Education - 2019

Lee, C. C. (2019). Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City. International Journal of Multicultural Education, 21(2), 1–22. https://doi.org/10.18251/ijme.v21i2.1800

Coady, M. R. (2019). Building trust to support English learner educational outcomes. Retrieved from Marzano Research website: https://www.marzanoresearch.com/blog/supporting-english-learners/

Nejad, H., & Coady, M. R. (2019). English learners' perception of motivation. SSTESOL Journal, 12(2), 64. Retrieved from https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#EjcO6zGmCcYP

Coady, M. R. (2019, September 27). Move education for English learners into the 21st century [Op Ed.]. Gainesville Sun. Retrieved from https://www.gainesville.com/opinion/20190927/maria-coady-move-education-for-english-learners-into-21st-century

Coady, M. R., & Peretz, A. (2019). Preparing teacher candidates for English learners: A single case of study abroad in the Dominican Republic. SSTESOL Journal, 12(2), 28. Retrieved from https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#vB0N2e5.XPA0

Coady, M. R., Heffington, D. V., Lopez, M. P. S., & Olszewska, A. (2019). Can a short-term study abroad impact teacher dispositions towards English learners? International Journal of TESOL and Learning, 8(2), 51–70.

Coady, M. R., Lopez, M. P., & Li, S. (2019). Language in education planning: the Florida Consent Decree after 25 years. Florida Journal of Educational Research, 57(2), 140–149.

Coady, M. R. (2019). Humanizing multilingual education: Portraits of success. A review of A. In M. Lazar & P. R. Schmidt (Eds.), Schools of Promise for Multilingual Students: Transforming Literacies, Learning, and Lives. Teachers College Press. Teachers College Record.

Coady, M. R., & Olszewska, A. (2019). Empowering bilingual teacher leaders. A review of teacher leadership for social change in bilingual and bicultural education by D [Review of Empowering bilingual teacher leaders. A review of teacher leadership for social change in bilingual and bicultural education, by D. K. Palmer]. Kultura i Edukacja Journal. Multilingual Matters.

Ankeny, R., Marichal, N., & Coady, M. (2019). Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida. School Leadership Review, 14(2), 4. Retrieved from https://scholarworks.sfasu.edu/slr/vol14/iss2/4

Lopez, M. P. S., Coady, M. R., & Ekid, A. G. F. (2019). Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-stories of resistance. Journal for Critical Education Policy Studies, 17(3), 132–169. Retrieved from http://www.jceps.com/archives/7049

Coady, M. R., Lopez, M. P., Marichal, N., & Heffington, D. (2019). Preparing Teacher Leaders for English Language Learners in Rural Settings. Theory & Practice in Rural Education, 9(1), 44–60. https://doi.org/10.3776/tpre.2019.v9n1p44-60

Coady, M. R. (2019). The Coral Way Bilingual Program. https://doi.org/10.21832/9781788924580

Coady, M. (2019). Rural Multilingual Family Engagement. The Rural Educator, 40(3). https://doi.org/10.35608/ruraled.v40i3.545

Coady, M. R. (2019). “They Just Don't Know Who We Are”: Rural English Learner Teacher Education. https://doi.org/10.1002/9781118784235.eelt0979

Coady, M. R. (2019). Connecting School and the Multilingual Home. https://doi.org/10.21832/coady3262

Coady, M. R. (2019). The Coral Way Bilingual Program. https://doi.org/10.21832/coady4573

McNeill, J. (2019). Social Validity and Teachers’ Use of Evidence-Based Practices for Autism. Journal of Autism and Developmental Disorders, 49(11), 4585–4594. https://doi.org/10.1007/s10803-019-04190-y

Hackenberg, A., Hunt, J. H., MacDonald, B., & Silva, J. (2019). Differentiating instruction symposium. Annual conference of the National Council of Teachers of Mathematics. Presented at the Annual conference of the National Council of Teachers of Mathematics, San Diego, CA.

