Teacher Education and Learning Sciences - 2020

Keifert, D., Hall, R., Enyedy, N., Vogelstein, L., Pierson, A., Ehrenfeld, N., … Clark, D. (2020). Analytical designs: Goodwin’s substrates as a tool for studying learning. Computer-Supported Collaborative Learning Conference, CSCL, 3, 1471–1478. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85102952448&partnerID=MN8TOARS

Peppler, K., & Huang, J. (2020). Future of Work at the Human-Technology Frontier (FW-HTF): Pre-skilling workers, understanding labor Force implications and designing future factory human-robot workflows using a physical simulation platform [National Science Foundation project report].

Ramani, K., Redick, T., Ebert, D., Peppler, K., & Huang, J. (2020). Convergence Accelerator (C-Accel) Phase I (RAISE): Skill-LeARn: Affordable and accessible augmented reality platform for scaling up manufacturing workforce, skilling, and education [National Science Foundation project report].

Peppler, K., Huang, J., Richey, C. M., Ginda, M., Börner, K., Quinlan, H., & Hart, A. J. (2020). Key principles for workforce upskilling via online learning: A learning analytics study of a professional course in additive manufacturing (ArXiv Preprint No. 2008.06610). https://doi.org/10.48550/arXiv.2008.06610

Lee, U.-S., Stamatis, M. K., Pacheco, J., Roque, R., Widman, S., Wingert, K., … Huang, J. (2020). Partnering for equity: Research practice partnerships and community contexts. In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: International conference of the learning sciences (ICLS) 2020 (pp. 2631–2632). Retrieved from https://repository.isls.org//handle/1/6643

Huang, J. (2020). Exploring Computational Thinking Practices through Collaborative Design Activities. In J. R. B. In C. Girvan (Ed.), Exploring, Testing and Extending our Understanding of Constructionism: Constructionism 2020 (pp. 92–93). Dublin, Ireland: ACM.

Lee, C. C., Falter, M. M., & Schoonover, N. R. (2020). Encountering the Affective in Latino Immigrant Youth Narratives. Reading Research Quarterly, 6. https://doi.org/10.1002/rrq.316

Jarry-Shore, M., & Kobiela, M. (2020). What Preservice Teachers Say and Do When Deciphering Students’ Multiple Solution Strategies: Decomposing a Critical Teaching Practice. The Elementary School Journal, 120(3), 373–398. https://doi.org/10.1086/707104

Boles, K. L. (2020). Building Capacity Via  Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development. 14th International Conference of the Learning Sciences (ICLS). Retrieved from https://repository.isls.org/bitstream/1/6625/1/2585-2588.pdf

Stewart-Ginsburg, J. H., Baughan, C. C., Smith, J. D., & Collins, B. C. (2020). Sanctuaries, “Special Needs,” and Service: Religious Leader Perceptions on Including Children with Disability. Journal of Disability & Religion, 24(4), 413–430. https://doi.org/10.1080/23312521.2020.1776188

Stewart-Ginsburg, J. H., & Kwiatek, S. M. (2020). Partnerships From the Pews: Promoting Interagency Collaboration With Religious Organizations. Career Development and Transition for Exceptional Individuals, 6, 216514342092966. https://doi.org/10.1177/2165143420929660

Relyea, J. E., & Kim, J. S. (2020). Effects of early content literacy intervention in improving academic vocabulary and argumentative writing of children from diverse language backgrounds. American Education Research Association (AERA) Annual Meeting. Presented at the American Education Research Association (AERA) Annual Meeting, (Conference Canceled Due to the COVID-19 Pandemic).

Zhang, J., Zhang, H., Relyea, J. E., Yan, Y., Wui, M. L., Nam, R., … Kharabi-Yamato, L. (2020). The role of orthography and morphology in vocabulary learning purposes. American Education Research Association (AERA) Annual Meeting. Presented at the American Education Research Association (AERA) Annual Meeting, (Conference Canceled Due to the COVID-19 Pandemic).

Hunt, J. H. (2020). Preliminary evidence of effectiveness: Student-centered math intervention. Annual conference of the National Council of Teachers of Mathematics. Presented at the Annual conference of the National Council of Teachers of Mathematics, Chicago, IL.

