*Please note that additional publications may be accessible through UNF Faculty Publications.
Submissions from 2022
Researchers as Coaches: Developing Mathematics Teaching Capacity Using MEAs for STEM Integration, Courtney K. Baker, Terrie M. Galanti, Tammy Kraft, Nancy Holincheck, Margret Hjalmarson, and Jill K. Nelson
Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram, Rachelle Curcio, C. Shelton, J. Carpenter, and S. Schroeder
Using Improvement Science to Implement and Evaluate a Teacher Residency Program in Rural School Districts, L. K. D’Amico, H. W. West, M. Baker, and Rachelle Curcio
Critiquing, Curating, and Adapting: Cultivating 21st Century Critical Curriculum Literacy with Teacher Candidates, S. Schroeder and Rachelle Curcio
Submissions from 2021
Assessing Graph Comprehension on Paper and Computer with MBA Students: A Crossover Experimental Study, Stacy K. Boote, David N. Boote, and Steven Williamson
Are You a Team Player or a Personal Pinner? Situating Pinterest as Part of Teachers’ Online and Offline Professional Learning Networks, Rachelle Curcio, L. Lundgren, and S. Schroeder
“Just solving for x”: Retrospective narratives of opportunities of learn on hyper-accelerated algebra I pathways, Terrie M. Galanti
Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments, Terrie Mc Laughlin Galanti, Courtney Katharine Baker, Kimberly Morrow-Leong, and Tammy Kraft
Parent–practitioner engagement in early education and the threat of negative thinking about the poor across England and the USA, Donald Simpson, Philip Mazzocco, Sandra Loughran, Eunice Lumsden, Rory Mc Dowall Clark, and Christian Winterbottom
Poetry and digital media for improving upper elementary African American science learning, Nile V. Stanley
Addressing challenging behaviours in urban high school classrooms through building relationships with students, Madalina Tanase
Culturally Responsive Teaching in Urban Secondary Schools, Madalina F. Tanase
Providing professional learning opportunities using case studies, Christine L. Weber, Cecelia Boswell, and Wendy A. Behrens
Engaging gifted teachers in professional learning about content curriculum, Christine L. Weber and Emily Mofield
Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey, Hope E. Wilson
Research-based essentials in professional learning in the arts, Hope E. Wilson
Effects of transdisciplinary STEAM lessons on student critical and creative thinking, Hope E. Wilson, Hwan Hee Song, Julie Johnson, Lucinda Presley, and Kimberly Olson
Submissions from 2020
Between hope and despair: Teacher education in the age of Trump, Carolyne Ali-Khan and John Wesley White
A Framework for Naming the Scope and Nature of Teacher Candidate Supervision in Clinically-Based Teacher Preparation: Tasks, High-Leverage Practices, and Pedagogical Routines of Practice, Rebecca West Burns, Jennifer Jacobs, and Diane Yendol-Hoppey
Instagramming Their Hearts Out: What Do Edu-Influencers Share On Instagram?, Rachelle Curcio, C. Shelton, and S. Schroeder
Introduction: What are strategies?, Daniel L. Dinsmore, Luke K. Fryer, and Meghan M. Parkinson
Transnational identities in the Canadian context: Kurdish refugee youth as actors and citizens, Dilek Kayaalp
Cultivating healthy schools: The feasibility of an outdoor classroom in a public elementary school, Erin Largo-Wight, Caroline A. Guardino, and Katrina W. Hall
Using Case Studies to Develop Equity-Driven Professional Learning for Gifted Educators, Katie D. Lewis, Angela Novak, and Christine L. Weber
Exploring selves and worlds through affective and imaginative engagements with literature, William McGinley, George Kamberelis, and John Wesley White
Guiding Principles in Developing Equity-Driven Professional Learning for Educators of Gifted Children, Angela M. Novak, Katie D. Lewis, and Christine L. Weber
Developing Teacher Credibility in Urban Environments: A B.E.A.R. Necessity, Madalina F. Tanase
Submissions from 2019
The Development of Mentoring Partnerships: How a Shared Learning Experience Enhanced the Final Internship, Rachelle Curcio and A. Adams
A Bridge Between Teacher Education and School, Rachelle Curcio and K. Ascetta
Private Blog Reflections Connecting Course Content With Field Experiences: Preservice Teachers Grapple with Teacher Identity, Rachelle Curcio and L. Eutsler
Expanding the Learning Network: How Teachers Use Pinterest, Rachelle Curcio, S. Schroeder, and L. Lundgren
Like, Share, Comment, and Learn: Transformative Learning In Online Anti-Trump Resistance Communities, Rachelle Curcio, S. Schroeder, and L. Lundgren