Hunt, J. H., Martin, K., & Patterson, B. (2019). Additive reasoning as disabler of fraction reasoning: Where is disability? Annual conference of the National Council of Teachers of Mathematics. Presented at the Annual conference of the National Council of Teachers of Mathematics, San Diego, CA.

Hunt, J. (2019). Marginalized Within a Marginalized Community: Supporting Meaning-Making. Presented at the 2019 AERA Annual Meeting. https://doi.org/10.3102/1438846

Hunt, J. (2019). Emma's Numbers: Whose Knowledge Is Valued? What Knowledge Is Valued? Presented at the 2019 AERA Annual Meeting. https://doi.org/10.3102/1433219

Hunt, J. H., & Little, M. E. (2019). Intensifying Interventions for Students by Identifying and Remediating Conceptual Understandings in Mathematics. Teaching Exceptional Children. https://doi.org/10.1177/0040059914534617

Martin, F., Wang, C., Budhrani, K., Moore, R. L., & Jokiaho, A. (2019). Professional Development Support for the Online Instructor: Perspectives of U.S and German Instructors. Online Journal of Distance Learning Administration, 22(3), 1–17.

Martin, F., Gezer, T., Wang, C., Wang, W., & Petty, T. (2019). Digital Citizenship Training in Middle Schools in the United States. EdMedia. Presented at the EdMedia, Amsterdam, Netherlands.

Gezer, T., Martin, F., & Wang, C. (2019). Teachers Perceptions of Students Digital Citizenship Practies. International Society for Technology in Education. Poster presented at the International Society for Technology in Education, Philadelphia, PA.

Martin, F., Markic, S., Schluchter, R., Junge, T., & Küsel, J. (2019). Examining Student Readiness for Online Learning: A Comparison of US and German Students. 25th German-American Symposium. Presented at the 25th German-American Symposium, Ludwigsburg, Germany.

Wang, C., Hunt, B., Martin, F., & Brooks, E. (2019). Middle school student perception of digital citizenship practices. 27th Annual International Conference of Chinese American Educational Research and Development Association. Presented at the 27th Annual International Conference of Chinese American Educational Research and Development Association, Toronto, Ontario, Canada.

Martin, F., Kumar, S., Budhrani, K., & Ritzhaupt, A. (2019). Award-Winning Faculty Online Teaching Practices: Course Design, Assessment and Facilitation. American Educational Research Association. Presented at the American Educational Research Association, Toronto, Ontario, Canada.

Sadaf, A., Martin, F., & Ahlgrim-Delzell, L. (2019). Student Perceptions of their Learning and Engagement in “Quality Matters” Certified Online Courses. American Educational Research Association. Presented at the American Educational Research Association, Toronto, Ontario, Canada.

Bolliger, D., & Martin, F. (2019). Instructor and Student Perceptions of Online Student Engagement Strategies. American Educational Research Association. Presented at the American Educational Research Association, Toronto, Ontario, Canada.

Guilbaud, T. C., Martin, F., & Polly, D. (2019). Influencing Factors to Support Faculty Use of Instructional Technologies in Higher Education: An Integrative Approach. North Carolina Association for Research in Education. Poster presented at the North Carolina Association for Research in Education.

Vang, K., Martin, F., & Wang, C. (2019). Examining Community College Faculty Preparedness to Teach Online. North Carolina Association for Research in Education. Presented at the North Carolina Association for Research in Education.

Park, E., Martin, F., & Lambert, R. (2019). Examining Predictive Factors for Student Success in a Hybrid Learning Course. Quarterly Review of Distance Education, 20(2), 11–27.

Budhrani, K., & Martin, F. (2019). Helpful Supports for Online Teaching Faculty in Higher Education. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Las Vegas, NV.

