Teacher Education and Learning Sciences - 2014

Booth, S. E., & Kellogg, S. B. (2014). Value creation in online communities for educators. British Journal of Educational Technology, 46(4), 684–698. https://doi.org/10.1111/bjet.12168

Duncan, S. C., & Huang, C. J. (2014). “About as educational as Minecraft can get”: Youth framings of games and learning in an affinity space. In A. Ochsner, J. Dietmeier, C. Williams, & C. Steinkuehler (Eds.), Games+Learning+Society 10 (pp. 82–88). Retrieved from http://www.creativitylabs.com/pubs/2014_Huang_EducationalMinecraft-Affinity.pdf

Jarry-Shore, M., & McNeil, S. (2014). Teachers as Stakeholders in Mathematics Education Research. The Mathematics Enthusiast, 11(1), 135–154. https://doi.org/10.54870/1551-3440.1296

Koch, J. G., & Napier, D. B. (2014). Multilingual education in Costa Rica: Linguistic education for all  or English elitism?. . Proceedings of the Fifty-Eighth Annual Meeting of the Comparative and International Education Society conference.

Hunt, J. H., Tzur, R., & Westenskow, A. (2014). Intermediate participatory stages in constructing the concept of unit fractions: Students with learning disabilities. 38th Conference of the International Group for the Psychology of Mathematics Education (PME). Presented at the 38th Conference of the International Group for the Psychology of Mathematics Education (PME), Vancouver, B.C.

Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Hunt, J., & Shin, M. (2014). Six Selecting and Tailoring Interventions for Students With Mathematics Difficulties. In J. T. Mascolo, D. P. Flanagan, & V. C. Alfonso (Eds.), Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners (pp. 178–203). Hoboken, NJ: Wiley.

Vasquez, E., Powell, S., Rodriguez, J., Hunt, J. H., McKinney, T., Straub, C., … Vince-Garland, K. (2014). Using E-Cove to increase the efficiency of pre- service teacher observations. . Ed Tech Ideas.

Hunt, J. H. (2014). Effects of a Supplemental Intervention Focused in Equivalency Concepts for Students With Varying Abilities. Remedial and Special Education, 35(3), 135–144. https://doi.org/10.1177/0741932513507780

Hunt, J. H., & Vasquez, E. (2014). Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability. Journal of Special Education, 48(3), 180–190. https://doi.org/10.1177/0022466912474102

Hunt, J. H., & Little, M. E. (2014). Intensifying Interventions for Students by Identifying and Remediating Conceptual Understandings in Mathematics. TEACHING Exceptional Children, 46(6), 187–196. https://doi.org/10.1177/0040059914534617

Curry, M., Martin, F., Betrus, A., & Ziaee, Y. (2014). More free/inexpensive alternatives in multimedia production. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Jacksonville, FL.

Martin, F., & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, who and how? MERLOT Journal of Online Learning and Teaching, 10(2), 192–210.

Sugar, B., Brown, A., Daniels, L., Hoard, B., Martin, F., & Ritzhaupt, A. (2014). Comparison and analysis of existing multimedia production competencies studies: Implications and next steps. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Jacksonville, FL.

Oyarzun, B., Martin, F., Pastore, R., Anderson, S., Maddrell, J., & Adcock, A. (2014). Multi-modal course delivery: Combining face-to-face and online students together. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Jacksonville, FL.

Hayes, R., & Martin, F. (2014). Using iBook author to design an eBook applying text design principles. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Jacksonville, FL.

Wells, N. L., Stanley, A., & Martin, F. (2014). The human performance technology model applied to a university library’s work efficiency. Performance Improvement, 53(3), 14–21. https://doi.org/10.1002/pfi.21399

I. Tutty, J., & Martin, F. (2014). Effects of Practice Type in the Here and Now Mobile Learning Environment. i-Manager's Journal of Educational Technology, 11(2), 17–27. https://doi.org/10.26634/jet.11.2.2918

Ritzhaupt, A. D., & Martin, F. (2014). Development and validation of the educational technologist multimedia competency survey. Educational Technology Research and Development, 62(1), 13–33. https://doi.org/10.1007/s11423-013-9325-2

Byrd, C. M. (2014). Learning about Race and Culture in School: Student Perspectives. Presented at the University of San Francisco Junior Scholar Speaker Series, San Francisco, California.

Rouland, K., Matthews, J., Byrd, C. M., Meyer, R. M. L., & Rowley, S. (2014). Culture clash? Interactions between Afrocultural and mainstream cultural styles in classrooms serving African American students. Interdisciplinary Journal of Teaching and Learning, 4(3), 186–202.