Using Reader Profiles as Snapshots to Investigate Students' Reading Performance, Daniel L. Dinsmore, Emily Fox, Meghan M. Parkinson, and Devrim Bilgili
Teacher and student perceptions of an outdoor classroom, Caroline Guardino, Katrina W. Hall, Erin Largo-Wight, and Charles Hubbuch
Interdisciplinary Academic and Community Partnerships to Promote Child Well-being at School: The Outdoor Classroom, Erin Largo-Wight, Katrina Hall, and Caroline Guardino
Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning, Meghan M. Parkinson and Daniel L. Dinsmore
The Incompleteness of Standards and the Potential of/for Deliberative Discourse, Paul T. Parkison
Assessing creative productivity, Hope E. Wilson and Lucinda Presley
Submissions from 2018
ABC problem in elementary mathematics education: Arithmetic before comprehension, Stacy K. Boote and David N. Boote
The relation between cognitive and metacognitive strategic processing during a science simulation, Daniel L. Dinsmore and Brian P. Zoellner
Evidence-Based Practices: Providing Guidance for Early Childhood Practitioners, Kristin S. Farley, Matthew E. Brock, and Christian Winterbottom
Nature contact at school: The impact of an outdoor classroom on children’s well-being, Erin Largo-Wight, Caroline Guardino, Peter Wludyka, Katrina Hall, Jeff Wight, and Julie Merten
Multiple aspects of high school students’ strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use, Meghan M. Parkinson and Daniel L. Dinsmore
Talking heresy about 'quality' early childhood education and care for children in poverty, Donald Simpson, Sandra Loughran, Eunice Lumsden, Philip Mazzocco, Rory Mc Dowall Clarke, and Christian Winterbottom
Immersive Experiences in an ESE Secondary Setting: Lessons from the Classroom, Madalina Tanase and Wanda G. Lastrapes
Integrating the Arts and STEM for Gifted Learners, Hope E. Wilson
Improving teacher practice-based knowledge: What teachers need to know and how they come to know it, Diane Yendol-Hoppey, Jennifer Jacobs, and Rebecca West Burns
Submissions from 2017
Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities, Craig Berg and Stacy Boote
Leaping from discrete to continuous independent variables: Sixth graders’ science line graph interpretations, Stacy K. Boote and David N. Boote
Do Indonesian Children’s Experiences with Large Currency Units Facilitate Magnitude Estimation of Long Temporal Periods?, Kim A. Cheek
Learning about spatial and temporal scale: Current research, psychological processes, and classroom implications, Kim A. Cheek, Nicole D. Ladue, and Thomas F. Shipley
Dispositions for Critical Social Justice Teaching and Learning, Rachelle Curcio, E. Bondy, B. Beck, and S. Schroeder
A Commitment to Socially Just Teacher Preparation: Novice Teacher Educators’ Reflections on Participation in a Community of Practice, Rachelle Curcio and S. Schroeder
The effects of different types of text and individual differences on view complexity about genetically modified organisms, Daniel L. Dinsmore, Brian P. Zoellner, Meghan M. Parkinson, Anthony M. Rossi, Mary J. Monk, and Jenelle Vinnachi
Domain explorations of the model of domain learning - reading, Emily Fox and Meghan M. Parkinson
‘Seen but not heard’. Practitioners work with poverty and the organising out of disadvantaged children’s voices and participation in the early years, Donald Simpson, Sandra Loughran, Eunice Lumsden, Philip Mazzocco, Rory Mc Dowall Clark, and Christian Winterbottom
Pre-service teachers’ awareness of interdisciplinary connections: Mathematics, financial literacy, and social justice issues, Madalina F. Tanase and Thomas A. Lucey
Deconstructing meritocracy in the college classroom, John Wesley White, Carolyne Ali-Khan, and Brian P. Zoellner
Where are the guys? Increasing the number of male elementary educators, Lunetta M. Williams
Peer-recommended books: Conduits to increase reading volume, Lunetta M. Williams and Libby McDaniel
Social Justice: A Case-Study Examining the Influence of Primary Headteachers in Two Manchester Schools, Christian Winterbottom and Shauna S. Winterbottom
Do We Do Dewey? Using a Dispositional Framework to Examine Reflection Within Internship Professional Development Plans, Brian P. Zoellner, Richard H. Chant, and Kosze Lee
Submissions from 2016
The Changing Nature of the Role of the University Supervisor and Function of Preservice Teacher Supervision in an Era of Clinically-Rich Practice, Rebecca West Burns, Jennifer Jacobs, and Diane Yendol-Hoppey
Student participation in assessment: Does it influence self-regulation?, Daniel L. Dinsmore and Hope E. Wilson