Martin, F., Polly, D., Coles, S., & Wang, C. (2019). What Digital Technologies are Higher Education Faculty Using? Examining Importance, Competence and Motivation. International Society for Exploring Teaching and Learning. Presented at the International Society for Exploring Teaching and Learning, Charlotte, NC.

Polly, D., Martin, F., & Guilbaud, T. (2019). Barriers and Desired Supports Related to Faculty Integrating Technology in their Courses. International Society for Exploring Teaching and Learning. Presented at the International Society for Exploring Teaching and Learning, Charlotte, NC.

Coles, S., Martin, F., Polly, D., & Wang, C. (2019). Supporting the Digital Professor: Faculty Preferences for Training and Support in Adopting Digital Technologies in Higher Education. International Society for Exploring Teaching and Learning. Presented at the International Society for Exploring Teaching and Learning, Charlotte, NC.

Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2019). Examining Middle School Students’ Social Media Use. EdMedia. Presented at the EdMedia, Amsterdam, Netherlands.

Oyarzun, B., Martin, F., & Moore, R. (2019). Online Faculty Perceptions of Helpfulness of Time Management Strategies. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Las Vegas, NV.

Kumar, S., Martin, F., Ritzhaupt, A., & Budhrani, K. (2019). Award-Winning Online Courses: Instructor Perspectives. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Las Vegas, NV.

Martin, F., Kumar, S., & Ritzhaupt, A. (2019). Researching Competencies for Online Teaching. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Las Vegas, NV.

Bolliger, D., & Martin, F. (2019). Factors Underlying the Importance of Online Student Engagement Strategies. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Las Vegas, NV.

Martin, F., Wang, C., & Sadaf, A. (2019). Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology, Las Vegas, NV.

Martin, F., Wang, C., Jokiaho, A., May, B., & Grübmeyer, S. (2019). Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators. European Journal of Open, Distance and E-Learning, 22(1), 53–69. https://doi.org/10.2478/eurodl-2019-0004

Martin, F., & Betrus, A. K. (2019). Digital Media for Learning. https://doi.org/10.1007/978-3-030-33120-7

Coady, M. R., Makalela, L., & Lopez, M. P. S. (2019). Metaliteracy and writing among 4th grade multilingual students in South Africa. International Journal of Multilingualism, 19(3), 435–455. https://doi.org/10.1080/14790718.2019.1631829

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching. (2019). TESOL Quarterly. https://doi.org/10.1002/tesq.544

Kumar, S., Martin, F., Budhrani, K., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Elements of award-winning courses. Online Learning Journal, 23(4), 160–180. https://doi.org/10.24059/olj.v23i4.2077

Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning Journal, 23(3), 97–119. https://doi.org/10.24059/olj.v23i3.1555

Martin, F., Gezer, T., & Wang, C. (2019). Educators’ Perceptions of Student Digital Citizenship Practices. Computers in the Schools, 36(4), 238–254. https://doi.org/10.1080/07380569.2019.1674621

Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning Journal, 23(1), 184–205. https://doi.org/10.24059/olj.v23i1.1329

Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001

Sadaf, A., Martin, F., & Ahlgrim-Delzell, L. (2019). Student perceptions of the impact of quality matters–certified online courses on their learning and engagement. Online Learning Journal, 23(4), 214–233. https://doi.org/10.24059/olj.v23i4.2009

Faulkner, V. N., Marshall, P. L., & Stiff, L. V. (2019). The stories we tell : math, race, bias, and opportunity. Lanham, Maryland: Rowman & Littlefield.

Derlan, C., Byrd, C. M., Quintana, S., Anicama, C., Dyer, J., & Umana-Taylor, A. (2019, March). A Lifespan Perspective of Ethnic-Racial Identity: Underlying Myths, Conceptual Expansions, and Opportunities for Application. Presented at the 2019 Society for Research on Child Development Biennial Meeting, Baltimore, Maryland.

