Teacher Education and Learning Sciences - 2016

Duncan, S. C., & Huang, J. (2016). Connecting badges: Exploring the utility of digital badges for learning in affinity spaces. Selected Papers of Internet Research. Retrieved from https://journals.uic.edu/ojs/index.php/spir/article/view/8506/6776

Duncan, S., Georgen, C., Cook, L., & Huang, J. (2016). “I have to tell you something”: How narrative and pretend play intersect in story games. In K. Caldwell, S. Seyler, A. Ochsner, & C. Steinkuehler (Eds.), Games+Learning+Society 11 (Vol. 11, pp. 67–74).

Duncan, S. C., & Huang, C. J. (2016). “About as Educational as Minecraft Can Get”: Youth Framings of Games and Learning in an Affinity Space. In W. & C. Steinkuehler (Eds.), Games + Learning + Society (pp. 82–88). Retrieved from http://creativitylabs.com/pubs/2014_Huang_EducationalMinecraft-Affinity.pdf

Huang, J., & Duncan, S. C. (2016). Educational roles and structures of interaction in a Minecraft affinity space. In K. Caldwell, S. Seyler, A. Ochsner, & C. Steinkuehler (Eds.), Games+Learning+Society 11 (Vol. 11, pp. 525–526).

Hunt, J. H., Welch-Ptak, J., & Silva, J. (2016). Initial understanding of fractions: Children with learning disabilities and difficulties. National Council of Teachers of Mathematics Research Conference (NCTM-R). Presented at the National Council of Teachers of Mathematics Research Conference (NCTM-R), San Francisco, CA.

Hunt, J. H., Silva, J., & Welch-Ptak, J. (2016). Trajectories of fractions quantities: Students with learning disabilities and difficulties. National Council of Teachers of Mathematics. Presented at the National Council of Teachers of Mathematics, San Francisco, CA.

Hunt, J. H., Valentine, C., Bryant, D. P., Pfannenstiel, K. H., & Bryant, B. R. (2016). Supplemental Mathematics Intervention: How and Why Special Educators Intensify Intervention for Students With Learning Disabilities. Remedial and Special Education, 37(2), 78–88. https://doi.org/10.1177/0741932515597293

Hunt, J. H., Welch-Ptak, J. J., & Silva, J. M. (2016). Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties. Learning Disability Quarterly, 39(4), 213–225. https://doi.org/10.1177/0731948716653101

Martin, F., & Kumar, S. (2016). Frameworks and quality indicators for assessing and evaluating e-Learning programs. Online Learning Consortium Accelerate. Presented at the Online Learning Consortium Accelerate, Orlando, FL.

Martin, F. (2016). A Systematic review of synchronous online learning research from two decades 1995-2014. Online Learning Consortium Accelerate. Presented at the Online Learning Consortium Accelerate, Orlando, FL.

Martin, F., Ritzhaupt, A., Budhrani, K., & Kumar, K. (2016). Competencies for effective online instructors: A mixed method approach. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Las Vegas, NV.

Bolliger, D., Kumar, K., Martin, F., & Sadaf, A. (2016). Engagement Matters: Ways to Enhance Interaction and Engagement in Online Learning. Association for Educational Communications and Technology Conference. Presented at the Association for Educational Communications and Technology Conference, Las Vegas, NV.

Martin, F., Polly, B., Jokiaho, A., & Birgit, M. (2016). Global Standards for Enhancing Quality in Online Learning. 22nd German-American Symposium. Presented at the 22nd German-American Symposium, Charlotte, NC.

Simmons, B., & Martin, F. (2016). Perceived Implementation Barriers of a One-to-One Computing Initiative in a Large Urban School District: A Qualitative 
      Approach. i-Manager's Journal on School Educational Technology, 11(4), 26–38. https://doi.org/10.26634/jsch.11.4.6010

Martin, F., Ndoye, A., & Wilkins, P. (2016). Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards. Journal of Educational Technology Systems, 45(2), 165–187. https://doi.org/10.1177/0047239516656369

Ertzberger, J., & Martin, F. (2016). Use of Fitness Bands by Teachers in the Classroom. TechTrends, 60(4), 392–397. https://doi.org/10.1007/s11528-016-0079-7

Martin, F., & Ertzberger, J. (2016). Effects of reflection type in the here and now mobile learning environment. British Journal of Educational Technology, 47(5), 932–944. https://doi.org/10.1111/bjet.12327

Martin, F., & Ndoye, A. (2016). Using learning analytics to assess student learning in online courses. Journal of University Teaching and Learning Practice, 13(3). Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84982988024&partnerID=MN8TOARS

Martin, F., & Whitmer, J. C. (2016). Applying Learning Analytics to Investigate Timed Release in Online Learning. Technology, Knowledge and Learning, 21(1), 59–74. https://doi.org/10.1007/s10758-015-9261-9

Byrd, C. M. (2016). Using a Mobile App to Address to Microaggressions on Campus. Presented at the SYNBERC Expanding Potential Workshop, Berkeley, California.

