Education

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.

The Power and Potential of Graphic Novels in the Classroom

Anthropology Now, 9(3), 144–146.

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.

An investigation of first chapters in high-quality literature for children and adolescents

The Dragon Lode, 36(1), 32–39.

How Social Are Social Media? A Review of Online Social Behaviour and Connectedness

Journal of Relationships Research, 8.

"The Connecting Carolina” teaching with primary sources program

Social Education, 81(2), 109–111.

The Wiley Handbook of Social Studies Research

Malden, MA: Wiley.

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.

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.

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.

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.

Design and implementation of professional development MOOCs for statistics teachers

AMSTAT News. Retrieved from http://magazine.amstat.org/blog/2017/09/01/pd_teachers/

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

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.

Project ATOMS

[Annual Report]. Virginia: National Science Foundation.

Re-envisioning the school day: Integrating mathematics, science, and reading through students’ engagement with practices

Journal of Interdisciplinary Teacher Leadership, 1(2), 7–12.

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/

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

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

Creating language-rich science classrooms for english language learners

English in Texas, 47(2), 7–12.