://doi.org/10.4135/9781483399980

Ho, L.-C., McAvoy, P., Hess, D., & Gibbs, B. (2017). Teaching and Learning about Controversial Issues and Topics in the Social Studies. In The Wiley Handbook of Social Studies Research (pp. 319–335). https://doi.org/10.1002/9781118768747.ch14

Thacker, E. S., Lee, J. K., & Friedman, A. M. (2017). Teaching with the C3 Framework: Surveying teachers׳ beliefs and practices. The Journal of Social Studies Research, 41(2), 89–100. https://doi.org/10.1016/J.JSSR.2016.08.001

McAvoy, P. (2017). Should teachers share their political views in the classroom? In B. Warnick & L. Stone (Eds.), Philosophy: Education (pp. 373–383). Farmington Hills, MI: Macmillan Reference USA.

Falter, M. M. (2017). The Power and Potential of Graphic Novels in the Classroom. Anthropology Now, 9(3), 144–146. https://doi.org/10.1080/19428200.2017.1390725

Davis, D. S. (2017). Learning to interrogate and resist the data culture in literacy education. In F. B. Tenore & J. E. Justice (Eds.), Becoming Critical Teacher Educators: Narratives of Disruption, Possibility, and Praxis (pp. 38–50). New York, NY: Routledge.

Martinez, M., Harmon, J., Davis, D. S., & Stortz, R. (2017). An investigation of first chapters in high-quality literature for children and adolescents. The Dragon Lode, 36(1), 32–39.

Ryan, T., Allen, K. A., Gray, D. L. L., & McInerney, D. M. (2017). How Social Are Social Media? A Review of Online Social Behaviour and Connectedness. Journal of Relationships Research, 8. https://doi.org/10.1017/JRR.2017.13

Manfra, M. M. (2017). "The Connecting Carolina” teaching with primary sources program. Social Education, 81(2), 109–111.

Manfra, M. M., & Bolick, C. M. (Eds.). (2017). The Wiley Handbook of Social Studies Research. Malden, MA: Wiley.

Manfra, M. M. (2017). Practitioner research in the social studies: Findings from action research and self-study. In M. M. Manfra & C. M. Bolick (Eds.), The Wiley Handbook of Social Studies Research (pp. 132–167). Boston, MA: Wiley.

Lovett, J. N., & Lee, H. S. (2017). Preservice secondary mathematics teachers’ statistical knowledge: A snapshot of strengths and weaknesses. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1048–1055). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Azmy, C., & Lee, H. S. (2017). Preservice secondary mathematics teachers understanding of binomial distribution. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1060–1063). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Lee, H. S., Lovett, J. N., & Mojica, G. M. (2017). Characterizing impacts of online professional development on teachers’ beliefs and perspectives about teaching statistics. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 407–414). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Lee, H. S., & Stangl, D. (2017). Design and implementation of professional development MOOCs for statistics teachers. AMSTAT News. Retrieved from http://magazine.amstat.org/blog/2017/09/01/pd_teachers/

Lovett, J. N., & Lee, H. S. (2017). Incorporating multiple technologies into teacher education: A case of developing preservice teachers’ understandings in teaching statistics with technology. Contemporary Issues in Technology and Teacher Education, 17(4), 440–457. Retrieved from http://www.citejournal.org/volume-17/issue-4-17/mathematics/incorporating-multiple-technologies-into-teacher-education-a-case-of-developing-preservice-teachers-understandings-in-teaching-statistics-with-technology

Fogle, L., & Brantley, S. (2017, February). Strategies for Increasing Engagement in the Online Environment. Presented at the Conference on Higher Education Pedagogy, Blacksburg, VA.

Wiseman, A., Oliver, K., & Cook, M. (2017). Global professional development for inservice teachers: A focus on literacy, technology, and culture. In V. Korhonen, J. Annala, & P. Kulju (Eds.), Steps for Development, Secrets of Communities: Perspectives to Education and Teaching (pp. 219–235). Tampere, Finland: University of Tampere Press.