Byrd, C. M., Fonseca, G., Leath, S., Barnes, S., Carter, R., & Chavous, T. (2016, April). School Racial Climate and Congruence with Racial Identity for Black and Latino College Students. Presented at the 2016 Society for Research on Adolescence Biennial Meeting, Baltimore, Maryland.

Byrd, C. M. (2016, April). Perceptions of intergroup interactions and school racial socialization are associated with psychological and academic outcomes. Presented at the New Directions in School Racial Climate, Society for Research on Adolescence Meeting, Baltimore, Maryland.

Byrd, C. M. (2016, July). Revisiting Racial Constancy in Adolescents in a “Post-Racial" Society. Presented at the Society for Research of the Psychological Study of Culture, Ethnicity, and Race, Stanford, California.

Byrd, C. M. (2016). Reporting Microaggressions through a Mobile App: Longitudinal Relations with Well-Being and Academic Success Health Psychology. Presented at the University of California, Merced, Merced, California.

Byrd, C. M. (2016, August). Perceptions of School Racial Socialization and Intergroup Interactions for College Student Outcomes. Poster presented at the 124th annual convention of the American Psychological Association, Denver, Colorado.

Byrd, C. M. (2016, August). Using a Mobile App to Report Microaggressions. Poster presented at the 124th annual convention of the American Psychological Association, Denver, Colorado.

Byrd, C. M., & Carter Andrews, D. J. (2016). Variations in students' perceived reasons for, sources of, and forms of in-school discrimination: A latent class analysis. Journal of School Psychology, 57, 1–14. https://doi.org/10.1016/j.jsp.2016.05.001

Byrd, C. M. (2016). Does Culturally Relevant Teaching Work? An Examination From Student Perspectives. SAGE Open, 6(3), 215824401666074. https://doi.org/10.1177/2158244016660744

Relyea, J. E. (2016, July). The Approaches to Effective Lesson Planning. Presented at the Summer 2016 TESOL program, University of North Florida, Jacksonville, Florida.

Relyea, J. E. (2016, April). Phonics Instruction in the United States. Presented at the International Graduate School of English, Seoul, South Korea.

DeCuir-Gunby, J. T. (2016). The Importance of Addressing Racism in our Schools. Keynote address presented at the Let’s Talk Racism: Dismantling Racism in our schools, inaugural annual conference, Durham, NC.

Harris, S. D., Garbutt, B., White, A., Gill, V. K., & DeCuir-Gunby, J. T. (2016, May). The learning context and adolescents’ development of scientific identity: Exploring the contributions of attending a diverse STEM academy. Poster presented at the National Black Graduate Conference in Psychology annual meeting, Miami, Florida.

DeCuir-Gunby, J. T., & Schutz, P. A. (2016, April). The mixed methods proposal: A practical guide for beginning researchers in the social sciences. Presented at the American Educational Research Association annual meeting, Washington, DC.

Baggett, H. C., Simmons, C., Eggleton, S. R., & DeCuir-Gunby, J. T. (2016). "Cause they're not learning for our world; they're learning for theirs": A critical race theory and phenomenological variant of ecological systems theory analysis of season 4 of The Wire. In T. S. Gaynor & J. D. Taliaferro (Eds.), Teaching The Wire: Frameworks, theories, and strategies for the classroom (pp. 40–62). Jefferson, NC: McFarland Publishing.

Gunby, N. W., Jr, & DeCuir-Gunby, J. T. (2016). Developing culturally relevant cases: Implications for physical therapy classrooms. Presented at the Duke University, Department of Orthopaedic Surgery, Durham, NC.

