*Please note that additional publications are accessible through individual faculty members’ SelectedWorks sites.

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Submissions from 2022

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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

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Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram, Rachelle Curcio, C. Shelton, J. Carpenter, and S. Schroeder

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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

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Critiquing, Curating, and Adapting: Cultivating 21st Century Critical Curriculum Literacy with Teacher Candidates, S. Schroeder and Rachelle Curcio

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Resolving the Conflict in Gifted Education: The Missing Piece in Discussions of Inequity of Identification, Service, and Achievement for Advanced Learners, Hope E. Wilson

Submissions from 2021

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Assessing Graph Comprehension on Paper and Computer with MBA Students: A Crossover Experimental Study, Stacy K. Boote, David N. Boote, and Steven Williamson

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Professional learning in science for teachers of the gifted: A focus on science and engineering practices and crosscutting concepts, Kim A. Cheek

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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

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“Just solving for x”: Retrospective narratives of opportunities of learn on hyper-accelerated algebra I pathways, Terrie M. Galanti

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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

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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

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Poetry and digital media for improving upper elementary African American science learning, Nile V. Stanley

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Addressing challenging behaviours in urban high school classrooms through building relationships with students, Madalina Tanase

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Culturally Responsive Teaching in Urban Secondary Schools, Madalina F. Tanase

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Providing professional learning opportunities using case studies, Christine L. Weber, Cecelia Boswell, and Wendy A. Behrens

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Engaging gifted teachers in professional learning about content curriculum, Christine L. Weber and Emily Mofield

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Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey, Hope E. Wilson

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Research-based essentials in professional learning in the arts, Hope E. Wilson

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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

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Between hope and despair: Teacher education in the age of Trump, Carolyne Ali-Khan and John Wesley White

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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

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Instagramming Their Hearts Out: What Do Edu-Influencers Share On Instagram?, Rachelle Curcio, C. Shelton, and S. Schroeder

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Introduction: What are strategies?, Daniel L. Dinsmore, Luke K. Fryer, and Meghan M. Parkinson

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Transnational identities in the Canadian context: Kurdish refugee youth as actors and citizens, Dilek Kayaalp

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Cultivating healthy schools: The feasibility of an outdoor classroom in a public elementary school, Erin Largo-Wight, Caroline A. Guardino, and Katrina W. Hall

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Using Case Studies to Develop Equity-Driven Professional Learning for Gifted Educators, Katie D. Lewis, Angela Novak, and Christine L. Weber

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Exploring selves and worlds through affective and imaginative engagements with literature, William McGinley, George Kamberelis, and John Wesley White

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Guiding Principles in Developing Equity-Driven Professional Learning for Educators of Gifted Children, Angela M. Novak, Katie D. Lewis, and Christine L. Weber

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Developing Teacher Credibility in Urban Environments: A B.E.A.R. Necessity, Madalina F. Tanase

Submissions from 2019

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The Development of Mentoring Partnerships: How a Shared Learning Experience Enhanced the Final Internship, Rachelle Curcio and A. Adams

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A Bridge Between Teacher Education and School, Rachelle Curcio and K. Ascetta

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Private Blog Reflections Connecting Course Content With Field Experiences: Preservice Teachers Grapple with Teacher Identity, Rachelle Curcio and L. Eutsler

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Expanding the Learning Network: How Teachers Use Pinterest, Rachelle Curcio, S. Schroeder, and L. Lundgren

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Like, Share, Comment, and Learn: Transformative Learning In Online Anti-Trump Resistance Communities, Rachelle Curcio, S. Schroeder, and L. Lundgren

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Using Reader Profiles as Snapshots to Investigate Students' Reading Performance, Daniel L. Dinsmore, Emily Fox, Meghan M. Parkinson, and Devrim Bilgili

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Teacher and student perceptions of an outdoor classroom, Caroline Guardino, Katrina W. Hall, Erin Largo-Wight, and Charles Hubbuch

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Interdisciplinary Academic and Community Partnerships to Promote Child Well-being at School: The Outdoor Classroom, Erin Largo-Wight, Katrina Hall, and Caroline Guardino

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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

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The Incompleteness of Standards and the Potential of/for Deliberative Discourse, Paul T. Parkison

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Assessing creative productivity, Hope E. Wilson and Lucinda Presley

Submissions from 2018

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ABC problem in elementary mathematics education: Arithmetic before comprehension, Stacy K. Boote and David N. Boote

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The relation between cognitive and metacognitive strategic processing during a science simulation, Daniel L. Dinsmore and Brian P. Zoellner

