Education

The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low-Income Families

Proceedings of the Fall 2011 Society for Research in Educational Effectiveness Conference. ERIC Document ED528919), https://eric.ed.gov/?id=ED528919

Recommendations from Appointed Curriculum Task Force to the NCTM Board of Directors: NCTM’s Role in Curriculum Development

Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers

Research in Science Education, 41(2), 261–282.

The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study

Journal of Research in Science Teaching, 48(2), 217–235.

U.S. Comparative and International Graduate Programs: An Overview of Programmatic Size, Relevance, Philosophy, and Methodology

Peabody Journal of Education, 86(2), 189–210.

Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work With Technology

Journal for Research in Mathematics Education, 42(1), 39.

Young children’s computer skills development from kindergarten to third grade

Computers & Education, 57(2), 1698–1704.

Conducting guided inquiry in science classes using authentic, archived, web-based data

Computers & Education, 57(2), 1571–1582.

Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective

Equity & Excellence in Education, 44(1), 40–56.

“That's my worst nightmare”: poetry and trauma in the middle school classroom

Pedagogies: An International Journal, 6(3), 234–249.

A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment

The Journal of Educational Research, 104(3), 202–215.

Internalization and Participation as Metaphors of Strategic Reading Development

Theory Into Practice, 50(2), 100–106.

An Editor's Personal Concluding Remarks

Exceptionality, 19(1), 1–1.

The New Learning Ecology of One-to-One Computing Environments

Journal of Digital Learning in Teacher Education, 28(2), 63–72.

New technologies, new pedagogies: Finding the grail in higher education

Journal of Leadership Studies, 4(4), 54–56.

Teachers' interactions in an online graduate course on moodle: A social network analysis perspective

Meridian, 13(2). http://www.scopus.com/inward/record.url?eid=2-s2.0-79954468697&partnerID=MN8TOARS

New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK)

In Student Reactions to Learning with Technologies: Perceptions and Outcomes (pp. 23–41).

Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment

Journal of Educational Computing Research, 45(3), 265–286.

Dimensions of social interactions contributing to knowledge construction and building in an online learning community

Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf., 2, 586–590. http://www.scopus.com/inward/record.url?eid=2-s2.0-84858375791&partnerID=MN8TOARS

An investigation of the development of a reflective virtual learning community in an Ill-structured domain of instructional design

Knowledge Management and E-Learning, 3(4), 513–533. http://www.scopus.com/inward/record.url?eid=2-s2.0-84866257400&partnerID=MN8TOARS