The following publications were submitted by DR K-12 project members. Find publications below by topic: Engineering | Math | Science | Science & Math | Science & Technology | Science, Technology & Engineering | Science, Technology & Math | STEM | Technology | Technology & Engineering

*Elementary School*

**Framing engineering practices in elementary school classrooms**

Cunningham, C. M., & Kelly, G. K. (in press). International Journal of Engineering Education.**Stable Beginnings in Engineering Design**

McCormick, Mary E. and Hammer, David (2016). Journal of Pre-College Engineering Education Research (J-PEER): Vol. 6: Iss. 1, Article 4.

* High School*

**EarSketch: An Authentic, STEAM-based Approach to Computing Education**

Moore, R., Edwards, D., Freeman, J., Magerko, B., McKlin, T., and Xambó, A. (2016) Proceedings of the 2016 American Society for Engineering Education Annual Conference & Expo, New Orleans, Louisiana.**EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education**

Magerko, B., Freeman, J., Mcklin, T., Reilly, M., Livingston, E., Mccoid, S., & Crews-Brown, A. (2016). ACM Transactions on Computing Education (TOCE), 16(4), 14.**Iterative Composition, Coding, and Pedagogy: A Case Study in Live Coding With EarSketch**

Freeman, J. and Magerko, B. (2016). Journal of Technology, Music, and Education, Intellect, 9:1, 57-74.

*Post-Secondary*

**Interactive mobile interface with augmented reality for learning digital control concepts**

Frank, J. A., Brill, A., & Kapila, V. (2016, January). Proc. Indian Control Conference, IEEE, pp. 85-92.**Towards teleoperation-based interactive learning of robot kinematics using a mobile augmented reality interface on a tablet**

Frank, J. A., & Kapila, V. (2016, January). Proc. Indian Control Conference, IEEE, pp. 385-392.

*PreK - Post-Secondary*

**Power Analyses for Detecting Treatment by Moderator Effects in Cluster Randomized Trials**

Spybrook, J., Kelcey, B., & Dong, N. (2016). Journal of Educational and Behavioral Statistics.**Statistical Power for Causally-defined Indirect Effects in Group-randomized Trials with Individual-level Mediators**Kelcey, B., Dong, N., Spybrook, J., & Cox, K. (in press). Journal of Educational and Behavioral Statistics.

*Elementary School*

**Benefits of analyzing contrasting integer problems: The case of four second graders**

Aqazade, M., Bofferding, L., & Farmer, S. (2016, November). In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 132-139). Tucson, AZ: The University of Arizona.**Elementary mathematics specialists in “departmentalized” teaching assignments: Affordances and constraints**

Webel, C., Conner, K. A., Sheffel, C., Tarr, J. E., & Austin, C. (2016). Journal of Mathematical Behavior. http://dx.doi.org/10.1016/j.jmathb.2016.12.006**Evolution of unit fraction conceptions in two fifth-graders with learning disability: An exploratory study**

Hunt, J.H., Tzur, R., & Westenskow, A. (2016). Mathematical Thinking and Learning, 18(3), 182-208.**More and less: Language supports for learning negative numbers**

Bofferding, L. & Farmer, S. (2016, November). In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 148-154). Tucson, AZ: The University of Arizona.**Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes**

Beilstein, S. O., Perry, M., & Bates, M. S. (2017). Teaching and Teacher Education, 63, 285-295.**Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves**

Jacobs, V. & Empson, S. B. (2016). ZDM, 48(1), 185 – 197. (DOI 10.1007/s11858-015-0717-0)**Targeting Instruction with Formative Assessment Probes**

Fagan, E., Tobey, C. & Brodesky, A. (2016). Teaching Children Mathematics, 23(3), 146-157.**Types of and purposes for elementary mathematical writing: Task force recommendations**

Casa, T. M., Firmender, J. M., Cahill, J., Cardetti, F., Choppin, J. M., Cohen, J., … Zawodniak, R. (2016). Retrieved from http://mathwriting.education.uconn.edu.**Why should students write in math class?**

Casa, T. M., Evans, K., Firmender, J. M., & Colonnese, M. W. (2017). Educational Leadership (Disciplinary Literacy theme), 74(5), available at http://www.ascd.org/publications/educational-leadership/feb17/vol74/num…¢.aspx.

*Elementary - Middle School*

**Designing Large-scale Multisite and Cluster-randomized Studies of Professional Development**

Kelcey, B., Phelps, G., Spybrook, J., Jones, N., & Zhang, J. (in press). Journal of Experimental Education, 1-22**Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes**Phelps, G., Kelcey, B., Liu, S., & Jones, N. (2016).Evaluation Review.**Moving Beyond One-Size-All PD: A Model for Differentiating Professional Learning for Teachers**

Brodesky, A., Fagan, E., Tobey, C., & Hirsch, L. (2016). NCSM Journal of Mathematics Education Leadership, 17(1), 20-37.

*Elementary and Post-Secondary*

**Subtraction involving negative numbers: Connecting to whole number reasoning**Bofferding, L. & Wessman-Enzinger, N. (2017). The Mathematics Enthusiast, 14(1, 2, & 3), 241-262.