Walkowiak, T. A. (2017). Project ATOMS [Annual Report]. Virginia: National Science Foundation.

Walkowiak, T. A., Minogue, J., Harrington, A. D., & Edgington, C. (2017). Re-envisioning the school day: Integrating mathematics, science, and reading through students’ engagement with practices. Journal of Interdisciplinary Teacher Leadership, 1(2), 7–12. https://doi.org/10.46767//kfp.2016-0007

Sondel, B., Koch, J., Carrier, S. J., & Walkowiak, T. A. (2017). Toward a theory of teacher education for justice-oriented STEM. Catalyst: A Social Justice Forum, 7(1), 38–52. Retrieved from http://trace.tennessee.edu/catalyst/vol7/iss1/5/

Walkowiak, T. A., Pinter, H. H., & Berry, R. Q. (2017). A reconceptualized framework for ‘opportunity to learn’ in school mathematics. Journal of Mathematics Education at Teachers College, 8(1), 7–18. Retrieved from https://journals.library.columbia.edu/index.php/jmetc/article/view/800

Whitehead, A. N., & Walkowiak, T. A. (2017). Preservice elementary teachers’ understanding of operations for fraction multiplication and division. International Journal for Mathematics Teaching and Learning, 18(3), 293–317. Retrieved from http://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/63

Zhang, J., Wong, S., Relyea, J. E., Wui, G., & Emenahar, U. (2017). Creating language-rich science classrooms for english language learners. English in Texas, 47(2), 7–12.

Sztajn, P., Borko, H., & Smith, T. (2017). Research on mathematics professional development. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 793–823). Reston, VA: National Council of Teachers of Mathematics.

McElhone, D., Tenore, F. B., & Davis, D. S. (2017). How Teachers Mobilize and Transform Their Conceptualizations of Reading Comprehension Into Representations of Instructional Practice. Literacy Research: Theory, Method, and Practice, 66(1), 232–247. https://doi.org/10.1177/2381336917718502

Harrell-Williams, L. M., Lovett, J. N., Lee, H. S., Pierce, R. L., Lesser, L. M., & Sorto, M. A. (2017). Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers. Journal of Psychoeducational Assessment, 37(2), 194–208. https://doi.org/10.1177/0734282917735151

Batanero, C., Chernoff, E. J., Engel, J., Lee, H. S., & Sánchez, E. (2017). Topic Study Group No. 14: Teaching Learning of Probability. In Proceedings of the 13th International Congress on Mathematical Education (pp. 439–442). https://doi.org/10.1007/978-3-319-62597-3_41

Oliver, K. M., Moore, R. L., & Evans, M. A. (2017). Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case. International Journal of Designs for Learning, 8(1). https://doi.org/10.14434/ijdl.v8i1.22573

Spires, H. A., Himes, M., & Wang, L. (2017). Designing a State-of-the-Art High School in Suzhou, China. In Digital Transformation and Innovation in Chinese Education (pp. 191–210). https://doi.org/10.4018/978-1-5225-2924-8.ch011

Spires, H. A., Green, K. E., & Liang, P. (2017). Chinese Parents' Perspectives on International Higher Education and Innovation. In Digital Transformation and Innovation in Chinese Education (pp. 272–287). https://doi.org/10.4018/978-1-5225-2924-8.ch015

Adams, E. L., Carrier, S. J., Minogue, J., Porter, S. R., McEachin, A., Walkowiak, T. A., & Zulli, R. A. (2017). The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction. International Journal of Science Education, 39(3), 335–357. https://doi.org/10.1080/09500693.2017.1282183

Eseryel, D., & Yildiz, V. (2017). Sixth-grade students’ perceptions about educational game design. . Paper submitted to the Annual Meeting of the American Educational Research Association (AERA). New York.

Huang, K., Ge, X., & Eseryel, D. (2017). Metaconceptually-enhanced simulation-based inquiry learning: Effects on the 8th grade students’ conceptual change and science epistemological beliefs. . Educational Technology Research and Development., 65(1), 75–100.

