Education - 2022

Vandenberg, J., Gupta, A., Smith, A., ElSayed, R., Fox, K., Cheuoua, A. H., … Mott, B. (2022, March). Supporting Upper Elementary Students in Multidisciplinary Block-Based Narrative Programming. https://doi.org/10.1145/3545947.3576345

Kubi, G., Byrd, C. M. M., & Diemer, M. A. A. (2022). School ethnic-racial socialization and critical action among Black youth. FRONTIERS IN EDUCATION, 7. https://doi.org/10.3389/feduc.2022.924930

Akoglu, K., & Lee, H. S. (2022). Supporting teachers’ confidence to teach statistics through a blended professional development approach. Proceedings of the 12th Congress of the European Research in Mathematics Education.

Cavey, L. O., Lee, H. S., Hernandez, M., & Yokley, K. (2022). Online tools to support mathematical modeling and community building. The Centroid, 47(2), 11–17. Retrieved from https://www.ncctm.org/activities/the-centroid1/centroid-issue-archive/spring-2022/

Lee, H. S., Mojica, G. M., & Thrasher, E. P. (2022). Digging into data: Illustrating a data investigation process. Statistics Teacher. Retrieved from https://www.statisticsteacher.org/2022/03/23/diggingdata/

Bargagliotti, A., & Lee, H. S. (2022). From public health to personal finance, statistical literacy is essential for careers and everyday life (Opinion). K-12 Dive. Retrieved from https://www.k12dive.com/news/from-public-health-to-personal-finance-statistical-literacy-is-essential-f/618614/

Nocera, A. (2022, November 29). The Development of Southern Public Libraries and the African American Quest for Library Access, 1898-1963. AMERICAN HISTORICAL REVIEW, Vol. 127, pp. 1520–1521. https://doi.org/10.1093/ahr/rhac310

Lim, V. Y. Y., Peralta, L. M. M., Rubel, L. H. H., Jiang, S., Kahn, J. B. B., & Herbel-Eisenmann, B. (2022, December 8). Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis. ZDM-MATHEMATICS EDUCATION. https://doi.org/10.1007/s11858-022-01449-0

Mojica, G. F., Lee, H. S., Thrasher, E., Vaskalis, Z., & Ray, G. C. (2022). Making data science practices explicit in data investigation process: a framework to guide reasoning about data. Proceedings of the IASE 2021 Satellite Conference. Presented at the IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. https://doi.org/10.52041/iase.dyjku

Lee, H., Mojica, G., Thrasher, E., & Baumgartner, P. (2022). INVESTIGATING DATA LIKE A DATA SCIENTIST:  KEY PRACTICES AND PROCESSES. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), 3. https://doi.org/10.52041/serj.v21i2.41

Moore, R. L., Jiang, S., & Abramowitz, B. (2022, November 16). What would the matrix do?: a systematic review of K-12 AI learning contexts and learner-interface interactions. JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION. https://doi.org/10.1080/15391523.2022.2148785

Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022, November 14). The COVID-19 impact on reading achievement growth of Grade 3-5 students in a US urban school district: variation across student characteristics and instructional modalities. READING AND WRITING, Vol. 11. https://doi.org/10.1007/s11145-022-10387-y

Byrd, C. M., & Legette, K. (2022). School ethnic-racial socialization and adolescent ethnic-racial identity. Cultural Diversity and Ethnic Minority Psychology, 28(2), 205–216. https://doi.org/10.1037/cdp0000449

Gray, D. L. L., Ali, J. N., McElveen, T. L., & Sealy, M. (2022, October 17). The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education. EDUCATIONAL PSYCHOLOGY REVIEW. https://doi.org/10.1007/s10648-022-09708-y

Jones, M. G., Nieuwsma, J., Rende, K., Carrier, S., Refvem, E., Delgado, C., … Huff, P. (2022, October 15). Leveraging the epistemic emotion of awe as a pedagogical tool to teach science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1080/09500693.2022.2133557

Jiang, S., Qian, Y., Tang, H., Yalcinkaya, R., Rose, C. P., Chao, J., & Finzer, W. (2022, October 14). Examining computational thinking processes in modeling unstructured data. EDUCATION AND INFORMATION TECHNOLOGIES. https://doi.org/10.1007/s10639-022-11355-3

Hunt, J. H., Taub, M., Marino, M., Duarte, A., Bentley, B., & Holdan, K. (2022). Innovative game-based fraction curricula for all: Design, development, and feasibility of dream2B. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022.

Hunt, J. H., Marino, M., Taub, M., Duarte, A., Holdan, K., & Bentley, B. (2022). Demonstrating core components of a game-based fraction supplemental curriculum. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022.

