Teacher Education and Learning Sciences - 2022

Marshall, S. A. (2022). Using Problem (Re)framing and Teachers' Pedagogical Responsibility to Facilitate Teacher Learning Opportunities. Proceedings of International Conference of the Learning Sciences, ICLS, 409–416. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85145772865&partnerID=MN8TOARS

Buenrostro, P., & Marshall, S. (2022). LEARNING ABOUT TEACHING THROUGH MOMENTS OF INSIGHT. In Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach (pp. 153–182). https://doi.org/10.4324/9781003182214-9

DeCuir-Gunby, J. T., & Walker-DeVose, D. (2022). NO LONGER JUST A QUALITATIVE METHODOLOGY The Rise of Critical Race Quantitative and Mixed-Methods Approaches. HANDBOOK OF CRITICAL RACE THEORY IN EDUCATION, 2 EDITION, pp. 268–278. https://doi.org/10.4324/9781351032223-23

Huang, J., Han, A., Sedas, M., Telfer-Radzat, K., & Peppler, K. (2022). Crafting paper circuits: Gendered materials for circuitry learning. In J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.), International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp.1293-1296 (pp. 1293–1296). Hiroshima, Japan: International Society of the Learning Sciences.

Huang, J. (2022). Exploring social interactions to promote computational thinking practices. In J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.), International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp. 607–608). Hiroshima, Japan: International Society of the Learning Sciences.

Han, A., Keune, A., Huang, J., & Peppler, K. (2022). Visualizing Family Engagement in Museum Settings. In J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.), International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp. 1094–1095). Hiroshima, Japan: International Society of the Learning Sciences.

Borner, K., Heimlich, J., Kennedy, B., Peppler, K., Uzzo, S., & Huang, J. (2022). Data Visualization Literacy: Research and Tools that Advance Public Understanding of Scientific Data [National Science Foundation project report].

Peppler, K., & Huang, J. (2022). CAREER: Designing a New Nexus: Examining the Social Construction of Electronics and Computing Toolkits to Broaden Participation and Deepen Learning [National Science Foundation project report].

Peppler, K., Rose, C., Martinez, M., & Huang, J. (2022). ReCrafting Computer Science: Concretizing Computational Thinking Through Tangible Fiber Crafts [National Science Foundation project report].

Keune, A., Bermúdez, D., Dahn, M., Huang, J., & Peppler, K. (2022, November 28). Performing Mathematics Through Crafting: A workshop from a Constructionist Approach. Retrieved from Connected Learning Alliance website: https://clalliance.org/blog/performing-mathematics-through-crafting-a-workshop-from-a-constructionist-approach/

Ipsita, A., Erickson, L., Dong, Y., Huang, J., Bushinski, A. K., Saradhi, S., … Ramani, K. (2022). Towards Modeling of Virtual Reality Welding Simulators to Promote Accessible and Scalable Training. CHI Conference on Human Factors in Computing Systems. Presented at the CHI '22: CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3491102.3517696

Huang, J., & Parker, M. C. (2022). Developing computational thinking collaboratively: the nexus of computational practices within small groups. Computer Science Education, 33(3), 342–374. https://doi.org/10.1080/08993408.2022.2039488

Martin, F., & Xie, K. (2022). Digital Transformation in Higher Education: 7 Areas for Enhancing Digital Learning. Educause Review. Retrieved from https://er.educause.edu/articles/2022/9/digital-transformation-in-higher-education-7-areas-for-enhancing-digital-learning

Martin, F., Morse, J., & Kumar, S. (2022). Systematic Review of Research on Graduate Online Education from 2000 to 2020. Quarterly Review of Distance Education, 23(2), 41–60.

Olesova, L., Sadal, A., Kumar, S., Martin, F., Ritzhaupt, A., Bonk, C. J., … Westine, C. (2022). Reviews of Research on Online Learners. Proceedings of the Association for Educational Communications and Technology (AECT) 2022 Annual International Convention. Presented at the Association for Educational Communications and Technology (AECT) 2022 Annual International Convention, Las Vegas, NV.