Gonzalez, M. E., McKee, K. E., & Byrd, C. M. (2019, March). More Than Just a Seat at the Table: Amplifying Youth Voices in Social Justice Discourses. Presented at the 2019 CRDM Symposium - Dialog 2.0: Social Movements, Online Communication & Transformation, Raleigh, NC.

Byrd, C. M. (2019, April). Methods That Liberate: Quantitative Methods in a Social Justice Framework. Presented at the American Educational Research Association, Toronto, Ontario.

Byrd, C. M. (2019, June). Promoting Positive Ethnic-Racial Socialization in Schools and Families. Presented at the Society for the Psychological Study of Social Issues 2019 Summer Conference, San Diego, California.

Byrd, C. M. (2019, August). School Racial Climate and Racial Socialization. Presented at the Thriving in Academia: Voices from Scholars of Color in Educational Psychology, American Psychological Association Annual Convention, Chicago, Illinois.

Gonzalez, M. E., Byrd, C. M., & Shealy, L. (2019, October). #PassTheMicYouth: A Multimedia Program to Amplify Youth Voices. Presented at the NC State Extension Conference, Raleigh, NC.

Byrd, C. M. (2019). Climate Matters: Adolescents’ Experiences with School Climate for Diversity. Presented at the Diversity Colloquium, Combined Program in Education and Psychology, University of Michigan, Ann Arbor, Michigan.

Byrd, C. M. (2019). The Racial Contexts of Schools: Interactions, Socialization, and Adolescent Outcomes. Presented at the Community Psychology Speaker Series, University of Virginia, Charleston, Virginia.

Elliot, E., & Byrd, C. M. (2019, August). Understanding the Relationship Between Autonomy and Happiness for College Students. Poster presented at the American Psychological Association Annual Convention, Chicago, IL.

Farago, F., Davidson, K. L., & Byrd, C. M. (2019). Ethnic-Racial Socialization in Early Childhood: The Implications of Color-Consciousness and Colorblindness for Prejudice Development. https://doi.org/10.1007/978-3-030-12228-7_7

Byrd, C. M. (2019). A Measure of School Racial Socialization and Quality of Intergroup Interactions. Cultural Diversity and Ethnic Minority Psychology, 25(2), 137–151. https://doi.org/10.1037/cdp0000202

Drake, T. A., & DeNeal, J. (2019). Education, Equity, and the States: How Variations in State Governance Make or Break Reform [Review of Education, Equity, and the States: How Variations in State Governance Make or Break Reform, by S. E. Dahill-Brown]. Teachers College Record.

Drake, T. A. (2019, April 6). A Daily Life Study of the Principal Internship During an Academic School Year. Paper presented at the American Educational Research Association, Toronto, Ontario, Canada.

Drake, T. A. (2019, February 25). What the Research Tells Us About Effective Principal Practices. Presented at the Master Leadership Symposium, Wake County Public School System, Raleigh, NC.

Drake, T. A. (2019, May). Leveraging Data Visualization for Education Policy Reform. Presented at the Shifting the Educational Paradigm, Cary Academy, Raleigh, NC.

Drake, T. A. (2019, May). Redesigning Principal Preparation Through Strong University-District Partnerships. Webinar presented at the National Association of Secondary School Principals.

Drake, T. A. (2019, May). The state of principal preparation and principal standards in North Carolina. Presented at the North Carolina State Board of Education.

Auchter, J., Drake, T. A., & Flowers, J. (2019). What Should High-Quality Principal Preparation Programs Look Like? Webinar presented at the American Association of Colleges for Teacher Education.