Swan, K., Lee, J., & Grant, S. G. (2016). A study of state social studies coordinators׳ views of the Common Core. The Journal of Social Studies Research, 40(4), 263–279. https://doi.org/10.1016/J.JSSR.2015.07.002

Manfra, M. M., & Greiner, J. A. (2016). Technology and disciplined inquiry in the world history classroom. Social Education, 80(2), 123–128.

Manfra, M. M., & Saylor, E. E. (2016). Which woman should appear on U.S. currency? Using primary sources to explore important historical figures. Social Studies and the Young Learner, 29(1), 27–32.

Bippert, K., Davis, D. S., Hilburn, M. R., Hooper, J. D., Kharod, D., Rodriguez, C., & Stortz, R. (2016). (Re)learning about Learning: Using Cases from Popular Media to Extend and Complicate Our Understandings of What It Means to Learn and Teach. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 3(1). Retrieved from http://journaldialogue.org/issues/relearning-about-learning-using-cases-from-popular-media-to-extend-and-complicate-our-understandings-of-what-it-means-to-learn-and-teach/

Gill, V. K., & DeCuir-Gunby, J. T. (2016, June). An exploration of moral identity and race relations in cyberspace. Presented at the Society for the Psychological Study of Social Issues biennial meeting, Minneapolis, Minnesota.

Davis, D. S., Huang, B., & Yi, T. (2016). Making Sense of Science Texts: A Mixed-Methods Examination of Predictors and Processes of Multiple-Text Comprehension. Reading Research Quarterly, 52(2), 227–252. https://doi.org/10.1002/rrq.162

Oliver, K., & Pritchard, R. (2016). Multimodal composing with GoAnimate. Proceedings of Society for Information Technology & Teacher Education International Conference, 1611–1616. Chesapeake, VA: Association for the Advancement of Computing in Education.

Oliver, K. (2016). Encouraging teacher development of a personal learning network (PLN) in Twitter. Proceedings of Society for Information Technology & Teacher Education International Conference 2016, 743–748. Chesapeake, VA: Association for the Advancement of Computing in Education.

Oliver, K. (2016). Promoting continuing computer science education through a massively open online course. Proceedings of Society for Information Technology & Teacher Education International Conference, 333–340. Chesapeake, VA: AACE.

Theisen, C., Williams, L., Oliver, K., & Murphy-Hill, E. (2016). Software security education at scale. ICSE '16: Proceedings of the 38th International Conference on Software Engineering Companion, 346–355. https://doi.org/10.1145/2889160.2889186

Oliver, K., & Moore, R. (2016). Supporting documentation of informal learning and making from a distance with Voicethread. Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016, 966–970. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Oliver, K. (2016). Promoting continuing computer science education through a massively open online course. Journal of Computers in Mathematics and Science Teaching, 35(4), 355–368.

Alston, C. L. (2016, March). Moving towards coherence: The danger of dichotomies and nurturing nuance. Presented at the TeachingWorks 2015-2016 Seminar Series, Ann Arbor, Michigan.

Alston, C. L., Danielson, K., Dutro, E., & Cartun, A. (2016, April). Does a discussion by any other name sound the same?: Teaching discussion in three ELA methods courses. Presented at the American Educational Research Association Annual Meeting, Washington, DC.

Alston, C. L. (2016). Moving toward coherence: The danger of dichotomies and nurturing nuance in teacher education [White paper]. Retrieved from Teaching Works, University of Michigan website: http://www.teachingworks.org/images/files/TeachingWorks_Alston.pdf

McAvoy, P. (2016). Preparing young adults for polarized America. In W. Journell (Ed.), Teaching Social Studies in an Era of Divisiveness: The Challenges of Discussing Social Issues in a Non-Partisan Way (pp. 31–46). Lanham, MD: Rowman & Littlefield Press.

DeCuir, J. T., & Dixson, A. D. (2016). “So When It Comes Out, They Aren’t That Surprised That It Is There”: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education. Educational Researcher, 33(5), 26–31. https://doi.org/10.3102/0013189x033005026

Schutz, P. A., DeCuir-Gunby, J. T., & Williams-Johnson, M. R. (2016, March 11). Using Multiple and Mixed Methods to Investigate Emotions in Educational Contexts. Methodological Advances in Research on Emotion and Education, pp. 217–229. https://doi.org/10.1007/978-3-319-29049-2_17

DeCuir-Gunby, J. T., & Schutz, P. A. (Eds.). (2016). Race and Ethnicity in the Study of Motivation in Education. https://doi.org/10.4324/9781315716909

