William and Ida Friday Institute for Educational Innovation - 2015

Ezen-Can, A., Boyer, K. E., Kellogg, S., & Booth, S. (2015). Unsupervised modeling for understanding MOOC discussion forums. Presented at the LAK '15: the 5th International Learning Analytics and Knowledge Conference. https://doi.org/10.1145/2723576.2723589

Thrasher, E., Lovett, J. N., Starling, T., Doerr, H. M., & Lee, H. S. (2015). Influence of a graduate course on teachers’ self-efficacy to teach statistics. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the Thirty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 447–454). East Lansing, MI: Michigan State University.

The Influence of a Graduate Course on Teachers' Self-Efficacy to Teach Statistics. (2015). North American Chapter of the International Group for the Psychology of Mathematics Education. Retrieved from https://eric.ed.gov/?id=ED584249

Thrasher, E. P., & Perry, A. D. (2015). High-Leverage Apps for the Mathematics Classroom: WolframAlpha. The Mathematics Teacher, 109(1), 66–70. https://doi.org/10.5951/mathteacher.109.1.0066

Lee, J. K., Spires, H. A., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portraits of One-To-One Learning Environments In A New Learning Ecology. International Journal of Learning, Teaching and Educational Research, 10(3).

Buffum, P. S., Lobene, E. V., Frankosky, M. H., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2015). A Practical Guide to Developing and Validating Computer Science Knowledge Assessments with Application to Middle School. Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE '15. Presented at the the 46th ACM Technical Symposium. https://doi.org/10.1145/2676723.2677295

Sharek, D., & Wiebe, E. (2015). Investigating Real-time Predictors of Engagement. International Journal of Gaming and Computer-Mediated Simulations, 7(1), 20–37. https://doi.org/10.4018/IJGCMS.2015010102

Vail, A. K., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2015). The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support. In Lecture Notes in Computer Science (pp. 265–276). https://doi.org/10.1007/978-3-319-20267-9_22

Buffum, P. S., Frankosky, M., Boyer, K. E., Wiebe, E., Mott, B., & Lester, J. (2015). Leveraging collaboration to improve gender equity in a game-based learning environment for middle school computer science. 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). https://doi.org/10.1109/respect.2015.7296496

Kerkhoff, S. N., & Spires, H. A. (2015). Getting close to close reading: Teachers making instructional shifts in early literacy. Journal of Language and Literacy Education, 11(2), 44–63.

Leeman-Munk, S., Smith, A., Mott, B., Wiebe, E., & Lester, J. (2015). Two Modes Are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 205–215. https://doi.org/10.1007/978-3-319-19773-9_21

Vail, A. K., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2015). The Mars and Venus effect: The influence of user gender on the effectiveness of adaptive task support. User modeling, adaptation and personalization, 9146, 265–276.

Buffum, P. S., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2015). Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 64–73. https://doi.org/10.1007/978-3-319-19773-9_7

Min, W., Frankosky, M. H., Mott, B. W., Rowe, J. P., Wiebe, E., Boyer, K. E., & Lester, J. C. (2015). DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 277–286. https://doi.org/10.1007/978-3-319-19773-9_28

Kellogg, S., & Edelmann, A. (2015). Massively Open Online Course for Educators (MOOC-Ed) network dataset. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 46(5), 977–983. https://doi.org/10.1111/bjet.12312

Albert, J. L., Blanchard, M. R., & Wiebe, E. N. (2015). How high school students construct or create animations about water boiling. Application of Visual Data in K-16 Science Classrooms, 191–216.

Spires, H. A., Zheng, M. X., & Bartlett, M. E. (2015). DIGITAL GAMEPLAY effects on young adolescents' science content learning. Research on Teaching and Learning with the Literacies of Young Adolescents, 10, 75–95.

Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM). Journal of Psychoeducational Assessment, 33(7), 622–639. https://doi.org/10.1177/0734282915571160

Booth, S. E., & Kellogg, S. B. (2015). Value creation in online communities for educators. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 46(4), 684–698. https://doi.org/10.1111/bjet.12168

Wiebe, E., Thompson, I., & Behrend, T. (2015). MOOCs From the Viewpoint of the Learner. Educational Researcher, 44(4), 252–254. https://doi.org/10.3102/0013189x15584774

Madden, L., & Wiebe, E. (2015). Multiple Perspectives on Elementary Teachers' Science Identities: A case study. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 37(3), 391–410. https://doi.org/10.1080/09500693.2014.987715