Byrd, C. M., & Aldana, A. (2014, March). The content and frequency of school racial socialization in a predominantly Black school. Presented at the Understanding Race and Context in School Settings, Society for Research on Adolescence BIennial Meeting, Austin, Texas.

Carter Andrews, D., & Byrd, C. M. (2014, April). Multiracial students’ perceptions of schooling in a predominantly White high school: Examining (racial) microaggressions through a quantitative analysis. Presented at the Where Do We Place Our Children? Students of Color in Predominately White High School Settings, American Educational Research Association Annual Meeting, Philadelphia, Pennsylvania.

Byrd, C. M. (2014, August). Initial Validation of a Comprehensive Measure of School Racial Climate. Presented at the American Psychological Association's 122nd Annual Convention, Washington, DC.

Byrd, C. M. (2014, October). Supporting Motivation Through a Positive School Racial Climate. Presented at the National Black Child Development Institute, Detroit, Michigan.

Byrd, C. M. (2014). The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation. The Journal of Educational Research, 108(1), 10–21. https://doi.org/10.1080/00220671.2013.831803

DeCuir-Gunby, J. T. (2014). Exploring the experiences of African Americans in educational contexts. Presented at the College of Education, University of North Carolina, Chapel Hill, NC.

DeCuir-Gunby, J. T. (2014). African American’s experiences with racial microaggresssions: Implications for Education. Presented at the Duke University Department of Psychology, Durham, NC.

DeCuir-Gunby, J. T. (2014, April). Researching race and ethnicity in the study of learning and motivation in social and cultural contexts. Presented at the American Educational Research Association annual meeting, Philadelphia, PA.

DeCuir-Gunby, J. T., & Davis, H. A. (2014, April). Examining the social and cultural influences on adolescents’ development of scientific identity. Presented at the American Educational Research Association annual meeting, Philadelphia, PA.

DeCuir-Gunby, J. T., Gunby, N. W., Jr., Brown, S., & Simmons, M. (2014, June). African Americans’ coping with racial microaggressions in the workplace. Presented at the Society for the Psychological Study of Social Issues biennial meeting, Portland, OR.

DeCuir-Gunby, J. T., Carlton-Parsons, E. R., & Mizelle-Johnson, N. (2014, May). Difficulties advancing within predominately White institutions. Panel discussion presented at the UNC System Summit on Black Faculty, Staff, and Students, Wilmington, NC.

Lee, J. K., & Molebash, P. E. (2014). Becoming digital: Using personal digital histories to engage teachers in contemporary understandings of teaching social studies. The Journal of Social Studies Research, 38(3), 159–172. https://doi.org/10.1016/J.JSSR.2014.02.005

Neitzel, C., & Davis, D. (2014). Direct and indirect effects of teacher instruction and feedback on student adaptive help-seeking in upper-elementary literacy classrooms. Journal of Research in Education, 24(1), 53–68.

Bolick, C. B., Franklin, C., & Manfra, M. M. (2014). History through a child’s eye: Preservice teachers making sense of children’s understandings. Social Studies Research and Practice, 9(3), 1–20.

Kennedy, K., Freidhoff, J., & Oliver, K. (Eds.). (2014). Current trends and issues in K-12 online and blended teaching and learning. In Special issue of the Journal of Technology and Teacher Education (Vol. 22).

Oliver, K., Cook, M., Pritchard, R., & Lee, S. (2014). Leveraging affordances of the mashup tool Pinterest for writing and reflecting on culture. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1034–1040). Chesapeake, VA: AACE.

Cook, M., Oliver, K., Pritchard, R., & Lee, S. (2014). Using forum-based writing to learn in the English classroom: An investigation of student comprehension and collaboration. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1974–1979). Chesapeake, VA: AACE.

Oliver, K., & Stallings, D. T. (2014). Preparing teachers for emerging blended learning environments. Journal of Technology and Teacher Education, 22(1), 57–81.

Walkowiak, T. A. (2014). NSF Annual Report for Project ATOMS [Annual Report]. Virginia: National Science Foundation.

Marshall, S. A. (2014, May). A sense of possibility: Cultivating perseverance in an urban mathematics classroom. Presented at the Diversity in Research and Practice Conference, New York.

Alston, C. L., & Barker, L. M. (2014). Helping prospective teachers read for teaching. Presented at the Annual meeting of the National Council of Teachers of English, Washington, DC.

McAvoy, P., Hess, D., & Kawashima-Ginsberg, K. (2014). The pedagogical challenge of teaching politics in like-minded schools. In T. Misco (Ed.), Cross-Cultural Case Studies of Teaching Controversial Issues: Pathways and Challenges to Democratic Citizenship Education (pp. 237–253). Tilsburg: Legal Wolf Publishers.

