Teacher Education and Learning Sciences - 2023

Vitiello, R., Huang, J., Speer, S., Yankova, N., Peppler, K., Orta-Martinez, M., & Rosé, C. P. (2023). Studying Interdisciplinary Collaboration as a Core Skill. Presented at the 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023. https://doi.org/10.22318/cscl2023.153494

Speer, S., Huang, J., Yankova, N., Rose, C., Peppler, K., & Orta-Martinez, M. (2023). RoboLoom: Collaboratively re- crafting CS education. In J. D. Slotta & C. E. (Eds.), 3rd Annual Meeting of the International Society of the Learning Sciences (ISLS) Annual Meeting 2023 (pp. 31–34). Montreal, Canada: International Society of the Learning Sciences.

Huang, J., Cawelti, L., & Peppler, K. (2023). Exploring algorithm building through designing and making kinetic sculpture. In P. Blikstein, J. V. Aalst, R. Kizito, & K. Brennan (Eds.), 17th International Conference of the Learning Sciences (ICLS) (pp. 1494–1497). Montreal, Canada: International Society of the Learning Sciences.

Speer, S., Garcia-Alonzo, A. P., Huang, J., Yankova, N., Rosé, C., Peppler, K. A., … Martinez, M. O. (2023, October 29). SPEERLoom: An Open-Source Loom Kit for Interdisciplinary Engagement in Math, Engineering, and Textiles. https://doi.org/10.1145/3586183.3606724

Zhu, Z., Liu, Z., Zhang, Y., Zhu, L., Huang, J., Villanueva, A. M., … Ramani, K. (2023). LearnIoTVR: An End-to-End Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things. Presented at the CHI '23: CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3544548.3581396

Huang, J., & Parker, M. C. (2023). Developing computational thinking collaboratively: the nexus of computational practices within small groups. Computer Science Education. https://doi.org/10.1080/08993408.2022.2039488

McGugan, K. S., Horn, I. S., Garner, B., & Marshall, S. A. (2023). "Even when it was hard, you pushed us to improve": Emotions and teacher learning in coaching conversations. TEACHING AND TEACHER EDUCATION, 121. https://doi.org/10.1016/j.tate.2022.103934

Goodwin, A. L., Lee, C. C., & Pratt, S. (2023). The poetic humanity of teacher education: holistic mentoring for beginning teachers. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1973067

Dyer, E. B., Jarry-Shore, M., Fong, A., Deutscher, R., Carlson, J., & Borko, H. (2023). Teachers’ engagement with student mathematical agency and authority in school-based professional learning. Teaching and Teacher Education, 121, 103881. https://doi.org/10.1016/j.tate.2022.103881

Kusel, J., Martin, F., Markic, S., Byker, E. J., & Polly, D. (2023, October 16). Investigating US and German pre-service teachers' beliefs regarding digital technology. COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION, Vol. 10. https://doi.org/10.1080/03057925.2023.2268518

Gray, D. L. L., Lee, A. A., Harris-Thomas, B., Ali, J. N., & Allah, K. J. (2023). Communally engaged educational psychology: A philosophy of engagement. EDUCATIONAL PSYCHOLOGIST, 58(4), 261–277. https://doi.org/10.1080/00461520.2023.2250860

Gupta, A., Smith, A., Vandenberg, J., ElSayed, R., Fox, K., Minogue, J., … Mott, B. (2023). Fostering Interdisciplinary Learning for Elementary Students Through Developing Interactive Digital Stories. https://doi.org/10.1007/978-3-031-47658-7_5

Peachey, K., & Lee, C. C. (2023, October 13). Writing to grieve: Solidarity in times of loss in educational community spaces. JOURNAL OF ADOLESCENT & ADULT LITERACY, Vol. 10. https://doi.org/10.1002/jaal.1313

Nieman, H., Jackson, K., Jarry-Shore, M., Borko, H., Kazemi, E., Chinen, S., … Haines, C. (2023). Using a Practical Measure to Support Inquiry Into Professional Development Facilitation. Mathematics Teacher Educator, 12(1), 70–83. https://doi.org/10.5951/mte.2022.0038