Reagan, E. M., Chen, C., & Vernikoff, L. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice. Teaching and Teacher Education, 59, 213–227. https://doi.org/10.1016/J.TATE.2016.05.011

Falter, M. M. (2016). Threatening the patriarchy: teaching as performance. Gender and Education, 28(1), 20–36. https://doi.org/10.1080/09540253.2015.1103838

Hunt, J. H., Tzur, R., & Westenskow, A. (2016). Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study. Mathematical Thinking and Learning, 18(3), 182–208. https://doi.org/10.1080/10986065.2016.1183089

Hunt, J. H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2016). Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory. The Journal of Mathematical Behavior, 41, 45–67. https://doi.org/10.1016/J.JMATHB.2015.11.004

Spires, H., & Kerkhoff, S. (2016). New literacies. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), The encyclopedia of middle grades education (2nd ed., pp. 282–286). Charlotte, NC: Information Age Publishing.

Spires, H., Himes, M., & Lyjak, E. (2016). Connecting classrooms to the future: Developing cross-cultural understandings through project-based inquiry. Literacy Today, 34(1), 26–27.

Graham, A., Kerkhoff, S., & Spires, H. (2016). Disciplinary literacy in the middle school: Exploring pedagogical tensions. Middle Grades Research Journal, 11(1), 63–83.

Walkowiak, T. A. (2016). Project ATOMS [Annual Report]. Virginia: National Science Foundation.

Walkowiak, T. A. (2016). Building proportional reasoning across grades and math strands, K-8 [Review of Building proportional reasoning across grades and math strands, K-8, by M. Small]. Teachers College Record.

Walkowiak, T. A. (2016). Third international mathematics and science study. In S. Mertens, M. Caskey, & N. Flowers (Eds.), The Encyclopedia of Middle Grades Education (2nd ed.). Charlotte, NC: Information Age Publishing.

Walkowiak, T. A. (2016). Mindset: The new psychology of success. In S. Mertens, M. Caskey, & N. Flowers (Eds.), The Encyclopedia of Middle Grades Education (2nd ed.). Charlotte, NC: Information Age Publishing.

Thomson, M. M., Walkowiak, T. A., & Lee, C. W. (2016). A mixed-methods investigation of teacher developmental trajectories: Results from a STEM-focused program. In L. A. Wahid (Ed.), Proceedings of the Fifth International Conference on Language, Education, and Innovation (pp. 121–135). London: Interdisciplinary Circle of Science, Arts.

Lee, C. W., & Walkowiak, T. A. (2016). Teacher attributes and school context: What are the barriers to discourse in elementary mathematics? In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 1244–1251). Retrieved from https://eric.ed.gov/?id=ED583793

Faulkner, V. N., Walkowiak, T. A., Cain, C., & Lee, C. W. (2016). Equality matters: The critical implications of precisely defining equality. Australian Primary Mathematics Classroom, 21(4), 11–15.

Marshall, P. L., Manfra, M. M. G., & Simmons, C. G. (2016). No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course. In Rethinking Social Studies Teacher Education in the Twenty-First Century (pp. 61–79). https://doi.org/10.1007/978-3-319-22939-3_4

Brewer, T. J., Kretchmar, K., Sondel, B., Ishmael, S., & Manfra, M. (2016). Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices. Education Policy Analysis Archives, 24, 15. https://doi.org/10.14507/epaa.24.1923

Lenski, S., Larson, M., McElhone, D., Davis, D. S., Lauritzen, C., Villagómez, A., … Scales, W. D. (2016). What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers’ Instructional Materials, Preferences, and Practices. Literacy Research and Instruction, 55(3), 237–261. https://doi.org/10.1080/19388071.2016.1156202

Carrier, S. J., Faulkner, V. N., & Bottomley, L. (2016). Walking the walk: An integrated STEM project for elementary teachers. Journal of Interdisciplinary Teacher Leadership, 1(1), 25–29. https://doi.org/10.46767/kfp.2016-0003

Orcutt, D., & Wiseman, A. (2016). Special Review Section: Children's Picturebooks About Libraries. Collection Management, 41(4), 236–240. https://doi.org/10.1080/01462679.2016.1249991

Huang, K., Ge, X., & Eseryel, D. (2016). Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs. Educational Technology Research and Development, 65(1), 75–100. https://doi.org/10.1007/S11423-016-9462-5