Eseryel, U. Y., Bakker, D., & Eseryel, D. (2017). Leadership and management: Emerging, contemporary, and unorthodox perspectives. In A. Szpaderski & C. P. Neck (Eds.), Information technology self-leadership and innovation. Douglassville, PA: HPL Publications, Inc.

Zhang, D., Peng, X., Yalvac, B., Eseryel, D., Nadeem, U., & Islam, A. (2017). Integrating student-made screencasts into computer-aided design education. Computer-Aided Design and Applications, 14(sup1), 41–50. https://doi.org/10.1080/16864360.2017.1308080

Mckeithan, G. K., & Sabornie, E. J. (2017). Interventions for Secondary Students with High Functioning Autism in General Education Settings: A Descriptive Review. Exceptionality, 27(2), 81–100. https://doi.org/10.1080/09362835.2017.1359607

Nietfeld, J. L., & Vladimirova, E. (2017). Developing a classroom transfer activity for a digital game-based learning environment. Inted2017: 11th international technology, education and development conference, 8179–8185. https://doi.org/10.21125/inted.2017.1928

Tsan, J., Rodriguez, F. J., Boyer, K. E., & Lynch, C. (2017). Let's work together: Improving block-based environments by supporting synchronous collaboration. 2017 IEEE Blocks and Beyond Workshop (B&B), 53–56. https://doi.org/10.1109/blocks.2017.8120411

Kim, S., Chang, M., Deater-Deckard, K., Evans, M. A., Norton, A., & Samur, Y. (2017). Educational games and students' game engagement in elementary school classrooms. JOURNAL OF COMPUTERS IN EDUCATION, 4(4), 395–418. https://doi.org/10.1007/s40692-017-0095-4

Hunt, J., Westenskow, A., & Moyer-Packenham, P. S. (2017). Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context. EDUCATION SCIENCES, 7(1). https://doi.org/10.3390/educsci7010037

Rutherford, T., Long, J. J., & Farkas, G. (2017). Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 51, 22–36. https://doi.org/10.1016/j.cedpsych.2017.05.005

Beach, R., Falter, M. M., & Whitley, J. J. (2017). Making sense of events in literature and life through collaboration. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 16(2), 207–221. https://doi.org/10.1108/etpc-01-2017-0006

Ackerman, M., & Egalite, A. J. (2017). A critical look at methodologies used to evaluate charter school effectiveness. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY, 29(4), 363–396. https://doi.org/10.1007/s11092-017-9266-0

Swan, K., Grant, S. G., & Lee, J. (2017). The inquiry design model. Race Lessons: Using Inquiry to Teach about Race in Social Studies, 33–44.

Peters, B. A., Draughon, G. B., Alphin, H. C., Lavine, J., & Chan, R. Y. (2017). Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education. DISABILITY AND EQUITY IN HIGHER EDUCATION ACCESSIBILITY, pp. 153–176. https://doi.org/10.4018/978-1-5225-2665-0.ch007

Grant, S. G., Lee, J., & Swan, K. (2017). Introduction: The task of teaching social studies methods. Teaching Social Studies: A Methods Book for Methods Teachers, 1–5.

Andrews-Larson, C., Wilson, J., & Larbi-Cherif, A. (2017). Instructional improvement and teachers' collaborative conversations: The role of focus and facilitation. Teachers College Record, 119(2).

Cravens, X., & Drake, T. (2017). From Shanghai to Tennessee. International Journal for Lesson and Learning Studies, 6(4), 348–364. https://doi.org/10.1108/ijlls-12-2016-0062

Won, S. G. L., Evans, M. A., & Huang, L. (2017). Engagement and knowledge building in an afterschool STEM Club: analyzing youth and facilitator posting behavior on a social networking site. LEARNING MEDIA AND TECHNOLOGY, 42(3), 331–356. https://doi.org/10.1080/17439884.2015.1119161

Egalite, A. J., Fusarelli, L. D., & Fusarelli, B. C. (2017). Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act. EDUCATIONAL ADMINISTRATION QUARTERLY, 53(5), 757–781. https://doi.org/10.1177/0013161x17735869