Wui, M. G., Relyea, J. E., Zhang, J., Wong, S., & Donze, J. (2019, April 5). Exploring the relationships among civic engagement, academic vocabulary and science content knowledge. Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Zhang, J., Wui, M. G., Relyea, J. E., Wong, S., & Donze, J. (2019, April 5). Improving early adolescents’ argumentative writing through dialogic inquiry of socioscientific issues. Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Ju, U., Cho, E., Relyea, J. E., & Choi, I. (2019, April 5). Predicting reading growth trajectories of language-minority students: Effects of parents’ home language input. Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Relyea, J. E., Kim, J.-Y., Han, S., & Kim, C.-M. (2019, April 5). Reading motivation and L2 reading comprehension for Korean elementary students: Mediating role of metacognitive and metalinguistic awareness. Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Relyea, J. E., Zhang, J., Wong, S., Wui, M. G., & Donze, J. (2019, April 5). Academic vocabulary in inquiry-based science classroom discussion among urban school students. Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, J. (2019, July 17). Has the presence of first-grade core reading program academic vocabulary changed across six decades? Presented at the Twenty-sixth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Toronto, Canada.

Relyea, J. E., Kim, J. S., Burkhauser, M., Mesite, L., & Armstrong, C. (2019, July). Effects of first-grade content-area literacy intervention on reading, writing, domain knowledge, and reading motivation for English learners and English-proficient students. Presented at the Twenthy-Fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Toronto, CA.

Alston, C. L. (2019, November). It depends: Nurturing nuance in an English methods course. Presented at the Annual meeting of the National Council of Teachers of English, Baltimore, MD.

Alston, C. L., & Danielson, K. A. (2019, November). Enacting Thinking: Teacher candidates modeling writing strategies. Presented at the Annual meeting of the National Council of Teachers of English, Baltimore, MD.

Danielson, K. A., & Alston, C. L. (2019, December). Coaching and Collaboration: Thinking across approaches to supporting In-service literacy teachers. Presented at the 69th Literacy Research Association Annual Conference, Tampa, FL.

DeCuir-Gunby, J. T. (2019, October). Designing race focused and race reimaged research. Presented at the Scholarly Consortium for Innovative Psychology in Education biennial meeting, Savannah, GA.

DeCuir-Gunby, J. T. (2019). Centering race in Educational Psychology: The roles of race focused and race reimaged constructs. Keynote Address). Presented at the The Scholarly Consortium for Innovative Psychology in Education biennial meeting, Savannah, GA.

White, A. M., & DeCuir-Gunby, J. T. (2019, April). African American college students’ identity development as scientists: A mixed methods study. Presented at the American Educational Research Association annual meeting, Toronto, Canada.

McCoy, W. N., Gibson, S., Johnson, O. T., & DeCuir-Gunby, J. T. (2019, April). Racial microaggressions and African American students at predominantly White institutions: A mixed methods study. Presented at the American Educational Research Association annual meeting, Toronto, Canada.

DeCuir-Gunby, J. T., Allen, E. M., & Boone, J. K. (2019, April). Examining students’ color-blind racial ideology, emotion regulation, and reconciliation of stigmatizing thoughts about race. Presented at the American Educational Research Association annual meeting, Toronto, Canada.

DeCuir-Gunby, J. T. (2019). Race matters in the study of motivation in science. It's About Time: Giving Serious Consideration to Race, Culture, and Equity in Motivation Scholarship symposium. Presented at the American Educational Research Association annual meeting, Toronto, Canada.

DeCuir-Gunby, J. T., & Schutz, P. A. (2019). Critical Race Mixed Methodology: Designing a Research Study Combining Critical Race Theory and Mixed Methods Research. In J. T. DeCuir-Gunby, T. K. Chapman, & P. A. Schutz (Eds.), Understanding critical race research methods and methodologies: Lessons from the field (pp. 166–179). New York: Routledge.

Chen, G. A., Joseph, N. M., Leyva, L. A., Dunleavy, T., Wager, A., Ehrenfeld, N., & Marshall, S. A. (2019). Moving toward emancipatory pedagogies in the research, teaching, and learning of P-20 mathematics. Proceedings of the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators. Presented at the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.

Marshall, S. A., Buenrostro, P. M., Chen, G. A., Garner, B., Ehrenfeld, N., & Horn, I. S. (2019). Adding value in coaching by centering the mathematics. Proceedings of the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators. Presented at the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.