Byrd, C. M. (2022). Creating a Climate for Critical Consciousness Sounding Out. https://doi.org/10.4324/9781003276098-10

Cho, Y. H., Han, Y., & Martin, F. (2022). Systematic Review of Predictive Learning Analytics Using Online Learning Engagement Data. Korean Association for Educational Information and Media, 28(4), 903–927. https://doi.org/10.15833/kafeiam.28.4.903

Polly, D., Martin, F., & Byker, E. (2022). Examining Pre-Service and In-Service Teachers’ Perceptions of Their Readiness to Use Digital Technologies for Teaching and Learning. Computers in the Schools, 40(1), 22–55. https://doi.org/10.1080/07380569.2022.2121107

Nieman, H., Jackson, K., Jarry-Shore, M., Borko, H., Kazemi, E., Chinen, S., … Yilmaz, Z. (2022). Using a Tool That Assesses Teachers' Experiences of Collaborative Professional Development to Inform and Improve Facilitation. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Retrieved from https://hal.archives-ouvertes.fr/hal-03746278/document

Anantharajan, M., & Jarry-Shore, M. (2022). Using Video to Identify What Is Not Known in Students’  Mathematical Thinking. 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Koch, J. G. (2022). Reimagining teacher education programs beyond the horizon. . Proceedings of the Sixty- Sixth Annual Meeting of the Comparative and International Education Society Conference.

Pearson, J. N., Stewart-Ginsburg, J. H., Malone, K., & Harris, J. R. A. (2022). Faith and FACES: Black Parents’ Perceptions of Autism, Faith, and Coping. Exceptional Children, 88(3), 316–334. https://doi.org/10.1177/00144029211034152

Mazzotti, V. L., Shogren, K., Stewart-Ginsburg, J., Wysenski, D., Burke, K., & Hildebrandt, L. (2022). Development of the Goal-Setting Challenge App: Engaging Users to Promote Self-Determination. International Journal of Disability, Development and Education, 69(1), 331–351. https://doi.org/10.1080/1034912X.2021.1959022

Vandenberg, J., Gupta, A., Smith, A., ElSayed, R., Fox, K., Cheuoua, A. H., … Mott, B. (2022, March). Supporting Upper Elementary Students in Multidisciplinary Block-Based Narrative Programming. https://doi.org/10.1145/3545947.3576345

Kubi, G., Byrd, C. M. M., & Diemer, M. A. A. (2022). School ethnic-racial socialization and critical action among Black youth. FRONTIERS IN EDUCATION, 7. https://doi.org/10.3389/feduc.2022.924930

Nocera, A. (2022, November 29). The Development of Southern Public Libraries and the African American Quest for Library Access, 1898-1963. AMERICAN HISTORICAL REVIEW, Vol. 127, pp. 1520–1521. https://doi.org/10.1093/ahr/rhac310

Lukins, J. M., Able, H., & Hume, K. (2022, December 29). Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception. FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES, Vol. 12. https://doi.org/10.1177/10883576221144734

Lim, V. Y. Y., Peralta, L. M. M., Rubel, L. H. H., Jiang, S., Kahn, J. B. B., & Herbel-Eisenmann, B. (2022, December 8). Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis. ZDM-MATHEMATICS EDUCATION. https://doi.org/10.1007/s11858-022-01449-0

Moore, R. L., Jiang, S., & Abramowitz, B. (2022, November 16). What would the matrix do?: a systematic review of K-12 AI learning contexts and learner-interface interactions. JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION. https://doi.org/10.1080/15391523.2022.2148785

Relyea, J. E., Rich, P., Kim, J. S., & Gilbert, J. B. (2022, November 14). The COVID-19 impact on reading achievement growth of Grade 3-5 students in a US urban school district: variation across student characteristics and instructional modalities. READING AND WRITING, Vol. 11. https://doi.org/10.1007/s11145-022-10387-y

Byrd, C. M., & Legette, K. (2022). School ethnic-racial socialization and adolescent ethnic-racial identity. Cultural Diversity and Ethnic Minority Psychology, 28(2), 205–216. https://doi.org/10.1037/cdp0000449