Living with an accent: a sociological analysis of linguistic strategies of immigrant youth in Canada, Dilek Kayaalp
The relationship among storytelling, values, and resilience of college students from Eastern and Western cultural backgrounds, Kate Nguyen, Nile Stanley, Astrid Rank, Laurel Stanley, and Yonghui Wang
Classifying the Context Clues in Children's Text, Susan J. Parault Dowds, Heather Rogers Haverback, and Meghan M. Parkinson
Understanding Teacher Candidates’ Engagement with Inquiry-Based Professional Development: A Continuum of Responses and Needs, Audra Parker, Amanda Bush, and Diane Yendol-Hoppey
Praxeological education: What are the teacher perceptions of service-learning in early childhood education in Ohio?, Christian Winterbottom and Amy B. Brunell
Praxeological learning: Service-learning in teacher education, Christian Winterbottom and Vickie E. Lake
Submissions from 2015
The effects of persuasive and expository text on metacognitive monitoring and control, Daniel L. Dinsmore, Sandra M. Loughlin, Meghan M. Parkinson, and Patricia A. Alexander
Science Trade Books and Buddies: Involving 3rd-Graders in Informational Texts, Katrina W. Hall and Lunetta M. Williams
Creating a community of practice around geoscience education research: Nagt-ger, Laura A. Lukes, Nicole D. Ladue, Kim A. Cheek, Katherine Ryker, and Kristen St. John
A comparative study on storytelling perceptions of Chinese, Vietnamese, American, and German education students, Kate Nguyen, Nile Stanley, Laurel Stanley, Astrid Rank, and Yonghui Wang
Resilience in language learners and the relationship to storytelling, Kate Nguyen, Nile Stanley, Laurel Stanley, and Yonghui Wang
Where Is Citizenship Education in the Age of Common Core State Standards?, Paul T. Parkinson and Matthew Knoester
SocialNetworks: Making nonfiction trend in your classroom, Lunetta Williams, Kelly Scott, and Danielle Simone
Patterns of Play Behaviors and Learning Center Choices Between High Ability and Typical Children, Hope E. Wilson
Submissions from 2014
Sharing seeing: Exploring photo-elicitation with children in two different cultural contexts, Carolyne Ali-Khan and Christina Siry
Assessing and Understanding Line Graph Interpretations Using a Scoring Rubric of Organized Cited Factors, Stacy K. Boote
Every Day We're Shufflin': Empowering Students During In-School Independent Reading, Katrina W. Hall, Wanda B. Hedrick, and Lunetta M. Williams
Collaborative Assessment: Middle School Case Study, Paul T. Parkinson
Character journaling through social networks: Exemplifying tenets of the new literacy studies, John Wesley White and Holly Hungerford-Kresser
A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison Among Academically Accelerated Secondary School Students, Hope E. Wilson, Del Siegle, D. Betsy McCoach, Catherine A. Little, and Sally M. Reis
"But aren't diesel engines just for big, smelly trucks?" An interdisciplinary curriculum project for high school chemistry students, Brian P. Zoellner, Richard H. Chant, and Kelly Wood
Submissions from 2013
Challenging inexorability: A journey of critical optimism, Carolyne Ali-Khan
How geoscience novices reason about temporal duration: The role of spatial thinking and large numbers, Kim A. Cheek
What are confidence judgments made of? Students' explanations for their confidence ratings and what that means for calibration, Daniel L. Dinsmore and Meghan M. Parkinson
Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project, David Hoppey
A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration, Del Siegle, Hope E. Wilson, and Catherine A. Little
When Magic Becomes Art: Educating Teachers, Mary Sowder, Teresa Leavitt, Thomas B. Smith, and Madalina Tanase
The impact of interactive factors on Romanian students' understanding of place value, Madalina Tanase
Knowing students as mathematics learners and teaching numbers 10-100: A case study of four 1st grade teachers from Romania, Madalina Tanase and Jian Wang
Submissions from 2012
A comprehensive plan for differentiating the training of teachers of the gifted online at the state, district and university levels in Florida, USA, Gillian Eriksson, Christine Weber, and Lauri Kirsch
Making learning to problem-solve count: Critical use of mathematics to bring about social justice, Thomas A. Lucey and Madalina Tanase
Using digital texts to promote fluent reading, Andrea Thoermer and Lunetta Williams
Submissions from 2010
Peer mentoring and collaboration in the clinical setting: a case study in dental hygiene, Paul T. Parkinson