Marshall, S. A., Buenrostro, P. M., & Horn, I. S. (2019). Using teachers’ and students’ sensemaking in coaching: Supporting development of real-world mathematical connections. American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, Toronto, Canada.

Marshall, S. A. (2019). The construction of a “good” teacher with foils: Deficit discourse in feedback conversations. 9th International Conference on Education and Social Justice. Presented at the International Conference on Education and Social Justice, Honolulu, HI.

Ehrenfeld, N., & Marshall, S. A. (2019). Conceptual resources in teacher professional conversation. Contexts, complexity, and communities: Reflecting on and reshaping research on learning, 58–59.

Chen, G. A., & Marshall, S. A. (2019). Conversational patterns and opportunities for teacher learning in collaborative planning conversations. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 574–578). St. Louis: University of Missouri.

Miles, M. L., Buenrostro, P. M., Marshall, S. A., McGee, E. O., & Adams, M. (2019). Cultivating racial solidarity among mathematics education scholars of color to resist White supremacy. The International Journal of Critical Pedagogy, 10(2), 97–126. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85073743509&partnerID=MN8TOARS

Hollebrands, K. (2019). Mathematics Teacher Educator: Looking Back and Looking Forward. Mathematics Teacher Educator, 8(1), 3–6. https://doi.org/10.5951/mathteaceduc.8.1.0003

Brady, C. B., Blough, R., Hollister, K., Jordan, P., Marshall, S. A., Nichols, I., … Wisittanawat, P. (2019). Clockface polygons and the collective joy of making mathematics together. Mathematics Enthusiast, 16(1), 75–106. Retrieved from https://scholarworks.umt.edu/tme/vol16/iss1/6

DeCuir-Gunby, J., Johnson, O. T., Edwards, C. W., McCoy, W. N., & White, A. M. (2019). African American professionals in higher education: experiencing and coping with racial microaggressions. Race Ethnicity and Education, 2, 1–17. https://doi.org/10.1080/13613324.2019.1579706

McAvoy, P. (2019). Framing and structuring discussions of controversial issues. In M. Levinson & J. Fay (Eds.), Democratic Discord in Schools: Cases and Commentaries in Educational Ethics. Cambridge, MA: Harvard Education Press.

Mott, B. W., Taylor, R. G., Lee, S. Y., Rowe, J. P., Saleh, A., Glazewski, K. D., … Lester, J. C. (2019). Designing and Developing Interactive Narratives for Collaborative Problem-Based Learning. INTERACTIVE STORYTELLING, ICIDS 2019, Vol. 11869, pp. 86–100. https://doi.org/10.1007/978-3-030-33894-7_10

Mojica, G. F., Azmy, C. A., & Lee, H. S. (2019). Exploring Data with CODAP. The Mathematics Teacher, 112(6), 473–476. https://doi.org/10.5951/mathteacher.112.6.0473

Manfra, M. M. (2019). What’s new about fake news? Integrating digital history for media literacy. Social Education, 83(2), 113–117.

Manfra, M. M. (2019). Action research for classrooms, schools, and communities. Thousand Oaks, CA: Sage.

Lee, H. S., Farmularo, L., Masters, J., Bradshaw, L., & Sanei, H. R. (2019). Students’ reasoning about probability in the context of a raffle. In J. M. Contreras, M. M. Gea, M. López-Martín, & E. Molina-Portillo (Eds.), Actas del Tercer Congreso International Virtual de Educación Estadística. Retrieved from http://hdl.handle.net/10481/55041

Akoglu, K., Lee, H. S., & Kellogg, S. (2019). Participating in a MOOC and professional learning team: How a blended approach to professional development makes a difference. Journal of Technology and Teacher Education, 27(2), 129–163. Retrieved from https://www.learntechlib.org/p/195234/

Brown Parker, K., Fogle, L., & Cannon, S. (2019, October). Making TPACK More Accessible to Candidate Teachers Through Digital Blooms and the North Carolina DLCs. Presented at the NCACTE Fall Forum, Raleigh, NC.