Gray, D. L. L., Ali, J. N., McElveen, T. L., & Sealy, M. (2022, October 17). The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education. EDUCATIONAL PSYCHOLOGY REVIEW. https://doi.org/10.1007/s10648-022-09708-y

Jones, M. G., Nieuwsma, J., Rende, K., Carrier, S., Refvem, E., Delgado, C., … Huff, P. (2022, October 15). Leveraging the epistemic emotion of awe as a pedagogical tool to teach science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1080/09500693.2022.2133557

Martin, F., Bacak, J., Polly, D., Wang, W., & Ahlgrim-Delzell, L. (2022). Teacher and School Concerns and Actions on Elementary School Children Digital Safety. TechTrends, 67(3), 561–571. https://doi.org/10.1007/s11528-022-00803-z

Jiang, S., Qian, Y., Tang, H., Yalcinkaya, R., Rose, C. P., Chao, J., & Finzer, W. (2022, October 14). Examining computational thinking processes in modeling unstructured data. EDUCATION AND INFORMATION TECHNOLOGIES. https://doi.org/10.1007/s10639-022-11355-3

Martin, F., Shanley, N., Hite, N., Pugalee, D., Perez-Quinones, M., Ahlgrim-Delzell, L., & Hart, E. (2022). Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online. Computers in the Schools, 40(2), 133–151. https://doi.org/10.1080/07380569.2022.2127343

Hunt, J. H., Taub, M., Marino, M., Duarte, A., Bentley, B., & Holdan, K. (2022). Innovative game-based fraction curricula for all: Design, development, and feasibility of dream2B. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022.

Hunt, J. H., Marino, M., Taub, M., Duarte, A., Holdan, K., & Bentley, B. (2022). Demonstrating core components of a game-based fraction supplemental curriculum. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022.

Marino, M., Hunt., J. H., & Taub, M. (2022). An analysis of universal design for learning guidelines, principles, and checkpoints included in a contemporary mathematics videogame. Symposium: Emerging Technologies for Supporting Neurodiverse Learners. Presented at the American Educational Research Association (AERA), San Diego, CA.

Hunt, J. H., & Tzur, R. (2022). Connecting Theory to Concept Building: Designing Instruction for Learning. https://doi.org/10.1007/978-3-030-95216-7_5

Tzur, R., & Hunt, J. H. (2022). Nurturing Fractional Reasoning. https://doi.org/10.1007/978-3-030-95216-7_15

Zhang, J., Zhang, H., Relyea, J. E., Wui, M. G. L., Yan, Y., Nam, R., … Kharabi-Yamato, L. (2022, October 11). Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects? ANNALS OF DYSLEXIA, Vol. 10. https://doi.org/10.1007/s11881-022-00270-4

Tzur, R., & Hunt, J. H. (2022). Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers. In Enabling Mathematics Learning of Struggling Students (pp. 47–71). https://doi.org/10.1007/978-3-030-95216-7_3

Gillespie, J., Winn, K., Faber, M., & Hunt, J. (2022). Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning. In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium (Vol. 13356, pp. 168–173). https://doi.org/10.1007/978-3-031-11647-6_29

Hunt, J. (2022). Including Students With Disability in Sociopolitical Reforms of Mathematics Education: Supporting Participation, Access, and Identity. AERA 2022. Presented at the AERA 2022. https://doi.org/10.3102/ip.22.1888705

Syal, S., & Nietfeld, J. L. (2022). Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 71. https://doi.org/10.1016/j.cedpsych.2022.102109

Relyea, J. E., Cho, E., & Zagata, E. (2022, October 8). First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis. ANNALS OF DYSLEXIA, Vol. 10. https://doi.org/10.1007/s11881-022-00272-2

Martin, K., & Hunt, J. H. (2022). Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base. Investigations in Mathematics Learning, 14(3), 235–249. https://doi.org/10.1080/19477503.2022.2105028