Martin, F., Bacak, J., Byker, E., Wang, W., Wagner, J., & Ahlgrim-Delzell, L. (2023). Examination of Cybersecurity Technologies, Practices, Challenges, and Wish List in K-12 School Districts. Journal of Cybersecurity Education, Research and Practice, 23(1), 1–7. Retrieved from https://digitalcommons.kennesaw.edu/jcerp/vol2023/iss1/8/

Byker, E. J., Sadula, M., Ade-Thurow, B., & Martin, F. (2023). Equity of International Access: Connecting First-Generation University Students to Globally Networked Learning. The Global Impact Exchange Journal. Retrieved from https://www.diversityabroad.org/DIVaPublic/GIE-Archives/GIE-Sp2023/GIE-Sp23-Article-13.aspx

Martin, F., & Sadaf, A. (2023). Effective Online Teaching Strategies. In S. Wa-Mbaleka, K. Thompson, & L. Casimiro (Eds.), The SAGE Handbook of Online Higher Education. Thousand Oaks, CA: SAGE.

Martin, F., & Ritzhaupt, A. (2023). IDEAS Framework for Teaching Online. Educause Review. Retrieved from https://er.educause.edu/articles/2023/4/ideas-framework-for-teaching-online

Miller, R. A., Howell, C. D., Oyarzun, B., Martin, F., Knight, S., & Frankovich, J. N. (2023). Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching. Online Learning, 27(3), 387–406. https://doi.org/10.24059/olj.v27i3.3691

Bacak, J., Wagner, J., Martin, F., Byker, E., Wang, W. C., & Alhgrim-Delzell, L. (2023). Examining Technologies Used in K-12 School Districts: A Proposed Framework for Classifying Educational Technologies. Journal of Educational Technology Systems, 51(3), 282–302. https://doi.org/10.1177/00472395231155605

Byrd, C. M. (2023). Cycles of development in learning about identities, diversity, and equity. Cultural Diversity and Ethnic Minority Psychology, 29(1), 43–52. https://doi.org/10.1037/cdp0000389

Martin, F., Bacak, J., Polly, D., Wang, W., & Ahlgrim-Delzell, L. (2023). Teacher and School Concerns and Actions on Elementary School Children Digital Safety. TechTrends. https://doi.org/10.1007/s11528-022-00803-z

Martin, F., Dennen, V. P., & Bonk, C. J. (2023). Systematic Reviews of Research on Online Learning: An Introductory Look and Review. Online Learning, 27(1). https://doi.org/10.24059/olj.v27i1.3827

Martin, F., Shanley, N., Hite, N., Pugalee, D., Perez-Quinones, M., Ahlgrim-Delzell, L., & Hart, E. (2023). Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online. Computers in the Schools. https://doi.org/10.1080/07380569.2022.2127343

Shanley, N., Pérez-Quiñones, M. A., Martin, F., Pugalee, D., Ahlgrim-Delzell, L., & Hart, E. (2023). K-12 Teacher Experiences from Online Professional Development for Teaching APCSA. Presented at the SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3545945.3569827

Jarry-Shore, M., Delaney, V., & Borko, H. (2023). Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2022.2140553

Koch, J. G. (2023). [Review of Review of Introduction to  Education: Becoming a Professional, by Jennifer Beasley & Myra Haulmark].

Koch, J. G. (2023). Help wanted: Addressing the teacher shortage by revitalizing a teacher education  program. . Proceedings of the International Organization of Social Sciences and Behavioral Research Conference 2023, 7. New Orleans, Louisiana: International Organization of Social Sciences and Behavioral Research (IOSSBR.

Yova, F. C., Wilson, J., & Walkowiak, T. A. (2023, August 13). Exploring early mathematics through picturebooks: A case study in the context of Head Start. JOURNAL OF EARLY CHILDHOOD RESEARCH, Vol. 8. https://doi.org/10.1177/1476718X231186617

Jiang, S. (2023). Investigating Adolescents' Participation Trajectories in a Collaborative Multimodal Composing Learning Environment. EDUCATIONAL TECHNOLOGY & SOCIETY, 26(3), 21–36. https://doi.org/10.30191/ETS.202307_26(3).0003

Jiang, S., Huang, J., & Lee, H. S. (2023). Visualizing qualitative data: unpacking the complexities and nuances of technology-supported learning processes. Educational Technology Research and Development, 7. https://doi.org/10.1007/s11423-023-10272-7

