Teacher Education and Learning Sciences - 2015

Ezen-Can, A., Boyer, K. E., Kellogg, S., & Booth, S. (2015). Unsupervised modeling for understanding MOOC discussion forums. Presented at the LAK '15: the 5th International Learning Analytics and Knowledge Conference. https://doi.org/10.1145/2723576.2723589

Duncan, S. C., Huang, J., Georgen, C., & Cook, L. (2015). Investigating recognition systems in a collaborative, programming-oriented affinity space. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Materials Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015 (pp. 753–754). Gothenburg, Sweden: The International Society of the Learning Sciences.

Hmelo-Silver, C. E., Jordan, R. C., Novak, W. E. H., C.J., M., D., G., S., C., … Newman, G. (2015). Engaging Citizen Scientists in Model-Based Reasoning. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Materials Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015 (pp. 693–694). Gothenburg, Sweden: The International Society of the Learning Sciences.

Koch, J. G. (2015). Rethinking Costa Rica’s racial “expectionalism”: Issues and challenges in implementing  multilingual education. . In D. B. Napier (Ed.), International perspectives on race and racism: Historical and contemporary considerations in education and society Book.

Koch, J. G. (2015). Envisioning a humanistic approach to Costa Rica’s English education policy and  practices. . Proceedings of the Fifty-Nineth Annual Meeting of the Comparative and International Education Society conference. Washington, D.C: Comparative and International Education Society (CIES.

Hunt, J. H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2015). Stu’s evolving conceptions of unit fractions. 37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), East Lansing, MI.

Tzur, R., Hunt, J. H., & Westenskow, A. (2015). Nature and utility of teacher questioning: A case study of constructivist-oriented math intervention. 37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA). Presented at the 37th Conference of the International Group for the Psychology of Mathematics Education North America (PME-NA), East Lansing, MI.

Hunt, J. H. (2015). Understanding the diverse mathematical thinking of learners. . Australian Primary Mathematics Classroom, 20(2), 15–21.

Tzur, R., & Hunt, J. (2015). Iteration: Unit Fraction Knowledge and the French Fry Tasks. Teaching Children Mathematics, 22(3), 148–157. https://doi.org/10.5951/teacchilmath.22.3.0148

Hunt, J. H. (2015). Notions of equivalence through ratios: Students with and without learning disabilities. Journal of Mathematical Behavior, 37, 94–105. https://doi.org/10.1016/j.jmathb.2014.12.002

Hunt, J. H., & Empson, S. B. (2015). Exploratory Study of Informal Strategies for Equal Sharing Problems of Students with Learning Disabilities. Learning Disability Quarterly, 38(4), 208–220. https://doi.org/10.1177/0731948714551418

Martin, F., & Ertzberger, J. (2015). Effects of reflection type in here and now mobile learning. American Educational Research Association. Presented at the American Educational Research Association, Chicago, IL.

Martin, F. (2015). Using emerging instructional technologies to enhance clinical training. Medical device clinical training & education conference. Presented at the Medical device clinical training & education conference, Charlotte, NC.

Galbraith, J., Martin, F., Irvin, E., & Gonzalez, P. (2015). Blended delivery format for introductory language courses at the university level. Foreign Language Association of North Carolina Conference. Presented at the Foreign Language Association of North Carolina Conference, Wilmington, NC.

Martin, F., & Wilkins, P. (2015). Using learning analytics to enhance online learning. Distance Teaching and Learning Conference. Presented at the Distance Teaching and Learning Conference, Madison, WI.

Robinson, R., & Martin, F. (2015). Memoir writing instruction in an asynchronous format: A design and development research project. Journal of Applied Instructional Design, 5(1), 5–21.

Martin, F., & Wilkins, P. (2015). Enhancing student learning and engagement in online courses by using learning analytics data. Online Learning Consortium. Presented at the Online Learning Consortium, Orlando, FL.

Martin, F., & Ertzberger, J. (2015). Reflecting with a virtual expert in the here and now mobile learning environment. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Indianapolis, IN.

