Education

Wikis Light the Way - Independent classroom and lab computer use

Fogle, L. (2011, March). Presented at the North Carolina Technology in Education (NCTIES) Conference, Raleigh, NC.

Literacy Development for English-Language Learners

Relyea, J. E. (2011, October). Presented at the EDUC 413: Language and Literacy Learning, School of Education, University of North Carolina-Chapel Hill, Chapel Hill, NC.

Prediction of English reading in young Spanish-speaking English language learners

Relyea-Kim, J. E. (2011, February 16). Presented at the National Association for Bilingual Education (NABE) Annual Meeting, New Orleans, LA.

Promoting global awareness and cultural communication for ESL pre-service teachers in UNC-China Technology Learning Program

Kim, J. Y., & Relyea-Kim, J. E. (2011, March). Presented at the North Carolina Reading Association (NCRA) Annual Meeting, Raleigh, NC.

Do literacy skills developed in first-language transfer to second-language?

Relyea-Kim, J. E. (2011, March). Presented at the North Carolina Reading Association (NCRA) Annual Meeting, Raleigh, NC.

Cross-linguistic influence on young Latino/as’ second language reading achievement

Relyea-Kim, J. E. (2011, March). Presented at the American Association for Applied Linguistics (AAAL) Annual Meeting, Chicago, IL.

Is oral-English ability related to young Latino’s English-reading trajectory?

Garcia, S., Amendum, S. J., Relyea-Kim, J. E., & Fitzgerald, J. (2011, April). Presented at the American Education Research Association (AERA) Annual Meeting, New Orleans, LA.

Is oral-English ability related to young Latino’s English-reading trajectory?

Relyea-Kim, J. E., Garcia, S., Amendum, S. J., & Fitzgerald, J. (2011, November). Presented at the Literacy Research Association (LRA) 2011 Conference, Jacksonville, FL.

Careers in Educational Psychology

DeCuir-Gunby, J. T. (2011, August). Presented at the American Psychological Association annual meeting, Washington, DC.

Visualização matemática na formação inicial de professores

Proceedings of XIII Conferência Interamericana de Educação Matemática, 1. Recife, Brasil: UFPE.

Olhando imagens de fortificações militares: história, matemática e formação de professores. (Looking at images of military forts: history, mathematics and teacher education)

Proceedings of XIII Conferência Interamericana de Educação Matemática, 1. Recife, Brasil: UFPE.

Teachers' use of a learning trajectory for formative assessment

In T. S. Lamberg & L. R. Wiest (Eds.), Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, Nevada: PME-NA.

Conceptualizing professional development in mathematics: elements of a model

PNA: Revista De Investigación En Didáctica De La Matemática, 5(3), 83–92.

Higher value-added writing instruction with African-American students: What observational data tells us

Alston, C. L. (2011, October). Presented at the Educational Studies Colloquium, University of Michigan School of Education, Ann Arbor, MI.

What’s VAM got to do with it? Exploring high-VAM teachers’ practice & whether it’s ‘better quality’?

Alston, C. L., Dieckmann, J., & Lewis, J. (2011, April). What’s VAM got to do with it? Exploring high-VAM teachers’ practice & whether it’s ‘better quality’? Presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms

Social Psychology of Education, 14(2), 185–208.

“I Tell Them I Know How to Do My ABCs!” Kindergartners' School-Related Conversations with Parents and Associations with Adjustment and Achievement

The Elementary School Journal, 112(2), 383–405.

Cause and Event: Supporting Causal Claims through Logistic Models

Educational Psychology Review, 23(2), 245–261.

African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development

The Urban Review, 44(1), 113–132.

Collaborative sense-making in print and digital text environments

Reading and Writing, 25(4), 831–856.