William and Ida Friday Institute for Educational Innovation - 2022

Baldwin, T. B., & Edwards, C. (2022). Preparing Rural Middle School Teachers to Implement an Engineering Design Elective Course: A Just-In-Time Professional Development Approach. ASEE Annual Conference and Exposition, Conference Proceedings. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85138273815&partnerID=MN8TOARS

Rachmatullah, A., Vandenberg, J., & Wiebe, E. (2022). Toward More Generalizable CS and CT Instruments: Examining the Interaction of Country and Gender at the Middle Grades Level. PROCEEDINGS OF THE 27TH ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2022, VOL 1, pp. 179–185. https://doi.org/10.1145/3502718.3524790

Lee, H. S., Mojica, G. M., & Thrasher, E. (2022). Digging into data: Illustrating an investigative process. Statistics Teacher. Retrieved from https://www.statisticsteacher.org/2022/03/23/diggingdata/

Lee, H., Mojica, G., Thrasher, E., & Baumgartner, P. (2022). INVESTIGATING DATA LIKE A DATA SCIENTIST:  KEY PRACTICES AND PROCESSES. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), 3. https://doi.org/10.52041/serj.v21i2.41

Ma, Y., Ruiz, J. M., Brown, T. D., Diaz, K.-A., Gaweda, A. M., Celepkolu, M., … Wiebe, E. (2022). It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students. PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1, pp. 342–348. https://doi.org/10.1145/3478431.3499327

Zhang, J., Hutt, S., Ocumpaugh, J., Henderson, N., Goslen, A., Rowe, J. P., … Lester, J. (2022). Investigating Student Interest and Engagement in Game-Based Learning Environments. ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I, Vol. 13355, pp. 711–716. https://doi.org/10.1007/978-3-031-11644-5_72

Gillespie, J., Winn, K., Faber, M., & Hunt, J. (2022). Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning. ARTIFICIAL INTELLIGENCE IN EDUCATION: POSTERS AND LATE BREAKING RESULTS, WORKSHOPS AND TUTORIALS, INDUSTRY AND INNOVATION TRACKS, PRACTITIONERS AND DOCTORAL CONSORTIUM, PT II, Vol. 13356, pp. 168–173. https://doi.org/10.1007/978-3-031-11647-6_29

Rachmatullah, A., & Wiebe, E. N. (2022, October 1). Exploring middle school students' interests in computationally intensive science careers: The CISCI instrument validation and intervention. SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1002/sce.21771

Johnson, C. C., Walton, J. B., Strickler, L., & Elliott, J. B. (2022, August 3). Online Teaching in K-12 Education in the United States: A Systematic Review. REVIEW OF EDUCATIONAL RESEARCH. https://doi.org/10.3102/00346543221105550

Horwitz, P., Reichsman, F., Lord, T., Dorsey, C., Wiebe, E., & Lester, J. (2022, August 5). If We Build It, Will They Learn? An Analysis of Students' Understanding in an Interactive Game During and After a Research Project. TECHNOLOGY KNOWLEDGE AND LEARNING, Vol. 8. https://doi.org/10.1007/s10758-022-09617-7

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

Rachmatullah, A., Hinckle, M., & Wiebe, E. N. (2022, June 14). The Role of Teachers' Self-efficacy Beliefs and Habits in Differentiating Types of K-12 Science Teachers. RESEARCH IN SCIENCE EDUCATION, Vol. 6. https://doi.org/10.1007/s11165-022-10060-y

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

Rachmatullah, A., & Wiebe, E. N. (2022, April 28). Changes and Sources of Changes of Middle School Teachers' Self-efficacy for Teaching Science in A Computationally Rich Environment: A Mixed-Methods Study. JOURNAL OF SCIENCE TEACHER EDUCATION, Vol. 4. https://doi.org/10.1080/1046560X.2022.2035990

Amrein-Beardsley, A., Geiger, T., & Winn, K. (2022). U.S. states’ performance on NAEP mathematics and reading exams after the implementation of school letter grade accountability policies. Cogent Education. https://doi.org/10.1080/2331186X.2022.2063223

Vandenberg, J., Lynch, C., Boyer, K. E., & Wiebe, E. (2022, March 11). "I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis. COMPUTER SCIENCE EDUCATION, Vol. 3. https://doi.org/10.1080/08993408.2022.2044672

Unfried, A., Rachmatullah, A., Alexander, A., & Wiebe, E. (2022). An alternative to STEBI-A: validation of the T-STEM science scale. INTERNATIONAL JOURNAL OF STEM EDUCATION, 9(1). https://doi.org/10.1186/s40594-022-00339-x

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

Zakaria, Z., Vandenberg, J., Tsan, J., Boulden, D. C., Lynch, C. F., Boyer, K. E., & Wiebe, E. N. (2022). Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. COMPUTER SCIENCE EDUCATION, 32(1), 3–29. https://doi.org/10.1080/08993408.2021.1877987