Hunt, J. H., Martin, K., Khounmeuang, A., & Patterson, B. (2020). Mathematics Education Matters: Bolstering Special Educators' Knowledge of Student Thinking. Proceedings of the 2020 AERA Annual Meeting. Presented at the 2020 AERA Annual Meeting. https://doi.org/10.3102/1578449

Relyea, J. E., Kim, J. S., Burkhauser, M., & Scherer, E. (2020, July). Examining the effectiveness of content literacy instruction on first and second graders’ reading comprehension (Abstract / Summary). Presented at the Twenty-Seventh Annual SSSR Meeting - CANCELLED.

Hunt, J., & Stein, M. K. (2020). Constructing Goals for Student Learning through Conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904–909. https://doi.org/10.5951/mtlt.2019.0008

MacDonald, B., Hunt, J. H., Litster, K., Roxburgh, A., & Leitch, M. (2020). Diego’s Number Understanding Development through His Subitizing and Counting. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2020.1824287

Nelson, G., Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2020). Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties. Learning Disability Quarterly, 45(3), 159–171. https://doi.org/10.1177/0731948720932850

Martin, F., Chen, Y., Moore, R., & Westine, C. (2020). Systematic Review of Adaptive Learning Research from 2009 to 2018. American Educational Research and Development Association. Presented at the American Educational Research and Development Association, San Francisco, CA.

Martin, F., Stamper, B., & Flowers, C. (2020). Examining Student Perception of their Readiness for Online Learning in 2018. American Educational Research and Development Association. Presented at the American Educational Research and Development Association, San Francisco, CA.

Guilbaud, T., Martin, F., & Polly, D. (2020). Examining the Digital Professor’s Use of Technology and the Required Support. International Journal of Teaching and Learning in Higher Education, 32(3), 376–387.

Martin, F., Polly, D., Coles, S., & Wang, C. (2020). Examining Higher Education Faculty Use of Current Digital Technologies: Importance, Competence and Motivation. International Journal of Teaching and Learning in Higher Education, 32(1), 73–86.

Vang, K., Martin, F., & Wang, C. (2020). Examining Community College Faculty Perceptions of Their Preparedness To Teach Online. Journal of Applied Research in the Community College, 27(1), 45–63.

Martin, F., Kumar, S., & Honeycutt, L. (2020). Identifying Roles and Tasks for Online Instructors. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Martin, F., Gezer, T., Wang, W., Petty, T., & Wang, C. (2020). Examining Digital Citizenship Experiences of K-12 Educators. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Martin, F., & Betrus, A. (2020). 'Digital Media for Learning: Theories, Processes, and Solutions' Book Presentation. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Bonk., C., Martin., F., & Chan, Y. (2020). Systematic Reviews of Research on Learning Environments and Technology: Adaptive Learning. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Budhrani, K., & Martin, F. (2020). "It’s (Not) My Style”: How Contextual Knowledge Influences Course Design Practices of STEM Faculty. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Wang, X., Kim, D., Chen, Y., Ritzhaupt, A., & Martin, F. (2020). Issues and topics derived from instructional design job announcements: A structural topic modeling analysis. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Wang, X., Chen, Y., Ritzhaupt, A., & Martin, F. (2020). Examining Competencies for the Instructional Design Professional: A Job Announcement Analysis. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Budhrani, K., Malabanan, O., Espiritu, J. L., & Martin, F. (2020). Parental Engagement Among Work-From-Home Parents During Emergency Remote Learning: A Philippine Case. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Sadaf, A., Martin, F., Pouraskari, N., & Wu, T. (2020). A Systematic Review of Research on Cognitive Presence in Online Learning Published in Journals from 2000 to 2019. Association of Educational Communications and Technology. Presented at the Association of Educational Communications and Technology.

Martin, F. (2020). 21st century classroom: Finding the right balance. In C. Wang, L. Kolano, & D. Kim (Eds.), Educational Practices in China, Korea, and the United States: Reflections from a Study Abroad Experience (pp. 175–188). Charlotte, NC: Information Age Publishing.

Martin, F., Polly, D., & Ritzhaupt, A. D. (2020). Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning. Educause Review, 1–11.