Davis, R. S., & Fogle, L. (2019, March). Navigate New Literacies with Transmedia Storytelling. Presented at the North Carolina Technology in Education Society (NCTIES) Conference, Raleigh, NC.

Fogle, L. (2019, April). Schools on the Front Lines of Digital Inclusion. Presented at the Net Inclusion, Charlotte, NC.

Fogle, L., & Soldevilla, L. (2019, May). Digital Tools for Literacy in Every Classroom. Presented at the Teaching in the Digital Age, Durham, NC.

Brown Parker, K., Fogle, L. B., & Davis, R. S. (2019). Visualizing Change through Data. Presented at the ISTE Conference, Philadelphia, PA.

Davis, R. S., Fogle, L., & Brown Parker, K. (2019, June). Augmenting Your Reality with Virtual Tours and Lessons. Presented at the ISTE Conference, Philadelphia, PA.

Brown Parker, K., & Fogle, L. (2019, August). Sweet Teaching with G Suite. Presented at the NC State University DELTA Summer Shorts, Raleigh, NC.

Fogle, L., & Falter, M. (2019). Creating VR and Ideas to Get Started. ISTE Teacher Education Network Newsletter. Retrieved from https://drive.google.com/file/d/1lAnpJlc-aXCmQO8npmcQtWrpWFaq-8V9/view

Oliver, K., Cook, M., & Wiseman, A. (2019). Teachers’ First Experiences with Global Projects: Emerging Collaboration and Cultural Awareness. Journal of Online Learning Research, 5(1), 65–96.

Oliver, K., Houchins, J., & Moore, R. (2019). Informing recommended makerspace outcomes through linguistic analytics. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1624–1629). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

Oliver, K., & Houchins, J. (2019). Preparing teachers to capture and assess evidence of computational thinking. In J. T. Bastiaens (Ed.), Proceedings of Ed Media + Innovate Learning (pp. 370–375). Retrieved from https://www.learntechlib.org/primary/p/210029/

Oliver, K., & Houchins, J. (2019). Evidence of computational thinking from circuitry projects in the after-school makerspace. In J. T. Bastiaens (Ed.), Proceedings of Ed Media + Innovate Learning (pp. 364–369). Retrieved from https://www.learntechlib.org/primary/p/210028/

Houchins, J., & Oliver, K. (2019). Computational thinking in student reflections: A thematic analysis of video project documentation in the afterschool makerspace. In J. T. Bastiaens (Ed.), Proceedings of Ed Media + Innovate Learning (pp. 358–363). Retrieved from https://www.learntechlib.org/primary/p/210027/

Oliver, K. (2019). Design and development of a new course on culture, media, and technology. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 478–483). Retrieved from https://www.learntechlib.org/primary/p/211123/.

Spires, H., Nesbitt, K., Paul, C., & Lester, J. (2019). Game-based literacies and learning: Towards a transactional theoretical perspective. Journal of Literacy and Technology, 20(4), 81–134.

Whitehead, A. N., & Walkowiak, T. A. (2019). Preservice elementary teachers’ development of professional visions and implementation of mathematical tasks. In A. Sanogo & J. Cribbs (Eds.), Proceedings of the 46th Annual Meeting of the Research Council on Mathematics Learning (pp. 116–123). Charlotte, NC.

Berry, R. Q., Walkowiak, T. A., & Pinter, H. H. (2019). Supporting mathematical proficiency: An opportunity to learn framework. MathAMATYC Educator, 10(3), 45–51, 66–67. Retrieved from https://cdn.ymaws.com/amatyc.site-ym.com/resource/resmgr/educator_spring_2019/berry_abstract_&_bios.pdf

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