Oliver, K. M. (2016). Professional Development Considerations for Makerspace Leaders, Part One: Addressing “What?” and “Why?” TechTrends, 60(2), 160–166. https://doi.org/10.1007/s11528-016-0028-5

Oliver, K. M. (2016). Professional Development Considerations for Makerspace Leaders, Part Two: Addressing “How?” TechTrends, 60(3), 211–217. https://doi.org/10.1007/s11528-016-0050-7

Fitzgerald, J., Elmore, J., Relyea, J. E., Hiebert, E. H., & Stenner, A. S. (2016). Has first-grade core-reading-program text complexity changed across six decades? Reading Research Quarterly, 51(1), 1–22. https://doi.org/10.1002/rrq.115

Spires, H. A., Himes, M., & Wang, L. (2016). Cross-cultural inquiry in science. Educational Leadership, 74(4). Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85017507175&partnerID=MN8TOARS

Tugurian, L. P., & Carrier, S. J. (2016). Children's environmental identity and the elementary science classroom. The Journal of Environmental Education, 48(3), 143–153. https://doi.org/10.1080/00958964.2016.1191415

Thomson, M. M., DiFrancesca, D., Carrier, S., & Lee, C. (2016). Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1–20. https://doi.org/10.1080/13664530.2016.1204355

Walkowiak, T. A. (2016). Five Essential Practices for Communication: The Work of Instructional Coaches. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(1), 14–17. https://doi.org/10.1080/00098655.2015.1121121

Walkowiak, T. A. (2016). Common Core brief: The place-value progression. Teaching Children Mathematics, 22(8), 453. https://doi.org/10.5951/teacchilmath.22.8.0453

Imig, D., Wiseman, D. L., Wiseman, A., & Imig, S. R. (2016). What is high quality teacher education? Quality and Change in Teacher Education: Western and Chinese Perspectives, 77–94. https://doi.org/10.1007/978-3-319-24139-5_5

Sondel, B. (2016). "No Excuses" in New Orleans: The Silent Passivity of Neoliberal Schooling. EDUCATIONAL FORUM, 80(2), 171–188. https://doi.org/10.1080/00131725.2016.1135376

Nietfeld, J. L. (2016). The impact of integrating a game-based learning environment in classrooms on achievement and motivation. Inted2016: 10th international technology, education and development conference, 4525–4530. https://doi.org/10.21125/inted.2016.2129

Minogue, J., Borland, D., Russo, M., & Chen, S. T. (2016). Tracing the development of a haptically-enhanced simulation for teaching phase change. CHI PLAY 2016: Proceedings of the Annual Symposium on Computer-Human Interaction in Play Companion, 213–219.

Wiseman, A. M., Makinen, M., & Kupiainen, R. (2016). Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom. EARLY CHILDHOOD EDUCATION JOURNAL, 44(5), 537–544. https://doi.org/10.1007/s10643-015-0739-9

Spires, H. A., & Lester, J. C. (2016). Game-based learning: creating a multidisciplinary community of inquiry. ON THE HORIZON, 24(1), 88–93. https://doi.org/10.1108/oth-08-2015-0052

Orcutt, D., & Wiseman, A. (2016). [Review of Pomodoro Penguin and the Library Lemur]. Journal of Collection Management, 41(4), 236–240.

Orcutt, D., & Wiseman, A. (2016). [Review of Max and Zoe at the library]. Journal of Collection Management, 41(4), 236–240.

Orcutt, D., & Wiseman, A. (2016). [Review of How the library (Not the Prince) saved Rapunzel]. Journal of Collection Management, 41(4), 236–240.

Isukapati, I. K., List, G. F., & Kamlet, M. S. (2016). Bid-based signal control with all passive players. 2016 IEEE 19th International Conference on Intelligent Transportation Systems (ITSC), 602–607. https://doi.org/10.1109/itsc.2016.7795615

Orcutt, D., & Wiseman, A. (2016). [Review of Bats at thelibrary]. Journal of Collection Management, 41(4), 236–240.

Orcutt, D., & Wiseman, A. (2016). [Review of A library book for bear]. Journal of Collection Management, 41(4), 236–240.

Long, S., Pope, C. A., & Beal, C. M. (2016). NEVER GIVE UP: The power of a sustained partnership built on vision and trust. Clinical Preparation at the Middle Level: Practices and Possibilities, 253–267.