Martin, F., & Markant, D. (2020). Adaptive Learning Modules. In M. E. David & J. Amey (Eds.), The SAGE Encyclopedia of Higher Education (pp. 2–4). https://doi.org/10.4135/9781529714395.n31

Küsel, J., Martin, F., & Markic, S. (2020). University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA. Education Sciences, 10(11), 313. https://doi.org/10.3390/educsci10110313

Mattookkaran, S. S., Mestre, T., Shortt, B., & Martin, F. (2020). The HPT Model Applied to a University Technology and Learning Center's Resource Allocation. In Advances in Human Resources Management and Organizational Development (pp. 42–57). https://doi.org/10.4018/978-1-7998-0054-5.ch003

Barclay, N., Westine, C., Claris, A., & Martin, F. (2020). Use of Adaptive Learning in an Engineering Technology Course: A Case Study. Presented at the 2020 ASEE Virtual Annual Conference Content Access. https://doi.org/10.18260/1-2--35441

Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses. Online Learning, 24(1). https://doi.org/10.24059/olj.v24i1.1980

Martin, F., Chen, Y., Moore, R. L., & Westine, C. D. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68(4), 1903–1929. https://doi.org/10.1007/s11423-020-09793-2

Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009

Barclay, N., Westine, C. D., Claris, A., & Martin, F. (2020). Development and Implementation of Adaptive Learning to Engage Learners in Engineering Technology. Journal of Formative Design in Learning, 4(2), 107–118. https://doi.org/10.1007/s41686-020-00050-6

Polly, D., Martin, F., & Guilbaud, T. C. (2020). Examining barriers and desired supports to increase faculty members’ use of digital technologies: perspectives of faculty, staff and administrators. Journal of Computing in Higher Education, 33(1), 135–156. https://doi.org/10.1007/s12528-020-09259-7

Bolliger, D. U., & Martin, F. (2020). Factors underlying the perceived importance of online student engagement strategies. Journal of Applied Research in Higher Education, 13(2), 404–419. https://doi.org/10.1108/jarhe-02-2020-0045

Martin, F., Hunt, B., Wang, C., & Brooks, E. (2020). Middle School Student Perception of Technology Use and Digital Citizenship Practices. Computers in the Schools, 37(3), 196–215. https://doi.org/10.1080/07380569.2020.1795500

Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68(4), 1613–1633. https://doi.org/10.1007/s11423-020-09812-2

Martin, F., Stamper, B., & Flowers, C. (2020). Examining Student Perception of Readiness for Online Learning: Importance and Confidence. Online Learning, 24(2). https://doi.org/10.24059/olj.v24i2.2053

Coles, S., Martin, F., Polly, D., & Wang, C. (2020). Supporting the digital professor: information, training and support. Journal of Applied Research in Higher Education, 13(2), 633–648. https://doi.org/10.1108/JARHE-09-2019-0236

Oyarzun, B., Martin, F., & Moore, R. L. (2020). Time management matters: Online faculty perceptions of helpfulness of time management strategies. Distance Education, 41(1), 106–127. https://doi.org/10.1080/01587919.2020.1724773

Kerkhoff, S. N., Spires, H., & Wright, S. J. (2020). A world of difference: Teaching global citizenship through inquiry in a rural junior high school. In A. Cordova & W. Reynolds (Eds.), Educating for Social Justice: Field Notes from Rural Communities (pp. 298–328). https://doi.org/10.1163/9789004432864_018

Smith, A. C., & Carrier, S. J. (Eds.). (2020). Thirty great North Carolina science adventures : from underground wonderlands to islands in the sky and everything in between /. Chapel Hill: The University of North Carolina Press.

Saleem, F., & Byrd, C. M. (2020, March). A Conceptual Model for Unpacking School Ethnic-Racial Socialization. Presented at the Demystifying the Presence and Impact of Ethnic-Racial Socialization in Schools, Society for Research on Adolescence, San Diego, California (Conference Cancelled).

Byrd, C. M., Riddell, J., & Giles, V. (2020, July). How Parental and School Socialization about Inequality are Related to Youths’ Critical Consciousness. Presented at the 32nd International Conference of Psychology, Prague, Czech Republic (Conference Postponed).

Byrd, C. M., & HaRim Ahn, L. (2020, December). The Joint Influences of Multiple Contexts of Racial Socialization on Ethnic-Racial Identity and Academic Outcomes. Presented at the Contextual and Sociocultural Factors Related to Marginalized Youth's Positive Development, “Construction of the ‘Other’: Development, Consequences, and Applied Implications of Prejudice and Discrimination” SRCD Special Topics Meeting, Rio Grande, Puerto Rico (Conference rescheduled).

Gonzalez, M., Byrd, C. M., & Kokozos, M. (2020, December). Centering Critical Consciousness in Positive Youth Development: The Example of #PassTheMicYouth. Presented at the Classroom Environments and Understanding the 'Other': Racial and Critical Consciousness Socialization at School, "Construction of the ‘Other’: Development, Consequences, and Applied Implications of Prejudice and Discrimination” SRCD Special Topics Meeting, Rio Grande, Puerto Rico (Conference Rescheduled).