Hunt, J., Marino, M. T. M., Bentley, A. D. B., & Banzon, K. H. A. (2022). Enhancing Engagement and Fraction Concept Knowledge With a Universally Designed Game Based Curriculum. Learning Disabilities, 20(1), 77–95. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85131328572&partnerID=MN8TOARS

Pan, Y., Hu, B. Y., Hunt, J., Wu, Z., Chen, Y., & He, M. (2022). Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities. Journal of Early Childhood Research, 9, 1476718X2211255. https://doi.org/10.1177/1476718X221125583

Malone, K. M., Pearson, J. N., Palazzo, K. N., Manns, L. D., Rivera, A. Q., & Mason Martin, D. V. L. (2022, September 21). The Scholarly Neglect of Black Autistic Adults in Autism Research. AUTISM IN ADULTHOOD. https://doi.org/10.1089/aut.2021.0086

Martin, F., & Bolliger, D. U. (2022). Developing an online learner satisfaction framework in higher education through a systematic review of research. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00355-5

Cullinan, D., Lambert, M. C., & Epstein, M. H. (2022, September 20). Characteristics of emotional disturbance of female and male students in elementary, middle, and high school. PSYCHOLOGY IN THE SCHOOLS. https://doi.org/10.1002/pits.22803

McAvoy, P., Hunt, T., Culbertson, M. J., McCleary, K. S., DeMeuse, R. J., & Hess, D. E. (2022). Measuring student discussion engagement in the college classroom: a scale validation study. Studies in Higher Education, 47(8), 1761–1775. https://doi.org/10.1080/03075079.2021.1960302

Zhang, J., Lee, G., Iluore, A. C., Relyea, J. E., & Wui, M. G. L. (2022, August 12). Fostering Civic Reasoning Through Disciplinary Literacy. READING TEACHER, Vol. 8. https://doi.org/10.1002/trtr.2143

Martin, F., Wu, T., Wan, L., & Xie, K. (2022). A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments. Online Learning, 26(1), 325–359. https://doi.org/10.24059/olj.v26i1.2604

Martin, F., Shanley, N. E., Hite, N., Pérez-Quiñones, M. A., Pugalee, D., & Hart, E. (2022). Developing Online Professional Development for High School Teachers to Teach Computer Science Online. Presented at the ITiCSE 2022: Innovation and Technology in Computer Science Education. https://doi.org/10.1145/3502717.3532174

Martin, F., & Bolliger, D. U. (2022). Designing Online Learning in Higher Education. https://doi.org/10.1007/978-981-19-0351-9_72-1

Martin, F., Kumar, S., & Ritzhaupt, A. D. (2022). An Overview of the Competencies and Career Outcomes in Educational Technology. https://doi.org/10.4324/9781003109938-2

Shanley, N., Martin, F., Hite, N., Perez-Quinones, M., Ahlgrim-Delzell, L., Pugalee, D., & Hart, E. (2022). Teaching Programming Online: Design, Facilitation and Assessment Strategies and Recommendations for High School Teachers. TechTrends, 66(3), 483–494. https://doi.org/10.1007/s11528-022-00724-x

Bacak, J., Martin, F., Ahlgrim-Delzell, L., Polly, D., & Wang, W. C. (2022). Elementary Educator Perceptions of Student Digital Safety Based on Technology Use in the Classroom. Computers in the Schools, 39(2), 186–202. https://doi.org/10.1080/07380569.2022.2071233

Bacak, J., Martin, F., Ahlgrim-Delzell, L., Polly, D., & Wang, W. (2022). Creating a Safer Digital World for Elementary Learner: Lessons Learned from Elementary Educators. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 962–970).

Bacak, J., Martin, F., Polly, D., & Dymes, L. (2022). K-12 Online Teaching and Learning: A Systematic Review of Research from 2000 to 2019. North Carolina Association for Research in Education Conference. Presented at the North Carolina Association for Research in Education Conference.

Bacak, J., Martin, F., Ahlgrim-Delzell, L., Polly, D., & Wang, W. (2022). Teacher Concerns and Actions on Elementary School Children Digital Safety. American Educational Research Association. Presented at the American Educational Research Association, San Diego, CA.

