Teacher Education and Learning Sciences

The stories we tell : math, race, bias, and opportunity

Lanham, Maryland: Rowman & Littlefield.

Designing race focused and race reimaged research

DeCuir-Gunby, J. T. (2019, October). Presented at the Scholarly Consortium for Innovative Psychology in Education biennial meeting, Savannah, GA.

Centering race in Educational Psychology: The roles of race focused and race reimaged constructs

Keynote Address). Presented at the The Scholarly Consortium for Innovative Psychology in Education biennial meeting, Savannah, GA.

African American college students’ identity development as scientists: A mixed methods study

White, A. M., & DeCuir-Gunby, J. T. (2019, April). Presented at the American Educational Research Association annual meeting, Toronto, Canada.

Racial microaggressions and African American students at predominantly White institutions: A mixed methods study

McCoy, W. N., Gibson, S., Johnson, O. T., & DeCuir-Gunby, J. T. (2019, April). Presented at the American Educational Research Association annual meeting, Toronto, Canada.

Examining students’ color-blind racial ideology, emotion regulation, and reconciliation of stigmatizing thoughts about race

DeCuir-Gunby, J. T., Allen, E. M., & Boone, J. K. (2019, April). Presented at the American Educational Research Association annual meeting, Toronto, Canada.

Race matters in the study of motivation in science

It's About Time: Giving Serious Consideration to Race, Culture, and Equity in Motivation Scholarship symposium. Presented at the American Educational Research Association annual meeting, Toronto, Canada.

Critical Race Mixed Methodology: Designing a Research Study Combining Critical Race Theory and Mixed Methods Research

In J. T. DeCuir-Gunby, T. K. Chapman, & P. A. Schutz (Eds.), Understanding critical race research methods and methodologies: Lessons from the field (pp. 166–179). New York: Routledge.

African American professionals in higher education: experiencing and coping with racial microaggressions

Race Ethnicity and Education, 2, 1–17.

Teachers’ First Experiences with Global Projects: Emerging Collaboration and Cultural Awareness

Journal of Online Learning Research, 5(1), 65–96.

Informing recommended makerspace outcomes through linguistic analytics

In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1624–1629). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

Preparing teachers to capture and assess evidence of computational thinking

In J. T. Bastiaens (Ed.), Proceedings of Ed Media + Innovate Learning (pp. 370–375). https://www.learntechlib.org/primary/p/210029/

Evidence of computational thinking from circuitry projects in the after-school makerspace

In J. T. Bastiaens (Ed.), Proceedings of Ed Media + Innovate Learning (pp. 364–369). https://www.learntechlib.org/primary/p/210028/

Computational thinking in student reflections: A thematic analysis of video project documentation in the afterschool makerspace

In J. T. Bastiaens (Ed.), Proceedings of Ed Media + Innovate Learning (pp. 358–363). https://www.learntechlib.org/primary/p/210027/

Design and development of a new course on culture, media, and technology

In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 478–483). https://www.learntechlib.org/primary/p/211123/.

Game-based literacies and learning: Towards a transactional theoretical perspective

Journal of Literacy and Technology, 20(4), 81–134.

Student crime and school suspensions in five different school types in an entire U.S. State

The Conference Proceedings of the 9th Annual International Future of Education Conference, 643–646. https://conference.pixel-online.net/FOE/files/foe/ed0009/FP/5692-SED3858-FP-FOE9.pdf

The Impact of Game-Based Learning Design Features on Reading Comprehension and Interest

PROCEEDINGS OF THE 13TH INTERNATIONAL CONFERENCE ON GAME BASED LEARNING (ECGBL 2019), pp. 1028–1032.

Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis

Focus on Autism and Other Developmental Disabilities, 11, 108835761989031.

Why Learn History (When It's Already on Your Phone)

THEORY AND RESEARCH IN SOCIAL EDUCATION, Vol. 47, pp. 615–620.