Silva, J. M., Hunt, J. H., & Welch-Ptak, J. (2023). From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 54(4), 260–278. https://doi.org/10.5951/jresematheduc-2020-0117

Gale, A., Johnson, N. C. C., Golden, A., Channey, J., Marchand, A. D. D., Anyiwo, N., & Byrd, C. M. M. (2023, July 27). Reflecting on Change: Critical Consciousness as a Protective Factor for Black Youth. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY, Vol. 7. https://doi.org/10.1037/cdp0000612

Hunt, J. H. H., Taub, M., Marino, M., Duarte, A., Bentley, B., Holman, K., & Kuhlman, A. (2023). Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest. EDUCATION SCIENCES, 13(7). https://doi.org/10.3390/educsci13070646

Jarry-Shore, M., & Borko, H. (2023, July 26). The role of contextual knowledge in noticing students' strategies in-the-moment. MATHEMATICAL THINKING AND LEARNING, Vol. 7. https://doi.org/10.1080/10986065.2023.2239418

Tettegah, S., Cerezo, A., Wooten, T., & Gray, D. L. L. L. (2023). Righting the Historical Record: Highlighting the Significant Contributions of Black Psychologists in American Schools. AMERICAN PSYCHOLOGIST, 78(4), 601–612. https://doi.org/10.1037/amp0001114

Bausell, S. B., Himes, M., & Spires, H. A. (2023, July 9). Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course. AMERICAN JOURNAL OF DISTANCE EDUCATION, Vol. 7. https://doi.org/10.1080/08923647.2023.2227033

Pearson, J. N., Malone, K. M., Stewart-Ginsburg, J. H., Manns, L. D. C., Martin, D. V. M., & Palazzo, K. M. (2023). “We Should All Be Welcome:” A Discourse Analysis of Religious Coping for Black Parents Raising Autistic Children. Journal of Disability & Religion. https://doi.org/10.1080/23312521.2023.2178993

Shogren, K. A., Mazzotti, V. L., Hicks, T. A., Raley, S. K., Gerasimova, D., Pace, J. R., … Wysenski, D. (2023). The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities. Career Development and Transition for Exceptional Individuals. https://doi.org/10.1177/21651434221146470

Stewart-Ginsburg, J., Kittelman, A., & Rowe, D. A. (2023). Increasing Community Inclusion for Students With Disabilities. TEACHING Exceptional Children, 6. https://doi.org/10.1177/00400599231178600

Pearson, J. N., Stewart-Ginsburg, J. H., Malone, K., Manns, L., Martin, D. V. M., & Sturdivant, D. (2023). 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., & Wang, C. (2023, June 20). Blurring the boundaries of current and future selves: students' STEM identity exploration in a multimodal composing learning environment. LEARNING MEDIA AND TECHNOLOGY. https://doi.org/10.1080/17439884.2023.2225858

Sanei, H., Kahn, J. B., Yalcinkaya, R., Jiang, S., & Wang, C. (2023, June 17). Examining How Students Code with Socioscientific Data to Tell Stories About Climate Change. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY. https://doi.org/10.1007/s10956-023-10054-z

Monahan, R., Vandenberg, J., Gupta, A., Smith, A., Elsayed, R., Fox, K., … Mott, B. (2023). Multimodal CS Education Using a Scaffolded CSCL Environment. PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2, pp. 645–645. https://doi.org/10.1145/3587103.3594181

Sun, T., Martin, F., Kim, S. Y., & Westine, C. (2023). Establishing a Student Evaluation of Online Teaching and Learning Framework Through Analysis of Existing Instruments. ONLINE LEARNING, 27(1), 356–382. https://doi.org/10.24059/olj.v27i1.3228

Oyarzun, B., & Martin, F. (2023). [Review of A Systematic Review of Research on Online Learner Collaboration from 2012-21: Collaboration Technologies, Design, Facilitation, and Outcomes]. ONLINE LEARNING, 27(1), 71–106. https://doi.org/10.24059/olj.v27i1.3407

West, R. E., & Martin, F. (2023). What type of paper are you writing? A taxonomy of review and theory scholarship distinguished by their summary and advocacy arguments. Educational Technology Research and Development, 6. https://doi.org/10.1007/s11423-023-10233-0