McAvoy, P., Lowery, A., Wafa, N., & Byrd, C. (2020). Dining with Democracy: Discussion as informed action. Social Education, 84(5), 289–293.

Williams, C. D., Byrd, C. M., Quintana, S. M., Anicama, C., Kiang, L., Umaña-Taylor, A. J., … Whitesell, N. (2020). A Lifespan Model of Ethnic-Racial Identity. Research in Human Development, 17(2-3), 99–129. https://doi.org/10.1080/15427609.2020.1831882

Byrd, C. M., Rastogi, R., & Elliot, E. R. (2020). Engagement with Diversity Experiences: A Self-Regulated Learning Perspective. https://doi.org/10.1007/978-3-030-44939-1_8

Gray, D. L., Hope, E. C., & Byrd, C. M. (2020). Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It. Policy Insights from the Behavioral and Brain Sciences, 7(1), 3–9. https://doi.org/10.1177/2372732219868744

Kim, J., Relyea, J., Burkhauser, M., Scherer, E., & Rich, P. (2020, April). Improving Early Elementary Grade Students’ Domain Knowledge, Argumentative Writing, and Reading Comprehension through a Model of Reading Engagement (MORE): Interim Results from a 2-Year Cluster (School) Randomized Trial. Presented at the University of California, Irvine, Irvine, CA.

Samuelson, C. W., Relyea, J. E., Dawson, S. D., & Davis, D. (2020, December 2). Third-grade reading content coverage and school district poverty. Presented at the Literacy Research Association (LRA) 2020 Conference.

Wong, S., Zhang, J., Donze, J., Relyea, J. E., & Wui, M. G. (2020, March 15). Socio-scientific issues to engage students in claims, evidence and reasoning. Presented at the National Association for Research in Science Teaching (NARST) 2020 Conference, Portland, OR.

Samuelson, C. W., Relyea, J. E., Dawson, S. D., & Davis, D. (2020, December 2). Third-grade third grade reading content coverage and school district poverty. Presented at the Literacy Research Association (LRA) 2020 Conference.

Jiang, S., Huang, X., Xie, C., Sung, S., & Yalcinkaya, R. (2020). Augmented Scientific Investigation: Support the Exploration of Invisible "Fine Details" in Science via Augmented Reality. PROCEEDINGS OF IDC 2020, pp. 349–354. https://doi.org/10.1145/3392063.3394406

Keifert, D., Hall, R., Enyedy, N., Vogelstein, L., Pierson, A., Ehrenfeld, N., … Clark, D. (2020). Analytical designs: Goodwin’s substrates as a tool for studying learning. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 3, pp. 1471–1478). Nashville, TN: International Society of the Learning Sciences.

Falter, M. M., Alston, C. L., & Lee, C. C. (2020, September). Becoming an Anti-Racist ELA Teacher. Presented at the Issues Now! Conversations about Equity Podcast. Retrieved from https://podcasts.apple.com/us/podcast/becoming-an-anti-racist-ela-teacher/id1525468910?i=1000493041700

Falter, M. M., Alston, C. L., & Lee, C. C. (2020, August). Becoming Anti-Racist English Teachers: Taking Action Steps. Presented at the National Writing Project Radio Podcast. Retrieved from https://lead.nwp.org/becoming-anti-racist-english-teachers-taking-action-steps/

Alston, C. L., Goldin, S., & Hammond, J. (2020). The Challenges of Challenging Meritocracy in Undergraduate "Diversity" Coursework. Challenging Normative Discourses About Learning and Development in Postsecondary Education. Presented at the AERA Annual Meeting, San Francisco, CA. Retrieved from http://tinyurl.com/wwmaffo

Falter, M. M., Alston, C. L., & Lee, C. C. (2020). Becoming anti-racist English teachers: Ways to actively move forward [White paper]. Retrieved from North Carolina State University website: https://go.ncsu.edu/antiracist-ela

DeCuir-Gunby, J. T. (2020, August). Mixed methods: The best of both worlds or neither? Presented at the Institute in Critical Quantitative, Computational, and Mixed Methodologies, Washington University, St. Louis (Virtual).

DeCuir-Gunby, J. T. (2020, December). Reimagining educational research from a racial equity perspective. Presented at the Summit on Nevada Education.

