Education

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.

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.

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.

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.

Topic Study Group No. 14: Teaching Learning of Probability

In Proceedings of the 13th International Congress on Mathematical Education (pp. 439–442).

Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case

International Journal of Designs for Learning, 8(1).

Designing a State-of-the-Art High School in Suzhou, China

In Digital Transformation and Innovation in Chinese Education (pp. 191–210).

Chinese Parents' Perspectives on International Higher Education and Innovation

In Digital Transformation and Innovation in Chinese Education (pp. 272–287).

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.

Sixth-grade students’ perceptions about educational game design.

Paper submitted to the Annual Meeting of the American Educational Research Association (AERA). New York.

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.