Hunt, J., & Tzur, R. (2017). Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens. JOURNAL OF MATHEMATICAL BEHAVIOR, 48, 62–76. https://doi.org/10.1016/j.jmathb.2017.06.007

Carrier, S. J., Whitehead, A. N., Walkowiak, T. A., Luginbuhl, S. C., & Thomson, M. M. (2017). The development of elementary teacher identities as teachers of science. International Journal of Science Education, 39(13), 1733–1754. https://doi.org/10.1080/09500693.2017.1351648

Wiseman, A. M., Pendleton, M., Christianson, C., & Nesheim, N. (2017). A case study of struggle and success: Profiling a third grader's reading and writing in a multimodal curriculum. Journal of Language and Literacy Education, 13(1), 55–69.

Cravens, X., Drake, T. A., Goldring, E., & Schuermann, P. (2017). Teacher peer excellence groups (TPEGs). Journal of Educational Administration, 55(5), 526–551. https://doi.org/10.1108/jea-08-2016-0095

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, September). Literacy Research and the Radical Imagination. JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 319–320. https://doi.org/10.1177/1086296x17724032

Torre Gibney, D., Preston, C., Drake, T. A., Goldring, E., & Cannata, M. (2017). Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success. Journal of Education for Students Placed at Risk (JESPAR), 22(3), 129–145. https://doi.org/10.1080/10824669.2017.1337518

Braten, I., Lien, A., & Nietfeld, J. (2017). Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task A Cross-Cultural Study. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY, 225(2), 146–156. https://doi.org/10.1027/2151-2604/a000291

Rutherford, T. (2017). Within and between person associations of calibration and achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 49, 226–237. https://doi.org/10.1016/j.cedpsych.2017.03.001

Huang, B. H., Davis, D. S., & Ngamsomjan, J. R. (2017). Keeping up and forging ahead: English language outcomes of proficient bilingual adolescents in the United States. System, 67, 12–24. https://doi.org/10.1016/j.system.2017.04.002

Spires, H. A., Nimes, M., & Wang, L. (2017). Cross-cultural inquiry in science. Educational Leadership, 74(4), 72-.

Davis, D. S., Huang, B., & Yi, T. (2017). Making Sense of Science Texts: AMixed-Methods Examination ofPredictors and Processes ofMultiple-Text Comprehension. READING RESEARCH QUARTERLY, 52(2), 227–252. https://doi.org/10.1002/rrq.162

Faulkner, V., Marshall, P. L., Stiff, L. V., & Crossland, C. L. (2017). Less is more: The limitations of judgment. PHI DELTA KAPPAN, 98(7), 55–60. https://doi.org/10.1177/0031721717702633

Gray, D. L. L. (2017). Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions. JOURNAL OF SCHOOL PSYCHOLOGY, 61, 103–121. https://doi.org/10.1016/j.jsp.2017.02.001

Campbell, M. P., & Lee, H. S. (2017). Examining Secondary Mathematics Teachers' Opportunities to Develop Mathematically in Professional Learning Communities. SCHOOL SCIENCE AND MATHEMATICS, 117(3-4), 115–126. https://doi.org/10.1111/ssm.12209

Cannata, M., Rubin, M., Goldring, E., Grissom, J. A., Neumerski, C. M., Drake, T. A., & Schuermann, P. (2017). Using Teacher Effectiveness Data for Information-Rich Hiring. EDUCATIONAL ADMINISTRATION QUARTERLY, 53(2), 180–222. https://doi.org/10.1177/0013161x16681629

Sailors, M., Martinez, M., Davis, D., Goatley, V., & Willis, A. (2017, June). Literacy Research in Uncertain Times. JOURNAL OF LITERACY RESEARCH, Vol. 49, pp. 155–156. https://doi.org/10.1177/1086296x17706790

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Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2017). The role of teachers' comments during book reading in children's vocabulary growth. JOURNAL OF EDUCATIONAL RESEARCH, 110(5), 515–527. https://doi.org/10.1080/00220671.2015.1134422

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