Marino, M., Hunt., J. H., & Taub, M. (2022). An analysis of universal design for learning guidelines, principles, and checkpoints included in a contemporary mathematics videogame. Symposium: Emerging Technologies for Supporting Neurodiverse Learners. Presented at the American Educational Research Association (AERA), San Diego, CA.

Hunt, J. H., & Tzur, R. (2022). Connecting Theory to Concept Building: Designing Instruction for Learning. https://doi.org/10.1007/978-3-030-95216-7_5

Tzur, R., & Hunt, J. H. (2022). Nurturing Fractional Reasoning. https://doi.org/10.1007/978-3-030-95216-7_15

Zhang, J., Zhang, H., Relyea, J. E., Wui, M. G. L., Yan, Y., Nam, R., … Kharabi-Yamato, L. (2022, October 11). Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects? ANNALS OF DYSLEXIA, Vol. 10. https://doi.org/10.1007/s11881-022-00270-4

Tzur, R., & Hunt, J. H. (2022). Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers. In Enabling Mathematics Learning of Struggling Students (pp. 47–71). https://doi.org/10.1007/978-3-030-95216-7_3

Gillespie, J., Winn, K., Faber, M., & Hunt, J. (2022). Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning. In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium (Vol. 13356, pp. 168–173). https://doi.org/10.1007/978-3-031-11647-6_29

Hunt, J. (2022). Including Students With Disability in Sociopolitical Reforms of Mathematics Education: Supporting Participation, Access, and Identity. AERA 2022. Presented at the AERA 2022. https://doi.org/10.3102/ip.22.1888705

Syal, S., & Nietfeld, J. L. (2022). Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 71. https://doi.org/10.1016/j.cedpsych.2022.102109

Relyea, J. E., Cho, E., & Zagata, E. (2022, October 8). First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis. ANNALS OF DYSLEXIA, Vol. 10. https://doi.org/10.1007/s11881-022-00272-2

Martin, K., & Hunt, J. H. (2022). Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base. Investigations in Mathematics Learning, 14(3), 235–249. https://doi.org/10.1080/19477503.2022.2105028

Hunt, J., Marino, M. T. M., Bentley, A. D. B., & Banzon, K. H. A. (2022). Enhancing Engagement and Fraction Concept Knowledge With a Universally Designed Game Based Curriculum. Learning Disabilities, 20(1), 77–95. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85131328572&partnerID=MN8TOARS

Pan, Y., Hu, B. Y., Hunt, J., Wu, Z., Chen, Y., & He, M. (2022). Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities. Journal of Early Childhood Research, 9, 1476718X2211255. https://doi.org/10.1177/1476718X221125583

Malone, K. M., Pearson, J. N., Palazzo, K. N., Manns, L. D., Rivera, A. Q., & Mason Martin, D. V. L. (2022, September 21). The Scholarly Neglect of Black Autistic Adults in Autism Research. AUTISM IN ADULTHOOD. https://doi.org/10.1089/aut.2021.0086

Cullinan, D., Lambert, M. C., & Epstein, M. H. (2022, September 20). Characteristics of emotional disturbance of female and male students in elementary, middle, and high school. PSYCHOLOGY IN THE SCHOOLS. https://doi.org/10.1002/pits.22803

McAvoy, P., Hunt, T., Culbertson, M. J., McCleary, K. S., DeMeuse, R. J., & Hess, D. E. (2022). Measuring student discussion engagement in the college classroom: a scale validation study. Studies in Higher Education, 47(8), 1761–1775. https://doi.org/10.1080/03075079.2021.1960302

Zhang, J., Lee, G., Iluore, A. C., Relyea, J. E., & Wui, M. G. L. (2022, August 12). Fostering Civic Reasoning Through Disciplinary Literacy. READING TEACHER, Vol. 8. https://doi.org/10.1002/trtr.2143

Little, M., Drake, T. A., Cohen-Vogel, L., & Eagle, J. (2022). When School Doesn’t Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools. Elementary School Journal, 123(1), 176–202. https://doi.org/10.1086/720563

Gray, D. L. L., Harris-Thomas, B., Ali, J. N., Cummings, T. N., McElveen, T. L., & Jones, T. R. (2022, August 8). Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day. URBAN EDUCATION. https://doi.org/10.1177/00420859221117682

Wilson, J., & Hunt, J. H. (2022). Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities. JOURNAL OF MATHEMATICAL BEHAVIOR, 67. https://doi.org/10.1016/j.jmathb.2022.100982

Rubel, L. H., Herbel-Eisenman, B., Peralta, L. M., Lim, V., Jiang, S., & Kahn, J. (2022, May 4). Intersectional feminism to reenvision mathematical literacies & precarity. RESEARCH IN MATHEMATICS EDUCATION. https://doi.org/10.1080/14794802.2022.2089908