Dowden, A. R., DeCuir-Gunby, J. D., Warren, J. M., & Boston, Q. (2014). A Phenomenological Analysis of Invisibility Among African-American Males: Implications for Clinical Practice and Client Retention. The Professional Counselor, 4(1), 58–70. https://doi.org/10.15241/ard.4.1.58

Alston, C. L., & Barker, L. M. (2014). Reading for teaching: What we notice when we look at literature. English Journal, 103(4), 62.

Wilson, P. H., Edgington, C., Sztajn, P., & DeCuir-Gunby, J. (2014, May). Teachers, Attributions, and Students’ Mathematical Work. Research Trends in Mathematics Teacher Education, pp. 115–132. https://doi.org/10.1007/978-3-319-02562-9_7

Allen, K. A., Ryan, T., Gray, D. L. L., McInerney, D. M., & Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/EDP.2014.2

Ward, E. M., & Gray, D. L. L. (2014). Motivation to Learn: Transforming Classroom Culture to Support Student AchievementMichael Middleton and Kevin Perks Corwin: A Sage Company, 2014, 229 pp., $27.77 (AU), ISBN: 9781412986717. The Australian Educational and Developmental Psychologist, 31(2), 156–157. https://doi.org/10.1017/EDP.2014.18

Albert, J. L., Blanchard, M. R., Kier, M. W., Carrier, S. J., & Gardner, G. E. (2014). Supporting teachers’ technology integration: A descriptive analysis of social and teaching presence in technical support sessions. Journal of Technology and Teacher Education, 22(2), 137–165.

Stevenson, K. T., Carrier, S. J., & Peterson, M. N. (2014). Evaluating strategies for inclusion of environmental literacy in the elementary school classroom. Electronic Journal of Science Education, 18(8), 1–17. Retrieved from https://ejrsme.icrsme.com/article/view/13940

Sabornie, E. J., & Weiss, S. L. (2014). Qualitative and mixed design research in emotional and behavioral disorders. In H. M. Walker & F. M. Gresham (Eds.), Handbook of evidence-based practices for emotional and behavioral disorders: Application in schools (pp. 537–551). New York: Guilford.

Dickinson, D. K., Hofer, K. G., Barnes, E. M., & Grifenhagen, J. F. (2014). Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach. Early Childhood Research Quarterly, 29(3), 231–244. https://doi.org/10.1016/J.ECRESQ.2014.02.006

Smith, A., & Thomson, M. M. (2014). Alternative education programmes: synthesis and psychological perspectives. Educational Psychology in Practice, 30(2), 111–119. https://doi.org/10.1080/02667363.2014.891101

Lisi, P. L., Marshall, P., & Sensoy, Ö. (2014). Editorial. Multicultural Perspectives, 16(4), 191–191. https://doi.org/10.1080/15210960.2014.956602

Lisi, P. L., Marshall, P., & Sensoy, Ö. (2014). Editorial. Multicultural Perspectives, 16(3), 123–123. https://doi.org/10.1080/15210960.2014.926752

Oliver, K. M., & Pritchard, R. J. (2014). Supporting the Development of Writing Abstraction with Technology. In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 363–385). https://doi.org/10.4018/978-1-4666-5982-7.ch018

Avci, Z. Y., Vasu, E. S., Oliver, K., Keene, K. A., & Fusarelli, B. (2014). Utilization of online technologies in mathematical problem solving at high school level: Student and teacher perceptions. Retrieved from http://archives.sproc.org/index.php/wjet/article/view/3164

Kellogg, S., Booth, S., & Oliver, K. (2014). A Social Network Perspective on Peer Supported Learning in MOOCs for Educators. Retrieved from https://doaj.org/article/0bdf6fb04f9e4fa6a608cc86321d59d8

Fitzgerald, J., Hiebert, E. H., Bowen, K., Relyea-Kim, E. J., Kung, M., & Elmore, J. (2014). Text Complexity: Primary Teachers’ Views. Literacy Research and Instruction, 54(1), 19–44. https://doi.org/10.1080/19388071.2014.954086

Fitzgerald, J., Amendum, S. J., Relyea, J. E., & Garcia, S. G. (2014). Is Overall Oral English Ability Related to Young Latinos' English Reading Growth? Reading & Writing Quarterly, 31(1), 68–95. https://doi.org/10.1080/10573569.2013.857972

Zheng, M., & Spires, H. (2014). Fifth graders' flow experience in a digital game-based science learning environment. International Journal of Virtual and Personal Learning Environments, 5(2), 69–86. https://doi.org/10.4018/ijvple.2014040106

Walkowiak, T. A. (2014). Elementary and middle school students’ analyses of pictorial growth patterns. The Journal of Mathematical Behavior, 33(1), 56–71. https://doi.org/10.1016/j.jmathb.2013.09.004

Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. B. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. . Educational Technology & Society, 17(1), 42–53.