Nocera, A. (2023). "May We Not Write Our Own Fairy Tales and Make Black Beautiful?" African American Teachers, Children's Literature, and the Construction of Race in the Curriculum, 1920-1945. HISTORY OF EDUCATION QUARTERLY, 63(1), 32–58. https://doi.org/10.1017/heq.2022.41

Jiang, S., Tang, H., Tatar, C., Rose, C. P., & Chao, J. (2023, March 14). High school students' data modeling practices and processes: From modeling unstructured data to evaluating automated decisions. LEARNING MEDIA AND TECHNOLOGY. https://doi.org/10.1080/17439884.2023.2189735

Ju, U., Cho, E., Relyea, J. E., & Choi, I. (2023, February 27). Effects of Parents' Early Home Language Use on English Reading Growth of Emergent Bilinguals. JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 2. https://doi.org/10.1037/edu0000784

Zhang, J., Wui, M. G. L., Nam, R., Relyea, J. E., & Wong, S. S. (2023). Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues. JOURNAL OF WRITING RESEARCH, 14(3), 375–419. https://doi.org/10.17239/jowr-2023.14.03.03

Marshall, S. A., McClain, J. B., & McBride, A. (2023, February 16). Reframing translanguaging practices to shift mathematics teachers' language ideologies. INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION, Vol. 2. https://doi.org/10.1080/09518398.2023.2178683

Levy, B. L. M., Busey, C. L., Cuenca, A., Evans, R. W., Halvorsen, A.-L., Ho, L.-C., … McGrew, S. (2023, January 26). Social studies education research for sustainable democratic societies: Addressing persistent civic challenges. THEORY AND RESEARCH IN SOCIAL EDUCATION, Vol. 1. https://doi.org/10.1080/00933104.2022.2158149

Marshall, P. L. L., & Wilson, J. (2023, February 3). Toward A Discourse on the Threat of Performative Wokeness to Justice Agendas in Education. URBAN EDUCATION. https://doi.org/10.1177/00420859231153406

Urban, M., Urban, K., & Nietfeld, J. L. L. (2023, January 26). The effect of a distributed metacognitive strategy intervention on reading comprehension. METACOGNITION AND LEARNING. https://doi.org/10.1007/s11409-023-09334-1

Hunt, J., Duarte, A., Miller, B., Bentley, B., Albrecht, L., & Kruse, L. (2023). Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning. EDUCATION SCIENCES, 13(1). https://doi.org/10.3390/educsci13010068

Lukins, J. M., Able, H., & Hume, K. (2023). Novice Teachers’ Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576221144734

Kumar, R., & DeCuir-Gunby, J. (2023). What is the role of race in educational psychology? A review of research in Educational Psychologist. Educational Psychologist. https://doi.org/10.1080/00461520.2022.2137804

Martin, F., Kumar, S., Ritzhaupt, A. D., & Polly, D. (2023). Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. INTERNET AND HIGHER EDUCATION, 56. https://doi.org/10.1016/j.iheduc.2022.100879

Martin, F., Bacak, J., Polly, D., & Dymes, L. (2023). A systematic review of research on K12 online teaching and learning: Comparison of research from two decades 2000 to 2019. Journal of Research on Technology in Education, 55(2), 190–209. https://doi.org/10.1080/15391523.2021.1940396

Rende, K., Jones, M. G., Refvem, E., Carrier, S. J., & Ennes, M. (2023). Accelerating high school students’ science career trajectories through non-formal science volunteer programs. International Journal of Science Education, Part B. https://doi.org/10.1080/21548455.2022.2100942

Grifenhagen, J. F., & Dickinson, D. K. (2023). Preparing Pre-Service Early Childhood Teachers to Support Child Language Development. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2021.2015491

Mulvey, K. L., Joy, A., Caslin, M., Orcutt, D., Eseryel, D., & Katti, M. (2023). Forests After Florence: an informal community-engaged STEM research project promotes STEM identity in disaster-impacted students. Research in Science & Technological Education. https://doi.org/10.1080/02635143.2021.1944077

Spencer, D., Nietfeld, J. L., Cao, L., & Difrancesca, D. (2023). Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom. JOURNAL OF EXPERIMENTAL EDUCATION, 91(1), 46–61. https://doi.org/10.1080/00220973.2021.1897773