Richardson, J., Martin, F., & Sauers, J. (2022). Systematic Review of the Empirical Literature on Digital Citizenship: A Framework for Future Research. American Educational Research Association. Presented at the American Educational Research Association, San Diego, CA.

Budhrani, K., & Martin, F. (2022). Design Patterns in Instructors' Modeling of Class Sessions Using Lesson Blueprints. American Educational Research Association. Presented at the American Educational Research Association, San Diego, CA.

Martin, F. (2022). Study Strategies and Assignments: Online Learning. In SAGE Skills: Student Success. SAGE Publications, Inc.

Martin, F. (2022). Systemic implications for research and practice in online education: A focus on learner, course and instructor, and organizational levels. Distance Education, 43(2), 325–332. https://doi.org/10.1080/01587919.2022.2064826

She, L., & Martin, F. (2022). Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education. American Journal of Distance Education, 36(4), 327–346. https://doi.org/10.1080/08923647.2022.2081438

Martin, F., Chen, Y., Oyarzun, B., & Lee, M. (2022). Learning and development roles and competency domains in higher education: a content analysis of job announcements. Journal of Computing in Higher Education, 7. https://doi.org/10.1007/s12528-021-09290-2

Martin, F., Sun, T., Westine, C. D., & Ritzhaupt, A. D. (2022). Examining research on the impact of distance and online learning: A second-order meta-analysis study. Educational Research Review, 36, 100438. https://doi.org/10.1016/j.edurev.2022.100438

Martin, F., Gezer, T., Wang, W. C., Petty, T., & Wang, C. (2022). Examining K-12 educator experiences from digital citizenship professional development. Journal of Research on Technology in Education, 54(1), 143–160. https://doi.org/10.1080/15391523.2020.1815611

Martin, F., Xie, K., & Bolliger, D. U. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S1–S13. https://doi.org/10.1080/15391523.2021.1991703

Kularski, C. M., & Martin, F. (2022). Online Student Privacy in Higher Education: A Systematic Review of the Research. American Journal of Distance Education, 36(3), 227–241. https://doi.org/10.1080/08923647.2021.1978784

Gray, D. L. L., Harris-Thomas, B., Ali, J. N., Cummings, T. N., McElveen, T. L., & Jones, T. R. (2022, August 8). Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day. URBAN EDUCATION. https://doi.org/10.1177/00420859221117682

Rende, K., Jones, M. G., Refvem, E., Carrier, S. J., & Ennes, M. (2022, July 16). Accelerating high school students' science career trajectories through non-formal science volunteer programs. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT, Vol. 7. https://doi.org/10.1080/21548455.2022.2100942

Wilson, J., & Hunt, J. H. (2022). Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities. JOURNAL OF MATHEMATICAL BEHAVIOR, 67. https://doi.org/10.1016/j.jmathb.2022.100982

Rubel, L. H., Herbel-Eisenman, B., Peralta, L. M., Lim, V., Jiang, S., & Kahn, J. (2022, May 4). Intersectional feminism to reenvision mathematical literacies & precarity. RESEARCH IN MATHEMATICS EDUCATION. https://doi.org/10.1080/14794802.2022.2089908

Pearson, J. N., Stewart-Ginsburg, J. H., Malone, K., Manns, L., Martin, D. V. M., & Sturdivant, D. (2022, July 25). Best FACES Forward: Outcomes of an Advocacy Intervention for Black Parents Raising Autistic Youth. EXCEPTIONALITY. https://doi.org/10.1080/09362835.2022.2100392

Jiang, S., Lee, V. R., & Rosenberg, J. M. (2022, July 10). Data science education across the disciplines: Underexamined opportunities for K-12 innovation. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. https://doi.org/10.1111/bjet.13258

Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162–177. https://doi.org/10.1080/00461520.2022.2089147