Pearson, J. N., Stewart-Ginsburg, J. H., Malone, K., Manns, L., Martin, D. V. M., & Sturdivant, D. (2022, July 25). Best FACES Forward: Outcomes of an Advocacy Intervention for Black Parents Raising Autistic Youth. EXCEPTIONALITY. https://doi.org/10.1080/09362835.2022.2100392

Jiang, S., Lee, V. R., & Rosenberg, J. M. (2022, July 10). Data science education across the disciplines: Underexamined opportunities for K-12 innovation. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. https://doi.org/10.1111/bjet.13258

Epstein, M. H., Cullinan, D., Lambert, M. C., Kauffman, J. M., Katsiyannis, A., & Mason, W. A. (2022, July 11). A 22-Year Cross-Sectional Cohort Study of the Emotional and Behavioral Characteristics of Students With Emotional Disturbance. JOURNAL OF SPECIAL EDUCATION. https://doi.org/10.1177/00224669221109172

Jiang, S., Huang, X., Sung, S. H., & Xie, C. (2022, July 9). Learning Analytics for Assessing Hands-on Laboratory Skills in Science Classrooms Using Bayesian Network Analysis. RESEARCH IN SCIENCE EDUCATION. https://doi.org/10.1007/s11165-022-10061-x

Wang, Q., Rose, C. P., Ma, N., Jiang, S., Bao, H., & Li, Y. (2022). Design and Application of Automatic Feedback Scaffolding in Forums to Promote Learning. IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES, 15(2), 150–166. https://doi.org/10.1109/TLT.2022.3156914

Hunt, J., Davis, R., & Duarte, A. (2022, May 25). Transitioning mathematics teacher practices to broadcast pedagogy. INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, Vol. 5. https://doi.org/10.1080/0020739X.2022.2074903

Jiang, S., Nocera, A., Tatar, C., Yoder, M. M., Chao, J., Wiedemann, K., … Rose, C. P. (2022, July 1). An empirical analysis of high school students' practices of modelling with unstructured data. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. https://doi.org/10.1111/bjet.13253

Golden, A. R., & Byrd, C. M. (2022, June 16). Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and Anti-Racist Action. JOURNAL OF RESEARCH ON ADOLESCENCE, Vol. 6. https://doi.org/10.1111/jora.12778

Spires, H. A., Himes, M. P., & Krupa, E. (2022). Supporting Students' Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration. EDUCATION SCIENCES, 12(6). https://doi.org/10.3390/educsci12060412

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., … McIntyre, J. (2022, June 9). A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension. JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 6. https://doi.org/10.1037/edu0000751

Unal, D. O., Hollebrands, K., McCulloch, A., Scher, D., & Steketee, S. (2022). Prospective High School Mathematics Teachers' Uses of Diagrams and Geometric Transformations While Reasoning about Geometric Proof Tasks. INTERNATIONAL JOURNAL FOR TECHNOLOGY IN MATHEMATICS EDUCATION, 29(1), 13–24. https://doi.org/10.1564/tme_v29.1.02

Peng, Y., Li, Y., Su, Y., Chen, K., & Jiang, S. (2022). Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters. INTERNET AND HIGHER EDUCATION, 53. https://doi.org/10.1016/j.iheduc.2022.100845

Kumar, R., Gray, D. L. L., & Toren, N. K. (2022). Pre-service teachers? desire to control bias: Implications for the endorsement of culturally affirming classroom practices. LEARNING AND INSTRUCTION, 78. https://doi.org/10.1016/j.learninstruc.2021.101512

Thomson, M. M., Huggins, E., Carrier, S. J., & Gray, D. L. (2022, May 17). Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. https://doi.org/10.1080/09500693.2022.2075948

Saleem, F., Legette, K., & Byrd, C. M. (2022). Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. Journal of School Psychology, 91, 97–111. https://doi.org/10.1016/j.jsp.2022.01.001

Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, May 10). What do upper-elementary and middle school teachers know about the processes of text comprehension? (Mar, 10.1007/s11145-022-10268-4, 2022). READING AND WRITING, Vol. 5. https://doi.org/10.1007/s11145-022-10306-1

Lo, R. S., & Wiseman, A. (2022, April 17). 'That's my dumb husband': Wild things, battle bears and heteronormative responses in an afterschool reading club. JOURNAL OF EARLY CHILDHOOD LITERACY, Vol. 4. https://doi.org/10.1177/14687984221079008

Grifenhagen, J. F., & Barnes, E. M. (2022, April 8). Reimagining Discourse in the Classroom. READING TEACHER, Vol. 4. https://doi.org/10.1002/trtr.2108