Allen, E. M., DeCuir-Gunby, J. T., & Boone, J. K. (2020, June). Regulating racial emotions: Psychological inflexibility, emotion regulation, and color-blind ideology. Presented at the Society for the Psychological Study of Social Issues annual meeting.

Allen, E. M., DeCuir-Gunby, J. T., & Boone, J. K. (2020, June). Making sense of teachers’ emotions and emotion regulation about race. Presented at the Society for the Psychological Study of Social Issues annual meeting.

DeCuir-Gunby, J. T. (2020, June). Black in higher education: Racial microaggressions, negative emotions, and coping. Presented at the Society for the Psychological Study of Social Issues annual meeting.

DeCuir-Gunby, J. T. (2020, August). Critical race perspectives in the study of motivation: The role of race focused and race reimaged constructs. Presented at the American Psychological Association annual meeting.

Buenrostro, P. M., Marshall, S. A., & Horn, I. S. (2020). Coaching through co-inquiry: Augmenting teachers’ pedagogical judgment through video. American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, San Francisco, CA.

Marshall, S. A. (2020). Supporting anti-racism in STEM education: Affordances of video-based formative feedback. Proceedings of the 10th International Conference on Education and Social Justice. Presented at the 10th International Conference on Education and Social Justice.

Alston, C., & Danielson, K. A. (2020). Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies. Literacy Research and Instruction, 10, 1–21. https://doi.org/10.1080/19388071.2020.1822475

Alston, C. L. (2020). Expanding Conceptions of Modeling Writing to Leverage Student Voices. Journal of Adolescent & Adult Literacy, 64(1), 89–93. https://doi.org/10.1002/jaal.1072

Miles, M. L., Buenrostro, P. M., Marshall, S. A., McGee, E. O., & Adams, M. (2020). Cultivating racial solidarity among mathematics education scholars of color to resist White supremacy. The International Journal of Critical Pedagogy, 10(2), 97–126.

Bindra, V. G., & DeCuir-Gunby, J. T. (2020). Race in Cyberspace: College Students’ Moral Identity and Engagement with Race-Related Issues on Social Media. The Urban Review, 52(3), 541–561. https://doi.org/10.1007/s11256-020-00560-4

White, A., DeCuir-Gunby, J. T., & Petty, C. (2020). Negotiating Intersectionality. Overcoming Barriers for Women of Color in STEM Fields, pp. 1–33. https://doi.org/10.4018/978-1-7998-4858-5.ch001

Ehrenfeld, N., McGugan, K. S., Marshall, S. A., & Garner, B. (2020). Reconciling local contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1800–1808). https://doi.org/10.51272/pmena.42.2020-295

Cryer-Coupet, Q. R., Wiseman, A., Atkinson, A. A., Gibson, S., & Hoo, A. M. (2020). Teaching Note-Drawn Together: Collaboration Between Social Work and Education to Address Family Trauma. JOURNAL OF SOCIAL WORK EDUCATION. https://doi.org/10.1080/10437797.2020.1764890

Chen, G. A., Marshall, S. A., & Horn, I. S. (2020). ‘How do I choose?’: mathematics teachers’ sensemaking about pedagogical responsibility. Pedagogy, Culture & Society, 2, 1–18. https://doi.org/10.1080/14681366.2020.1735497

Fitzgerald, J., Relyea, J. E., Elmore, J., & Hiebert, E. H. (2020). Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades? Reading Research Quarterly. https://doi.org/10.1002/rrq.329

Gonzalez, M., Kokozos, M., Byrd, C. M., & McKee, K. E. (2020). Critical Positive Youth Development: A Framework for Centering Critical Consciousness. JOURNAL OF YOUTH DEVELOPMENT, 15(6), 24–43. https://doi.org/10.5195/jyd.2020.859

Wiseman, A. M., Atkinson, A. A., & Cryer-Coupet, Q. R. (2020). "As We Talk About This More, a Box Opens Up": Family Literacy Programs for Fathers in Treatment for Substance Use Disorder. JOURNAL OF ADOLESCENT & ADULT LITERACY. https://doi.org/10.1002/jaal.1115

McAvoy, P. (2020). Motivating action: Attending to pride and solidarity as aims of civic education. In K. Sternhagen (Ed.), Philosophy of Education Society Yearbook 2019 (pp. 112–116). Retrieved from https://educationjournal.web.illinois.edu/ojs/index.php/pes/article/view/300/186

Manfra, M., & Holmes, C. (2020). Integrating media literacy in social studies teacher education. Contemporary Issues in Technology and Teacher Education, 20(1). Retrieved from https://citejournal.org/volume-20/issue-1-20/social-studies/integrating-media-literacy-in-social-studies-teacher-education

Spires, H., Kerkhoff, S., & Paul, M. (2020). Read, Write, Inquire: Disciplinary Literacy in Grades 6-12. New York: Teachers College Press.