Pierce, C. D., Nordness, P. D., Epstein, M. H., & Cullinan, D. (2016). Applied Examples of Screening Students At Risk of Emotional and Behavioral Disabilities. INTERVENTION IN SCHOOL AND CLINIC, 52(1), 6–11. https://doi.org/10.1177/1053451216630276

Evans, M. A., Schnittka, C., Jones, B. D., & Brandt, C. B. (2016). Studio STEM: A Model to Enhance Integrative STEM Literacy Through Engineering Design. CONNECTING SCIENCE AND ENGINEERING EDUCATION PRACTICES IN MEANINGFUL WAYS: BUILDING BRIDGES, Vol. 44, pp. 107–137. https://doi.org/10.1007/978-3-319-16399-4_5

Jones, J. S., Conradi, K., & Amendum, S. J. (2016). Matching Interventions to Reading Needs: A Case for Differentiation. READING TEACHER, 70(3), 307–316. https://doi.org/10.1002/trtr.1513

Spires, H. A., Kerkhoff, S. N., & Graham, A. C. K. (2016). Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning. JOURNAL OF ADOLESCENT & ADULT LITERACY, 60(2), 151–161. https://doi.org/10.1002/jaal.577

Annetta, L. A., & Minogue, J. (2016). Connecting science and engineering education practices in meaningful ways building bridges introduction. Connecting Science and Engineering Education Practices in Meaningful Ways: Building Bridges, 44, VII-.

Barnes, E. M., Grifenhagen, J. F., & Dickinson, D. K. (2016). Academic Language in Early Childhood Classrooms. READING TEACHER, 70(1), 39–48. https://doi.org/10.1002/trtr.1463

Law, V., Ge, X., & Eseryel, D. (2016). The Development of a Self-regulation in a Collaborative Context Scale. TECHNOLOGY KNOWLEDGE AND LEARNING, 21(2), 243–253. https://doi.org/10.1007/s10758-016-9274-z

Amendum, S. J., Conradi, K., & Pendleton, M. J. (2016). Interpreting reading assessment data: Moving from parts to whole in a testing era. Intervention in School and Clinic, 51(5), 284–292.

Schnittka, C. G., Evans, M. A., Won, S. G. L., & Drape, T. A. (2016). After-School Spaces: Looking for Learning in All the Right Places. RESEARCH IN SCIENCE EDUCATION, 46(3), 389–412. https://doi.org/10.1007/s11165-015-9463-0

Henderson, D. X., DeCuir-Gunby, J., & Gill, V. (2016). [Review of "It Really Takes a Village": A Socio-Ecological Model of Resilience for Prevention Among Economically Disadvantaged Ethnic Minority Youth]. JOURNAL OF PRIMARY PREVENTION, 37(5), 469–485. https://doi.org/10.1007/s10935-016-0446-3

Conradi, K., Amendum, S. J., & Liebfreund, M. D. (2016). [Review of Explaining variance in comprehension for students in a high-poverty setting]. Reading & Writing Quarterly, 32(5), 427–453.

Thomson, M. M., & Nietfeld, J. L. (2016). Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States. JOURNAL OF EDUCATIONAL RESEARCH, 109(4), 360–374. https://doi.org/10.1080/00220671.2014.968912

Slykhuis, D. A., & Lee, J. K. (2016). Using Two Frameworks to Promote E-Leadership and Teacher Development. ICT IN EDUCATION IN GLOBAL CONTEXT: COMPARATIVE REPORTS OF INNOVATIONS IN K-12 EDUCATION, pp. 233–248. https://doi.org/10.1007/978-3-662-47956-8_12

Minogue, J., & Borland, D. (2016). Investigating Students' Ideas About Buoyancy and the Influence of Haptic Feedback. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 25(2), 187–202. https://doi.org/10.1007/s10956-015-9585-1

DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. LEARNING AND INDIVIDUAL DIFFERENCES, 45, 228–236. https://doi.org/10.1016/j.lindif.2015.11.010

DeCuir-Gunby, J. T., & Gunby, N. W., Jr. (2016). Racial Microaggressions in the Workplace: A Critical Race Analysis of the Experiences of African American Educators. URBAN EDUCATION, 51(4), 390–414. https://doi.org/10.1177/0042085916628610

Thomson, M. M. (2016). Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles. EDUCATIONAL PSYCHOLOGY, 36(3), 502–525. https://doi.org/10.1080/01443410.2015.1024612