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Evidence-Based Practices: Providing Guidance for Early Childhood Practitioners, Kristin S. Farley, Matthew E. Brock, and Christian Winterbottom

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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

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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

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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

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Immersive Experiences in an ESE Secondary Setting: Lessons from the Classroom, Madalina Tanase and Wanda G. Lastrapes

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Integrating the Arts and STEM for Gifted Learners, Hope E. Wilson

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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

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Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities, Craig Berg and Stacy Boote

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Leaping from discrete to continuous independent variables: Sixth graders’ science line graph interpretations, Stacy K. Boote and David N. Boote

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Do Indonesian Children’s Experiences with Large Currency Units Facilitate Magnitude Estimation of Long Temporal Periods?, Kim A. Cheek

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Learning about spatial and temporal scale: Current research, psychological processes, and classroom implications, Kim A. Cheek, Nicole D. Ladue, and Thomas F. Shipley

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Dispositions for Critical Social Justice Teaching and Learning, Rachelle Curcio, E. Bondy, B. Beck, and S. Schroeder

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A Commitment to Socially Just Teacher Preparation: Novice Teacher Educators’ Reflections on Participation in a Community of Practice, Rachelle Curcio and S. Schroeder

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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

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Domain explorations of the model of domain learning - reading, Emily Fox and Meghan M. Parkinson

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‘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

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Pre-service teachers’ awareness of interdisciplinary connections: Mathematics, financial literacy, and social justice issues, Madalina F. Tanase and Thomas A. Lucey

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Deconstructing meritocracy in the college classroom, John Wesley White, Carolyne Ali-Khan, and Brian P. Zoellner

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Where are the guys? Increasing the number of male elementary educators, Lunetta M. Williams

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Peer-recommended books: Conduits to increase reading volume, Lunetta M. Williams and Libby McDaniel

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Social Justice: A Case-Study Examining the Influence of Primary Headteachers in Two Manchester Schools, Christian Winterbottom and Shauna S. Winterbottom

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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

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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

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Student participation in assessment: Does it influence self-regulation?, Daniel L. Dinsmore and Hope E. Wilson

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Living with an accent: a sociological analysis of linguistic strategies of immigrant youth in Canada, Dilek Kayaalp

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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

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Classifying the Context Clues in Children's Text, Susan J. Parault Dowds, Heather Rogers Haverback, and Meghan M. Parkinson

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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

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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

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Science Trade Books and Buddies: Involving 3rd-Graders in Informational Texts, Katrina W. Hall and Lunetta M. Williams

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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

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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

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Resilience in language learners and the relationship to storytelling, Kate Nguyen, Nile Stanley, Laurel Stanley, and Yonghui Wang

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Where Is Citizenship Education in the Age of Common Core State Standards?, Paul T. Parkinson and Matthew Knoester

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SocialNetworks: Making nonfiction trend in your classroom, Lunetta Williams, Kelly Scott, and Danielle Simone

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Patterns of Play Behaviors and Learning Center Choices Between High Ability and Typical Children, Hope E. Wilson

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Social and Emotional Characteristics and Early Childhood Mathematical and Literacy Giftedness: Observations from Parents and Childcare Providers Using the ECLS-B, Hope E. Wilson

Submissions from 2014

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Sharing seeing: Exploring photo-elicitation with children in two different cultural contexts, Carolyne Ali-Khan and Christina Siry

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Assessing and Understanding Line Graph Interpretations Using a Scoring Rubric of Organized Cited Factors, Stacy K. Boote

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Every Day We're Shufflin': Empowering Students During In-School Independent Reading, Katrina W. Hall, Wanda B. Hedrick, and Lunetta M. Williams

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Collaborative Assessment: Middle School Case Study, Paul T. Parkinson

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Character journaling through social networks: Exemplifying tenets of the new literacy studies, John Wesley White and Holly Hungerford-Kresser

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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

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"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

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Challenging inexorability: A journey of critical optimism, Carolyne Ali-Khan

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How geoscience novices reason about temporal duration: The role of spatial thinking and large numbers, Kim A. Cheek

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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

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Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project, David Hoppey

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A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration, Del Siegle, Hope E. Wilson, and Catherine A. Little

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When Magic Becomes Art: Educating Teachers, Mary Sowder, Teresa Leavitt, Thomas B. Smith, and Madalina Tanase

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The impact of interactive factors on Romanian students' understanding of place value, Madalina Tanase

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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

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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

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Using digital texts to promote fluent reading, Andrea Thoermer and Lunetta Williams

Submissions from 2010

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Peer mentoring and collaboration in the clinical setting: a case study in dental hygiene, Paul T. Parkinson