Martin, F., & Wilkins, P. (2015). Using learning analytics from Moodle to enhance student learning and engagement in online courses. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Indianapolis, IN.

Martin, F. (2015). Assessing student learning in online courses using learning analytics. Online Learning Consortium. Presented at the Online Learning Consortium, Orlando, FL.

Martin, F., & L. Carr, M. (2015). An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom. i-Manager's Journal of Educational Technology, 12(1), 7–14. https://doi.org/10.26634/jet.12.1.3431

Boykin, J., Leitheiser, J., & Martin, F. (2015). The HPT Model Applied to a Yoga Studio's Performance. Performance Improvement, 54(1), 28–38. https://doi.org/10.1002/pfi.21448

Hayes, R., Godwin, C., Butts, D., & Martin, F. (2015). The HPT Model Applied to a Boutique-Style Online Retail Store. Performance Improvement, 54(7), 26–33. https://doi.org/10.1002/pfi.21494

Martin, F. (2015). E-learning design— From instructional events to elements. In International Handbook of E-learning Volume 1: Theoretical Perspectives and Research (pp. 153–170). https://doi.org/10.4324/9781315760933

Byrd, C. M., & Carter Andrews, D. J. (2015, April). The Importance of Cultural Relevance for All: Secondary Students’ Perceptions of Culturally Relevant Teaching. Presented at the American Educational Research Association 2015 Annual Meeting, Chicago, Illinois.

Byrd, C. M. (2015, March). Black History Month and To Kill a Mockingbird: Student Perceptions of School Racial Socialization Practices. Poster presented at the Society for Research in Child Development 2015 Biennial Meeting, Philadelphia, Pennsylvania.

Hoggard, L. S., Byrd, C. M., & Sellers, R. M. (2015). The lagged effects of racial discrimination on depressive symptomology and interactions with racial identity. Journal of Counseling Psychology, 62(2), 216–225. https://doi.org/10.1037/cou0000069

Aldana, A., & Byrd, C. M. (2015). School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students. The Urban Review, 47(3), 563–576. https://doi.org/10.1007/s11256-014-0319-0

Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, A. J. (2015, December). Dramatic changes in the complexity of a first-grade core-reading program across six decades. Presented at the Literacy Research Association (LRA) 2015 Conference, Carlsbad, CA.

Relyea, J. E., & Fitzgerald, J. (2015, December). The relation between early word reading and reading comprehension development for language-minority learners and native-English-speaking students. Presented at the Literacy Research Association (LRA) 2015 Conference, Carlsbad, CA.

Elmore, J., Hiebert, E. H., Fitzgerald, J., Relyea, J. E., & Stenner, A. J. (2015, April). The complexity of a first-grade core-reading program over six decades. Presented at the American Education Research Association (AERA) Annual Meeting, Chicago, IL.

Relyea, J. E. (2015, April). The role of early English-word reading in English reading-comprehension growth for language-minority learners and native-English-speaking students. Presented at the American Education Research Association (AERA) Annual Meeting, Chicago, IL.

DeCuir-Gunby, J. T. (2015). The experiences of African Americans in educational contexts: An exploration of race and racial identity. Presented at the Elon University Department of Psychology, Burlington, NC.

Schutz, P. A., DeCuir-Gunby, J. T., & Williams-Johnson, M. R. (2015, April). Using multiple and mixed methods to investigate emotions in educational contexts. Presented at the American Educational Research Association annual meeting, Chicago, IL.

Grant, C., DeCuir-Gunby, J. T., & Smith, B. (2015, June). More than a data point: Women STEM faculty leading and ADVANCE-ENG change. Poster presented at the ADVANCE/GSE Program Workshop, Baltimore, MD.

Lee, J., Hicks, D., Henriksen, D., Mishra, P., Cain, W., Fahnoe, C., … Terry, C. (2015). Historical Soundscapes for Creative Synthesis. TechTrends, 59(5), 4–8. https://doi.org/10.1007/S11528-015-0882-6

Manfra, M. M., & Brown, S. (2015). Student Documentaries Based on the C3 Framework. Social Education, 79(2), 111–114.