Eseryel, U. Y., Bakker, D., & Eseryel, D. (2014). The influence of information technology self-leadership on product and process innovation. . Journal of Leadership and Management, 1(2), 95–109.

Moore, R. L. (2014). Information architecture for social media: a case study on building an event backchannel with Twitter. International Journal of Social Media and Interactive Learning Environments, 2(1), 21–36.

Fox, B. J. (2014). Phonics and word study for the teacher of reading: Programmed for self-instruction. Boston: Pearson.

Anders, S., Bigard, A., Idakula, R., Kretchmar, K., Price, H., Radding, R., … Sondel, B. (2014). Critical resistance to Teach for America challenging power, privilege, and white supremacy. Collective Unravelings of the Hegemonic Web, 197–207.

Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014). Race and teacher evaluations as predictors of algebra placement. Journal for Research in Mathematics Education, 45(3), 288–311. https://doi.org/10.5951/jresematheduc.45.3.0288

Kellogg, S., Booth, S., & Oliver, K. (2014). A social network perspective on peer supported learning in MOOCs for educators. The International Review of Research in Open and Distributed Learning, 15(5), 263–289. https://doi.org/10.19173/irrodl.v15i5.1852

Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014). Self-Regulation and Gender Within a Game-Based Learning Environment. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 106(4), 961–973. https://doi.org/10.1037/a0037116

Stevenson, K. T., Peterson, M. N., Bondell, H. D., Moore, S. E., & Carrier, S. J. (2014). Overcoming skepticism with education: interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents. Climatic Change, 126(3-4), 293–304. https://doi.org/10.1007/s10584-014-1228-7

Conradi, K. (2014). conrad Tapping technology's potential to motivate readers. Phi Delta Kappan, 96(3), 54–57.

DeCuir-Gunby, J. T., & Schutz, P. A. (2014). Researching Race Within Educational Psychology Contexts. EDUCATIONAL PSYCHOLOGIST, 49(4), 244–260. https://doi.org/10.1080/00461520.2014.957828

Thomson, M. M., & Palermo, C. (2014). Preservice teachers' understanding of their professional goals: Case studies from three different typologies. TEACHING AND TEACHER EDUCATION, 44, 56–68. https://doi.org/10.1016/j.tate.2014.08.002

Nordness, P. D., Epstein, M. H., Cullinan, D., & Pierce, C. D. (2014). Emotional and Behavioral Screener: Test-Retest Reliability, Inter-Rater Reliability, and Convergent Validity. REMEDIAL AND SPECIAL EDUCATION, 35(4), 211–217. https://doi.org/10.1177/0741932513497596

Carrier, S. J., Thomson, M. M., Tugurian, L. P., & Stevenson, K. T. (2014). Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing. International Journal of Science Education, 36(13), 2195–2220. https://doi.org/10.1080/09500693.2014.917342

Annetta, L., Lamb, R., Minogue, J., Folta, E., Holmes, S., Vallett, D., & Cheng, R. (2014). Safe science classrooms: Teacher training through serious educational games. INFORMATION SCIENCES, 264, 61–74. https://doi.org/10.1016/j.ins.2013.10.028

Conradi, K., Jang, B. G., & McKenna, M. C. (2014). [Review of Motivation terminology in reading research: A conceptual review]. Educational Psychology Review, 26(1), 127–164.

Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. INFORMATION SCIENCES, 264, 4–18. https://doi.org/10.1016/j.ins.2013.09.005

Stevenson, K. T., Peterson, M. N., Carrier, S. J., Strnad, R. L., Bondell, H. D., Kirby-Hathaway, T., & Moore, S. E. (2014). Role of Significant Life Experiences in Building Environmental Knowledge and Behavior Among Middle School Students. JOURNAL OF ENVIRONMENTAL EDUCATION, 45(3), 163–177. https://doi.org/10.1080/00958964.2014.901935

Lambert, M. C., Epstein, M. H., & Cullinan, D. (2014). The Diagnostic Quality of the Emotional and Behavioral Screener. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 32(1), 51–61. https://doi.org/10.1177/0734282913485541

Gray, D. L. (2014). Understanding STEM-focused high school students' perceptions of task importance: The role of "standing out" and "fitting in" in mathematics class. Contemporary Educational Psychology, 39(1), 29–41. https://doi.org/10.1016/j.cedpsych.2013.12.001

Walkowiak, T. A., Berry, R. Q., Meyer, J. P., Rimm-Kaufman, S. E., & Ottmar, E. R. (2014). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability. EDUCATIONAL STUDIES IN MATHEMATICS, 85(1), 109–128. https://doi.org/10.1007/s10649-013-9499-x