Carrier, S. J., Jones, M. G., Ennes, M., Madden, L., Lee, T., Cayton, E., … Bellino, M. (2020). Stereotypes of scientists: Seeds of progress and recommendations for elementary teachers. Science Educator, 27(2), 114–120.

Rogers, L. O., Kiang, L., White, L., Calzada, E. J., Umana-Taylor, A. J., Byrd, C., … Whitesell, N. (2020). PERSISTENT CONCERNS: QUESTIONS FOR RESEARCH ON ETHNIC-RACIAL IDENTITY DEVELOPMENT. RESEARCH IN HUMAN DEVELOPMENT, 17(2-3), 130–153. https://doi.org/10.1080/15427609.2020.1831881

Qi, K., Borland, D., Jackson, E., Williams, N. L., Minogue, J., & Peck, T. C. (2020). The Impact of Haptic and Visual Feedback on Teaching. 2020 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES WORKSHOPS (VRW 2020), pp. 613–614. https://doi.org/10.1109/VRW50115.2020.0-118

Qi, K., Borland, D., Williams, N. L., Jackson, E., Minogue, J., & Peck, T. C. (2020). Augmenting Physics Education with Haptic and Visual Feedback. 2020 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES WORKSHOPS (VRW 2020), pp. 439–443. https://doi.org/10.1109/VRW50115.2020.0-183

Hunt, J. H., Martin, K., Khounmeuang, A., Silva, J., Patterson, B., & Welch-Ptak, J. (2020, October 8). Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning. LEARNING DISABILITY QUARTERLY. https://doi.org/10.1177/0731948720963589

Smith, A., Mott, B., Taylor, S., Hubbard-Cheuoua, A., Minogue, J., Oliver, K., & Ringstaff, C. (2020). Toward a Block-Based Programming Approach to Interactive Storytelling for Upper Elementary Students. https://doi.org/10.1007/978-3-030-62516-0_10

Liu, A. S., & Schunn, C. D. (2020). Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills. INTERNATIONAL JOURNAL OF STEM EDUCATION, 7(1). https://doi.org/10.1186/s40594-020-00247-y

Syal, S., & Nietfeld, J. L. (2020). The impact of trace data and motivational self-reports in a game-based learning environment. COMPUTERS & EDUCATION, 157. https://doi.org/10.1016/j.compedu.2020.103978

Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm. (2020). Improving Schools. https://doi.org/10.1177/1365480220959148

Jiang, S., & Kahn, J. (2020). Data wrangling practices and collaborative interactions with aggregated data. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING, 15(3), 257–281. https://doi.org/10.1007/s11412-020-09327-1

Shabrina, P., Akintunde, R. O., Maniktala, M., Barnes, T., Lynch, C., & Rutherford, T. (2020). Peeking through the Classroom Window : A Detailed Data-Driven Analysis on the Usage of a Curriculum Integrated Math Game in Authentic Classrooms. LAK20: THE TENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE, pp. 625–634. https://doi.org/10.1145/3375462.3375525

Jiang, S., Shen, J., Smith, B. E., & Kibler, K. W. (2020). Science identity development: how multimodal composition mediates student role-taking as scientist in a media-rich learning environment. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 68(6), 3187–3212. https://doi.org/10.1007/s11423-020-09816-y

DeCuir-Gunby, J. T. (2020). Using critical race mixed methodology to explore the experiences of African Americans in education. EDUCATIONAL PSYCHOLOGIST, 55(4), 244–255. https://doi.org/10.1080/00461520.2020.1793762

Kerkhoff, S. N., Spires, H. A., & Wanyonyi, P. (2020). Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya. JOURNAL OF ADOLESCENT & ADULT LITERACY, 64(2), 145–156. https://doi.org/10.1002/jaal.1067

Parikh-Foxx, S., Grimmet, M., & Dameron, M. L. (2020). Examining the Use of Digital Storytelling and Immersion in a Multicultural Counseling Course. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT, 48(3), 137–148. https://doi.org/10.1002/jmcd.12173

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