Epstein, M. H., Cullinan, D., Lambert, M. C., Kauffman, J. M., Katsiyannis, A., & Mason, W. A. (2022, July 11). A 22-Year Cross-Sectional Cohort Study of the Emotional and Behavioral Characteristics of Students With Emotional Disturbance. JOURNAL OF SPECIAL EDUCATION. https://doi.org/10.1177/00224669221109172

Jiang, S., Huang, X., Sung, S. H., & Xie, C. (2022, July 9). Learning Analytics for Assessing Hands-on Laboratory Skills in Science Classrooms Using Bayesian Network Analysis. RESEARCH IN SCIENCE EDUCATION. https://doi.org/10.1007/s11165-022-10061-x

Wang, Q., Rose, C. P., Ma, N., Jiang, S., Bao, H., & Li, Y. (2022). Design and Application of Automatic Feedback Scaffolding in Forums to Promote Learning. IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES, 15(2), 150–166. https://doi.org/10.1109/TLT.2022.3156914

Hunt, J., Davis, R., & Duarte, A. (2022, May 25). Transitioning mathematics teacher practices to broadcast pedagogy. INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, Vol. 5. https://doi.org/10.1080/0020739X.2022.2074903

Jiang, S., Nocera, A., Tatar, C., Yoder, M. M., Chao, J., Wiedemann, K., … Rose, C. P. (2022, July 1). An empirical analysis of high school students' practices of modelling with unstructured data. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. https://doi.org/10.1111/bjet.13253

Golden, A. R., & Byrd, C. M. (2022). Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and <scp>Anti‐Racist</scp> Action. Journal of Research on Adolescence, 32(3), 1109–1119. https://doi.org/10.1111/jora.12778

Spires, H. A., Himes, M. P., & Krupa, E. (2022). Supporting Students' Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration. EDUCATION SCIENCES, 12(6). https://doi.org/10.3390/educsci12060412

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., … McIntyre, J. (2022, June 9). A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension. JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 6. https://doi.org/10.1037/edu0000751

Peng, Y., Li, Y., Su, Y., Chen, K., & Jiang, S. (2022). Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters. INTERNET AND HIGHER EDUCATION, 53. https://doi.org/10.1016/j.iheduc.2022.100845

Kumar, R., Gray, D. L. L., & Toren, N. K. (2022). Pre-service teachers? desire to control bias: Implications for the endorsement of culturally affirming classroom practices. LEARNING AND INSTRUCTION, 78. https://doi.org/10.1016/j.learninstruc.2021.101512

Thomson, M. M., Huggins, E., Carrier, S. J., & Gray, D. L. (2022, May 17). Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 5. https://doi.org/10.1080/09500693.2022.2075948

Saleem, F., Legette, K., & Byrd, C. M. (2022). Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. Journal of School Psychology, 91, 97–111. https://doi.org/10.1016/j.jsp.2022.01.001

Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, May 10). What do upper-elementary and middle school teachers know about the processes of text comprehension? (Mar, 10.1007/s11145-022-10268-4, 2022). READING AND WRITING, Vol. 5. https://doi.org/10.1007/s11145-022-10306-1

Lo, R. S., & Wiseman, A. (2022, April 17). 'That's my dumb husband': Wild things, battle bears and heteronormative responses in an afterschool reading club. JOURNAL OF EARLY CHILDHOOD LITERACY, Vol. 4. https://doi.org/10.1177/14687984221079008

Gibson, L. M., Busch, K. C., Stevenson, K. T., Cutts, B. B., DeMattia, E. A., Aguilar, O. M., … Wheaton, M. (2022, April 19). What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL. ENVIRONMENTAL EDUCATION RESEARCH, Vol. 5. https://doi.org/10.1080/13504622.2022.2067325

Grifenhagen, J. F., & Barnes, E. M. (2022, April 8). Reimagining Discourse in the Classroom. READING TEACHER, Vol. 4. https://doi.org/10.1002/trtr.2108

Fitzgerald, J., Relyea, J. E., & Elmore, J. (2022, March 24). Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks. JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 3. https://doi.org/10.1037/edu0000735