Oliver, K. M., & Weeks, T. (2015). A case study of external evaluation in support of a new virtual school. In T. Clark & M. Barbour (Eds.), Online, Blended and Distance Education in Schools: building successful programs (pp. 87–103). Sterling, VA: Stylus Publishing.

Oliver, K., & Cook, M. (2015). Capturing global perspectives during study abroad: A comparison of three visual tools. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of Ed-Media 2015 (pp. 497–503). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Oliver, K., & Kellogg, S. (2015). Credit recovery in a virtual school: Affordances of online learning for the at-risk student. Journal of Online Learning Research, 1(2), 191–218.

Alston, C. L., Goldin, S., Forzani, F. M., Bomphray, A., Curren-Preis, M., Gadd, R., & Noel, B. (2015). Decisions, decisions, decisions: Developing a performance-based assessment of a high-leverage practice. Presented at the Annual meeting of the American Association of Colleges for Teacher Education, Atlanta, Georgia.

Hess, D., & McAvoy, P. (2015). The Political Classroom: Evidence and Ethics in Democratic Education. New York: Routledge Press.

Alston, C., & Brown, M. T. (2015). Differences in Intellectual Challenge of Writing Tasks among Higher and Lower Value-Added English Language Arts Teachers. Teachers College Record, 117(5), n5.

Reagan, E. M., Chen, C., Roegman, R., & Zuckerman, K. G. (2015). Round and round: Examining teaching residents’ participation in and reflections on education rounds. International Journal of Educational Research, 73, 65–76. https://doi.org/10.1016/J.IJER.2015.05.003

Rutherford, T. (2015). Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school. International Journal of Adolescence and Youth, 20(1), 69–85. https://doi.org/10.1080/02673843.2013.767742

Hargrove, R. A., & Nietfeld, J. L. (2015). The Impact of Metacognitive Instruction on Creative Problem Solving. The Journal of Experimental Education, 83(3), 291–318. https://doi.org/10.1080/00220973.2013.876604

Spires, H., & Bartel, J. (2015). Digital literacy and engagement in business education. In National Business Education Yearbook (pp. 211–225). Reston, VA: National Business Education Association.

Lee, J., Spires, H., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portraits Of One-To-One Learning Environments In A New Learning Ecology. International Journal of Learning, Teaching, and Educational Research, 10(3), 78–101. Retrieved from http://ijlter.org/index.php/ijlter/article/view/274/pdf

Walkowiak, T. A. (2015). Project ATOMS [Annual Report]. Virginia: National Science Foundation.

Whitehead, A. N., & Walkowiak, T. A. (2015). Preservice teachers’ understanding of fraction operations: Providing justification for common algorithms. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 844–851). East Lansing, MI: Michigan State University.

Lee, C. W., & Walkowiak, T. A. (2015). Novice elementary teachers’ instructional practices: Opportunities for problem solving and discourse. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 1054–1061). East Lansing, MI: Michigan State University.

Walkowiak, T. A., Lee, C. W., & Whitehead, A. N. (2015). The development of mathematics instructional visions: An examination of elementary preservice teachers. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 968–971). East Lansing, MI: Michigan State University.

Sabornie, E. J., & Pennington, M. L. (2015). Classroom and behavior management research in special education environments. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 186–204). New York: Routledge.

Emmer, E. T., & Sabornie, E. J. (2015). Introduction to the second edition. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 1–12). New York: Routledge.