*Middle School*

**Administrator observation & feedback: Does it lead towards improvement in inquiry-oriented math instruction?**

Rigby, J.G., Larbi-Cherif, A.M., Rosenquist, B.A., Dunlap, C.J., Cobb, P.A., & Smith, T.M. (in-review).**Developing an understanding of children's justifications for the circle area formula**O'Dell, J., Rupnow, T., Cullen, C. J., Barrett, J. E., Clements, D. H., & Sarama, J. (2016). Paper presented at the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, Arizona.**Effects of Teacher Knowledge and Quality of Instruction on Linguistically Diverse Learners**

Sorto, M. A., Bower, R. S. G., & Salazar, T. L. (2016). In M. B. Wood, E. Turner, M. Civil, & J. Eli (Eds.), Proceedings of the 38th Annual Conference of the North American Meeting of the International Group for the Psychology of Mathematics Education.Tucson, AZ: University of Arizona.Knudsen, J., et al. (2017, in press).**Making mathematical argumentation work in your classroom****Research-practice partnerships: redefining the ways researchers and district leaders work together for school improvement**

Henrick, E., Munoz, M., & Cobb, P. (November 2016). Phi Delta Kappan.**Supporting improvements in the quality of mathematics teaching on a large scale**Cobb, P. Jackson, K., Smith, H., & Henrick, E. (2017). In S. Doff & A. Bikner (Eds.), How does change happen? New York: Springer.**Zero Pairs: Learning about Additive Inverses**

Dickman, K. & Bofferding, L. (2016). Mathematics Teaching in the Middle School, 22(5), 308-314.

*Middle - High School*

**Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion**Van Zoest, L. R., Stockero, S. L., Leatham, K. R., Peterson, B. E., Atanga, N. A., & Ochieng, M. A. (2017). Mathematical Thinking and Learning, 19(1), 33-54, DOI: 10.1080/10986065.2017.1259786**Learning to notice important student mathematical thinking in complex classroom interactions**

Stockero, S. L., Rupnow, R. L. & Pascoe, A. E. (2017). Teaching and Teacher Education, 63, 384-395.

*High School*

**Challenges to Using the Regression Discontinuity Design in Educational Evaluations: Lessons From the Transition to Algebra Study**Louie, J., Rhoads, C., & Mark, J. (2016). American Journal of Evaluation, 37(3).**Thematic analysis of students’ talk while solving a real-world problem in Geometry**

DeJarnette, A. F., & González, G. (2016). Linguistics and Education, 35, 37-49.**Students’ conceptions of reflective symmetry: Opportunities for making connections with perpendicular bisector**

DeJarnette, A. F., González, G., Deal, J. T., & Rosado Lausell, S. (2016). Journal of Mathematical Behavior, 43, 35-52.

*High School - Post-Secondary*

**Facilitating teacher learning when using different representations of teaching**González, G., Deal, J. T. & Skultety, L. (2016). Journal of Teacher Education, 67(5), 447-466.

*Post-Secondary*

**Analysis of Pre-service Teachers’ Generalization and Justification Strategies in Solutions to Figural Pattern-generalization Tasks**

Sebranek, M., & Magiera, M.T. (2016). In Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A (Eds.). Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. p. 962, Tucson, AZ: The University of Arizona.**An Exploratory Analysis of Pre-service Middle School Teachers’ Mathematical Arguments**Zambak, V. S., & Magiera, M. T. (2015). In T. Bartell, K., Bieda, R. Putnam, K. Bradfield, & H. Dominguez (Eds.). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 428, East Lansing, MI: Michigan State University.

*PreK*

**Reflecting on Teaching Length Measurement to Young Children**

Lange, A. A., Dias, A., & Brenneman, K. (2016). Teaching Young Children, 9(5), 24-27.

*Elementary*

**Developing coherent conceptual storylines: Two elementary challenges**Hanuscin, D., Lipsitz, K., Cisterna, D., Arnone, K.A., van Garderen, D., de Araujo, Z., & Lee, E.J. (2016). Journal of Science Teacher Education, 27(4), 393-414. DOI 10.1007/s10972-016-9467-2**Elementary teachers’ science knowledge and instructional practices: Impact of an intervention focused on English language learners**Lee, O., Llosa, L., Jiang, F., Haas, A., O’Connor, C. & Van Booven, C. D. (2016). Journal of Research in Science Teaching, 53(4), 579-597.**Examining the sustainability of teacher learning following a year-long science professional development programme for inservice primary school teachers**

Drits-Esser, D., Gess-Newsome, J., & Stark, L.A. (2016). Professional Development in Education. doi:10.1080/19415257.2016.1179664; http://www.tandfonline.com/eprint/VXEdn6fxA2vfdC2b5Ctm/full**Impact of a large-scale science intervention focused on English language learners**Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C. D., & Kieffer, M. J. (2016). American Educational Research Journal, 53(2), 395-424.**Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers**

Berson, E., Borko, H., Million, S., Khachatryan, E., & Glennon, K. (2015). ORBIS SCHOLAE, 9(2), 35–53.**School resources in teaching science to diverse student groups: An intervention’s effect on elementary teachers’ perceptions**Lee, O., Llosa, L., Jiang, F., O’Connor, C., & Haas, A. (2016). Journal of Science Teacher Education, 27(7), 769–794.

