Elementary Education - 2019

Faulkner, V. N., Marshall, P. L., & Stiff, L. V. (2019). The stories we tell : math, race, bias, and opportunity. Lanham, Maryland: Rowman & Littlefield.

Szcztko, R., Carrier, S., & Stevenson, K. T. (2019). Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities. In M. Kuo & C. Jordan (Eds.), The natural world as a resource for learning and development: From schoolyards to wilderness. https://doi.org/10.3389/feduc.2018.00046

Whitehead, A. N., & Walkowiak, T. A. (2019). Preservice elementary teachers’ development of professional visions and implementation of mathematical tasks. In A. Sanogo & J. Cribbs (Eds.), Proceedings of the 46th Annual Meeting of the Research Council on Mathematics Learning (pp. 116–123). Charlotte, NC.

Berry, R. Q., Walkowiak, T. A., & Pinter, H. H. (2019). Supporting mathematical proficiency: An opportunity to learn framework. MathAMATYC Educator, 10(3), 45–51, 66–67. Retrieved from https://cdn.ymaws.com/amatyc.site-ym.com/resource/resmgr/educator_spring_2019/berry_abstract_&_bios.pdf

Sztajn, P., & Wilson, P. H. (2019). Learning Trajectories for Teachers: Designing Professional Development for Math Instruction. New York: Teachers’ College Press.

Alnizami, R., Thorp, A., & Sztajn, P. (2019). Change in discourse dimensions in elementary classrooms of professional development participants. In A. Redmond-Sanogo & J. Cribbs (Eds.), Proceedings of the 46th annual meeting of the Research Council on Mathematics Learning (pp. 165–172). Charlotte, NC.

Alnizami, R., Thorp, A., & Sztajn, P. (2019). Discourse in Classrooms of PD Participants. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 9–16). Pretoria, South Africa: PME.

Wilson, P. H., & Sztajn, P. (2019). Design considerations for professional development involving learning trajectories. In P. Sztajn & P. H. Wilson (Eds.), Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction (pp. 132–140). New York: Teachers’ College Press.

Sztajn, P., Edgington, C., Wilson, P. H., Webb, J., & Myers, M. (2019). The learning trajectory based instruction project. In P. Sztajn & P. H. Wilson (Eds.), Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction (pp. 15–47). New York: Teachers’ College Press.

Sztajn, P., & Wilson, P. H. (2019). Learning trajectories and professional development. In P. Sztajn & P. H. Wilson (Eds.), Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction (pp. 1–14). New York: Teachers’ College Press.

Sztajn, P. (2019). Securing Funding: Getting Started. DESIGNING, CONDUCTING, AND PUBLISHING QUALITY RESEARCH IN MATHEMATICS EDUCATION, pp. 85–94. https://doi.org/10.1007/978-3-030-23505-5_6

Stevenson, K. T., Peterson, M. N., Carrier, S. J., Strnad, R. L., Olson, R. A., & Szczytko, R. E. (2019). Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing. Frontiers in Communication, 3. https://doi.org/10.3389/fcomm.2018.00059

Lawson, D. F., Stevenson, K. T., Peterson, M. N., Carrier, S. J., Seekamp, E., & Strnad, R. (2019). Evaluating climate change behaviors and concern in the family context. Environmental Education Research, 25(5), 678–690. https://doi.org/10.1080/13504622.2018.1564248

Walkowiak, T. A., Adams, E. L., & Berry, R. Q. (2019). Validity Arguments for Instruments That Measure Mathematics Teaching Practices. In Assessment in Mathematics Education Contexts (pp. 90–119). https://doi.org/10.4324/9780429486159-5

Carrier, S. J., & Grifenhagen, J. F. (2019). Academic Vocabulary Support for Elementary Science Pre-Service Teachers. Journal of Science Teacher Education, 1–19. https://doi.org/10.1080/1046560X.2019.1666631

Jones, M. G., Lee, T., Chesnutt, K., Carrier, S., Ennes, M., Cayton, E., … Huff, P. (2019). Enclothed cognition: putting lab coats to the test. International Journal of Science Education, 41(14), 1962–1976. https://doi.org/10.1080/09500693.2019.1649504

Thomson, M. M., & Turner, J. E. (2019). The Role of Emotions in Teachers' Professional Development: Attending a Research Experience for Teachers (RET) Program. EDUCATION RESEARCH INTERNATIONAL, 2019. https://doi.org/10.1155/2019/5856793

Clayton, A. B., Medina, M. C., & Wiseman, A. M. (2019). Culture and community: Perspectives from first-year, first-generation-in-college Latino students. JOURNAL OF LATINOS AND EDUCATION, 18(2), 134–150. https://doi.org/10.1080/15348431.2017.1386101

Palermo, C., & Thomson, M. M. (2019). Large-scale assessment as professional development: teachers' motivations, ability beliefs, and values. TEACHER DEVELOPMENT, 23(2), 192–212. https://doi.org/10.1080/13664530.2018.1536612

Lawson, D. F., Stevenson, K. T., Peterson, M. N., Carrier, S. J., L. Strnad, R., & Seekamp, E. (2019). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 458–462. https://doi.org/10.1038/s41558-019-0463-3

Wiseman, A. M., Vehabovic, N., & Jones, J. S. (2019). Intersections of Race and Bullying in Children's Literature: Transitions, Racism, and Counternarratives. EARLY CHILDHOOD EDUCATION JOURNAL, 47(4), 465–474. https://doi.org/10.1007/s10643-019-00933-9

Thomson, M. M., Zakaria, Z., & Radut-Taciu, R. (2019). Perceptions of Scientists and Stereotypes through the Eyes of Young School Children. EDUCATION RESEARCH INTERNATIONAL. https://doi.org/10.1155/2019/6324704

Thomson, M. M., Huggins, E., & Williams, W. (2019). Developmental science efficacy trajectories of novice teachers from a STEM-Focused program: A longitudinal mixed-methods investigation. TEACHING AND TEACHER EDUCATION, 77, 253–265. https://doi.org/10.1016/j.tate.2018.10.010