Fitzgerald, J., Relyea, J. E., & Elmore, J. (2022, March 24). Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks. JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 3. https://doi.org/10.1037/edu0000735

DeIaco, R., Samuelson, C., Grifenhagen, J., Davis, D. S., & Kosanovich, M. (2022). Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2021.1921889

Grifenhagen, J. F., & Jones, J. S. (2022). University-based literacy coaches as outsiders to the rural school context. TEACHING AND TEACHER EDUCATION, 114. https://doi.org/10.1016/j.tate.2022.103694

Lee, C. C., Jacobs, L., & Mann, J. C. (2022, February 23). Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation. URBAN EDUCATION. https://doi.org/10.1177/00420859221081765

Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, March 5). What do upper-elementary and middle school teachers know about the processes of text comprehension? READING AND WRITING, Vol. 3. https://doi.org/10.1007/s11145-022-10268-4

Drake, T. A. (2022). Principals Using Data: An Integrative Review. Leadership and Policy in Schools, 2. https://doi.org/10.1080/15700763.2022.2036349

Nocera, A. (2022, February). Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching. HISTORY OF EDUCATION QUARTERLY, Vol. 62, pp. 127–130. https://doi.org/10.1017/heq.2021.63

Sanei, H., & Lee, H. (2022). Attending to Students’ Reasoning About Probability Concepts for Building Statistical Literacy. Proceedings of the IASE 2021 Satellite Conference. https://doi.org/10.52041/iase.byqzd

Pruitt-Britton, T., Wilhelm, A. G., & Wilson, J. (2022). Nurturing students through social interactions. PHI DELTA KAPPAN, 103(5), 18–23. https://doi.org/10.1177/00317217221079974

Lee, H. S., Vaskalis, Z. T., Stokes, D. J., & Harrison, T. R. (2022). A Look into the AP Statistics Classroom: Who Teaches It and What Aspects of Statistics Do They Emphasize? CHANCE, 35(1), 38–47. https://doi.org/10.1080/09332480.2022.2039028

Nelson, G., Crawford, A., Hunt, J., Park, S., Leckie, E., Duarte, A., … Zarate, K. (2022, January 31). A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties. LEARNING DISABILITIES RESEARCH & PRACTICE, Vol. 1. https://doi.org/10.1111/ldrp.12272

Steinbrenner, J. R., McIntyre, N., Rentschler, L. F., Pearson, J. N., Luelmo, P., Jaramillo, M. E., … Hume, K. A. (2022, January 22). Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices. AUTISM. https://doi.org/10.1177/13623613211072593

Lambert, M. C., Cullinan, D., Epstein, M. H., & Martin, J. (2022). Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 38(1), 58–73. https://doi.org/10.1080/15377903.2021.1895399

Manfra, M. M. G., Hammond, T. C., & Coven, R. M. (2022). Assessing computational thinking in the social studies. Theory & Research in Social Education. https://doi.org/10.1080/00933104.2021.2003276

Mills, B., & Sabornie, E. (2022). Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools. International Journal of Disability, Development and Education, 69(1), 76–90. https://doi.org/10.1080/1034912X.2021.1947475

DeCuir-Gunby, J. T., & Bindra, V. G. (2022). How does teacher bias influence students?: An introduction to the special issue on teachers? implicit attitudes, instructional practices, and student outcomes. LEARNING AND INSTRUCTION, 78. https://doi.org/10.1016/j.learninstruc.2021.101523

Zakaria, Z., Vandenberg, J., Tsan, J., Boulden, D. C., Lynch, C. F., Boyer, K. E., & Wiebe, E. N. (2022). Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. COMPUTER SCIENCE EDUCATION, 32(1), 3–29. https://doi.org/10.1080/08993408.2021.1877987

Shen, J., Chen, G., Barth-Cohen, L., Jiang, S., & Eltoukhy, M. (2022). Connecting computational thinking in everyday reasoning and programming for elementary school students. JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION, 54(2), 205–225. https://doi.org/10.1080/15391523.2020.1834474

Griffin, C. B., Gray, D. L., Hope, E., Metzger, I. W., & Henderson, D. X. (2022). Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens. URBAN EDUCATION, 57(2), 198–223. https://doi.org/10.1177/0042085920933346

Drake, T. A. (2022). Learning by Doing: A Daily Life Study of Principal Interns' Leadership Activities During the School Year. JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION, 17(1), 24–54. https://doi.org/10.1177/1942775120941549

Nelson, G., Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2022). Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties. LEARNING DISABILITY QUARTERLY, 45(3), 159–171. https://doi.org/10.1177/0731948720932850