Emmer, E. T., & Sabornie, E. J. (Eds.). (2015). Handbook of classroom management (2nd ed.). https://doi.org/10.4324/9780203074114

Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263–279. https://doi.org/10.1016/J.COMPEDU.2014.11.022

Cooke, N. K., Ash, S. L., Nietfeld, J., Fogleman, A., & Goodell, L. S. (2015). Impact of a Service-Learning-Based Community Nutrition Course on Students’ Nutrition Teaching Self-Efficacy. Journal of Nutrition Education and Behavior, 47(4), S4. https://doi.org/10.1016/J.JNEB.2015.04.013

Davis, D. S., & Willson, A. (2015). Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition. Reading Research Quarterly, 50(3), 357–379. https://doi.org/10.1002/rrq.103

Davis, D. S., Bippert, K., & Villarreal, L. (2015). Instructional Tendencies in the Teaching of Reading Comprehension. Literacy Research: Theory, Method, and Practice, 64(1), 285–306. https://doi.org/10.1177/2381336915617399

Davis, D. S., McElhone, D., & Tenore, F. B. (2015). A dialogic account of reader–text interactions. English Teaching: Practice & Critique, 14(3), 335–349. https://doi.org/10.1108/etpc-04-2015-0026

Simzar, R. M., Martinez, M., Rutherford, T., Domina, T., & Conley, A. M. M. (2015). Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement. Learning and Individual Differences, 39, 49–63. https://doi.org/10.1016/J.LINDIF.2015.03.002

Nietfeld, J. L., Bruning, R. H., & DiFrancesca, D. (2015). The role of observation in the recall of informational text. International Journal of Educational Research, 69, 88–97. https://doi.org/10.1016/J.IJER.2014.11.001

Lisi, P. L., Marshall, P., & Sensoy, Ö. (2015). Editorial. Multicultural Perspectives, 17(1), 1–1. https://doi.org/10.1080/15210960.2015.994439

Lisi, P. L., Marshall, P., & Sensoy, Ö. (2015). Editorial. Multicultural Perspectives, 17(4), 171–172. https://doi.org/10.1080/15210960.2015.1088302

Lisi, P. L., Marshall, P., & Sensoy, Ö. (2015). Editorial. Multicultural Perspectives, 17(3), 113–113. https://doi.org/10.1080/15210960.2015.1053330

Lisi, P. L., Marshall, P., & Sensoy, Ö. (2015). Editorial. Multicultural Perspectives, 17(2), 59–59. https://doi.org/10.1080/15210960.2015.1041348

Oliver, K., Kennedy, K., Hibbard, L., Swan, B., Clark, T., LaFrance, J., & Oglesby, J. (2015). Personalization of Learning: Lessons from RTT-D Winners. ELearn, 2015(September), 1. https://doi.org/10.1145/2822373.2816976

Zheng, M., & Spires, H. A. (2015). Fifth graders' flow experience in a digital game-based science learning environment. In Gamification: Concepts, Methodologies, Tools, and Applications (Vol. 3-4, pp. 1433–1450). https://doi.org/10.4018/978-1-4666-8200-9.ch073

Eseryel, D. (2015). Causal influence diagramming. In J. M. Spector (Ed.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.

Zhang, D., Peng, X., Yalvac, B., Eseryel, D., Nadeem, U., Islam, A., & Arceneaux, D. (2015). Exploring the impact of peer-generated screencast tutorials on computer-aided design education. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for Society). Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84941994643&partnerID=MN8TOARS

Sondel, B. (2015). Market-based pedagogies assessment, instruction, and purpose at a "no excuses" charter school. Only in New Orleans: School Choice and Equity Post-Hurricane Katrina, 65, 109–128.

Kerkhoff, S., & Spires, H. (2015). Getting close to close reading: Teachers making instructional shifts in early literacy. Journal of Language and Literacy Education, 11(2), 44–63.

Marshall, P. L., DeCuir-Gunby, J. T., & McCulloch, A. W. (2015). When critical multiculturalism meets mathematics: A mixed methods study of professional development and teacher identity. Lanham, Maryland: Rowman & Littlefield Pub Inc.

Moran, C. M., & Young, C. A. (2015). Questions to consider before flipping. PHI DELTA KAPPAN, 97(2), 42–46. https://doi.org/10.1177/0031721715610090

Walkowiak, T. A. (2015). Information is a Common Core dish best served first. Phi Delta Kappan, 97(2), 62–67. https://doi.org/10.1177/0031721715610094

Kellogg, S., & Edelmann, A. (2015). Massively Open Online Course for Educators (MOOC-Ed) network dataset. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 46(5), 977–983. https://doi.org/10.1111/bjet.12312

Spires, H. A., Zheng, M. X., & Bartlett, M. E. (2015). DIGITAL GAMEPLAY effects on young adolescents' science content learning. Research on Teaching and Learning with the Literacies of Young Adolescents, 10, 75–95.