DeIaco, R., Samuelson, C., Grifenhagen, J., Davis, D. S., & Kosanovich, M. (2022). Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2021.1921889

Grifenhagen, J. F., & Jones, J. S. (2022). University-based literacy coaches as outsiders to the rural school context. TEACHING AND TEACHER EDUCATION, 114. https://doi.org/10.1016/j.tate.2022.103694

Lee, C. C., Jacobs, L., & Mann, J. C. (2022, February 23). Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation. URBAN EDUCATION, Vol. 2. https://doi.org/10.1177/00420859221081765

Davis, D. S., Tenore, F. B., McElhone, D., & DeIaco, R. (2022, March 5). What do upper-elementary and middle school teachers know about the processes of text comprehension? READING AND WRITING, Vol. 3. https://doi.org/10.1007/s11145-022-10268-4

Nocera, A. (2022, February). Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching. HISTORY OF EDUCATION QUARTERLY, Vol. 62, pp. 127–130. https://doi.org/10.1017/heq.2021.63

Pruitt-Britton, T., Wilhelm, A. G., & Wilson, J. (2022). Nurturing students through social interactions. PHI DELTA KAPPAN, 103(5), 18–23. https://doi.org/10.1177/00317217221079974

Alston, C. L., & Bausell, S. B. (2022, February 1). Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts. ENGLISH TEACHING-PRACTICE AND CRITIQUE, Vol. 2. https://doi.org/10.1108/ETPC-06-2021-0062

Kendall, C. J., Carrier, S. J., Folta, E., Tinka, J., Fraulo, A., Leeds, A., & Lukas, K. E. (2022, February 11). Can teacher-centered community-based conservation programs influence student household sustainable behaviors near a biodiversity hotspot? CONSERVATION SCIENCE AND PRACTICE, Vol. 4. https://doi.org/10.1111/csp2.12648

Nelson, G., Crawford, A., Hunt, J., Park, S., Leckie, E., Duarte, A., … Zarate, K. (2022, January 31). A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties. LEARNING DISABILITIES RESEARCH & PRACTICE, Vol. 1. https://doi.org/10.1111/ldrp.12272

Steinbrenner, J. R., McIntyre, N., Rentschler, L. F., Pearson, J. N., Luelmo, P., Jaramillo, M. E., … Hume, K. A. (2022, January 22). Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices. AUTISM. https://doi.org/10.1177/13623613211072593

Lambert, M. C., Cullinan, D., Epstein, M. H., & Martin, J. (2022). Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 38(1), 58–73. https://doi.org/10.1080/15377903.2021.1895399

Manfra, M. M. G., Hammond, T. C., & Coven, R. M. (2022). Assessing computational thinking in the social studies. Theory & Research in Social Education. https://doi.org/10.1080/00933104.2021.2003276

Mills, B., & Sabornie, E. (2022). Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools. International Journal of Disability, Development and Education, 69(1), 76–90. https://doi.org/10.1080/1034912X.2021.1947475

DeCuir-Gunby, J. T., & Bindra, V. G. (2022). How does teacher bias influence students?: An introduction to the special issue on teachers? implicit attitudes, instructional practices, and student outcomes. LEARNING AND INSTRUCTION, 78. https://doi.org/10.1016/j.learninstruc.2021.101523

Refvem, E., Jones, M. G., Rende, K., Carrier, S., & Ennes, M. (2022). The Next Generation of Science Educators: Museum Volunteers. Journal of Science Teacher Education, 6, 1–18. https://doi.org/10.1080/1046560X.2021.1929713

Shen, J., Chen, G., Barth-Cohen, L., Jiang, S., & Eltoukhy, M. (2022). Connecting computational thinking in everyday reasoning and programming for elementary school students. JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION, 54(2), 205–225. https://doi.org/10.1080/15391523.2020.1834474

Griffin, C. B., Gray, D. L., Hope, E., Metzger, I. W., & Henderson, D. X. (2022). Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens. URBAN EDUCATION, 57(2), 198–223. https://doi.org/10.1177/0042085920933346

Nelson, G., Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2022). 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