Evans, M. A., Nino, M., Deater-Deckard, K., & Chang, M. (2015). School-Wide Adoption of a Mathematics Learning Game in a Middle School Setting: Using the TPACK Framework to Analyze Effects on Practice. ASIA-PACIFIC EDUCATION RESEARCHER, 24(3), 495–504. https://doi.org/10.1007/s40299-014-0225-y

Jang, B. G., Conradi, K., McKenna, M. C., & Jones, J. S. (2015). Motivation: Approaching an Elusive Concept Through the Factors That Shape It. READING TEACHER, 69(2), 239–247. https://doi.org/10.1002/trtr.1365

Spires, H. A. (2015). Digital Game-Based Learning: What's Literacy Got to Do With It? JOURNAL OF ADOLESCENT & ADULT LITERACY, 59(2), 125–130. https://doi.org/10.1002/jaal.424

Grimmett, M. A., & Horne, R. A. (2015). TRANSFORMATIVE BLACK MASCULINITY: BLACK MALE STUDENT-ATHLETES AND SEXUAL VIOLENCE PREVENTION. BLACK MALES AND INTERCOLLEGIATE ATHLETICS: AN EXPLORATION OF PROBLEMS AND SOLUTIONS, Vol. 16, pp. 217–238. https://doi.org/10.1108/s1479-364420140000016011

Nino, M., & Evans, M. A. (2015). Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning. IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA, 10(3), 143–149. https://doi.org/10.1109/rita.2015.2452673

Won, S. G. L., Evans, M. A., Carey, C., & Schnittka, C. G. (2015). Youth appropriation of social media for collaborative and facilitated design-based learning. COMPUTERS IN HUMAN BEHAVIOR, 50, 385–391. https://doi.org/10.1016/j.chb.2015.04.017

Booth, S. E., & Kellogg, S. B. (2015). Value creation in online communities for educators. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 46(4), 684–698. https://doi.org/10.1111/bjet.12168

Cooke, N. K., Nietfeld, J. L., & Goodell, L. S. (2015). The Development and Validation of the Childhood Obesity Prevention Self-Efficacy (COP-SE) Survey. CHILDHOOD OBESITY, 11(2), 114–121. https://doi.org/10.1089/chi.2014.0103

Lee, J., Turner, J. E., & Thomson, M. M. (2015). A structural equation model of pre-service teachers' perceptions of future goals and current course-related motivation. JAPANESE PSYCHOLOGICAL RESEARCH, 57(3), 231–241. https://doi.org/10.1111/jpr.12082

Thomson, M. M., & Turner, J. (2015). Teaching motivations, characteristics and professional growth: results from the Great Expectations (GE) programme in the United States. EDUCATIONAL PSYCHOLOGY, 35(5), 578–597. https://doi.org/10.1080/01443410.2013.849796

Gray, D. L. L., Chang, Y., & Anderman, E. M. (2015). Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters. LEARNING AND INDIVIDUAL DIFFERENCES, 40, 9–21. https://doi.org/10.1016/j.lindif.2015.03.025

Hoggard, L. S., Hill, L. B. K., Gray, D. L. L., & Sellers, R. M. (2015). Capturing the cardiac effects of racial discrimination: Do the effects "keep going"? INTERNATIONAL JOURNAL OF PSYCHOPHYSIOLOGY, 97(2), 163–170. https://doi.org/10.1016/j.ijpsycho.2015.04.015

Amola, O., & Grimmett, M. A. (2015). Sexual Identity, Mental Health, HIV Risk Behaviors, and Internalized Homophobia Among Black Men Who Have Sex With Men. JOURNAL OF COUNSELING AND DEVELOPMENT, 93(2), 236–246. https://doi.org/10.1002/j.1556-6676.2015.00199.x