*Elementary - High School*

**Constructing assessment tasks that blend disciplinary core ideas, crosscutting concepts, and science practices for classroom formative applications**Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & McElhaney, K. W. (2016). Menlo Park, CA: SRI International.

*Elementary - Post-Secondary*

**A primer for developing measures of science content knowledge for small-scale research and instructional use**

Bass, K.M., Drits-Esser. D., & Stark, L.A. (2016). CBE-Life Sciences Education 15(2), 1-14, doi:10.1187/cbe.15-07-0142.

*Elementary and Post-Secondary*

**Capitalizing on the synergistic possibilities between language, culture and science**

Solis, J., Bravo, M., & Mosqueda, E. (2017). In Corey Buxton and Martha Allexsaht-Snider (Eds.), Supporting K-12 English Language Learners in science: Putting research into teaching practice (pp.178-205). New York, NY: Routledge Publisher.

*Middle School*

**An exploration of teacher learning from an educative reform-oriented curriculum: Case studies of teacher curriculum use**

Marco-Bujosa, L., McNeill, K. L., González-Howard, M., & Loper, S. (2017). Journal of Research in Science Teaching, 54(2), 141-168.**Factors impacting teachers’ argumentation instruction in their science classrooms**McNeill, K. L., Katsh-Singer, R., González-Howard, M., & Loper, S. (2016). International Journal of Science Education, 38(12), 2026-2046.

**Food and energy for all: Turning a demonstration into an inquiry activity!**

Stevens, B., Rybczynski, S., & Herrington, D. (2016). Science Scope, 40(4), 48-56.**Learning in a community of practice: Factors impacting English-learning students’ engagement in scientific argumentation**González-Howard, M. & McNeill, K. L. (2016). Journal of Research in Science Teaching, 53(4), 527-553.

**Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation**McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2016). Journal of Research in Science Teaching, 53(2), 261-290.**Science in the Learning Gardens: Factors that support ethnic and racial minority students’ success in low-income middle schools**Williams, D. R., Kelley, S.S., & Sneider, C. I. (2017, in press). In Barnett, M. & Patchen, A., Levon, E., & Kloboch, N. (Eds). Urban agriculture and STEM learning. New York: Springer.**Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid and low SES schools**Singer, R., McNeill, K. L., & Loper, S. (2016). Science Education. 100(3), 410-436.

*Middle - High School*

**I want to be the inquiry guy: How research experiences for teacher change beliefs, attitudes, and values about teaching science as inquiry**Bancroft, S., Edwards, M., Schairer, C., & Herrington, D. (2016). Journal of Science Teacher Education, 27(2), 183-204. DOI 10.1007/s10972-016-9450-y

*High School*

**Assessing students’ evaluations on the model-evidence link diagram**

Bickel, E. S., & Lombardi, D. (2015). The Earth Scientist, 32(2), 31-36.**Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth science**

Lombardi, D. (2016). The Earth Scientist, 32(2), 5-10.**Connecting the visible world with the invisible**

Weber, S., Pentecost, T., & Herrington, D. (2016). The Science Teacher, 83(5), 53-58.**Evaluating the connections between fracking and earthquakes**

Hopkins, J. D., Crones, P., Burrell, S. Bailey, J. M., & Lombardi, D. (2016). The Earth Scientist, 32(2), 23-30.**Identifying multiple levels of discussion-based teaching strategies for constructing scientific models**Williams, G., & Clement, J. (2015). International Journal of Science Education, 37(1), 82-107.**Kinematics card sort activity: Insight into students’ thinking for students and teacher**

Berryhill, E., Oliver, K., & Herrington, D. (2016). The Physics Teacher, 54, 541-544.**No teacher is an island: Bridging the gap between teacher’s professional practice and research findings**Herrington, D. & Daubenmire, P. (2016). Journal of Chemical Education, 98(3), 1371-1376. DOI: 10.1021/acs.jchemed.5b00700**Tool trouble: Challenges with using self-report data to evaluate long-term chemistry teacher professional development**Herrington, D. G., Yezierski, E. J., & Bancroft, S. F. (2016). Journal of Research in Science Teaching, 53(7), 1055-1081. DOI: 10.1002/tea.21323**Understanding the formation of Earth’s moon**

Bailey, J. M., Girtain, C. M., & Lombardi, D. (2016). The Earth Scientist, 32(2), 11-16.**Using students' conceptions of air to evaluate a guided-inquiry activity classifying matter using particulate models**

Vilardo, A., MacKenzie, A. E., & Yezierski, E. J. (2016). Journal of Chemical Education, ASAP. DOI: 10.1021/acs.jchemed.5b01011**Wetlands: Good or bad? Evaluating competing models**

Holzer, M. A., Lombardi, D., & Bailey, J. M. (2016). The Earth Scientist, 32(2), 17-21.

*High - Post-Secondary*

**Secondary science teaching for English Learners: Developing supportive and responsive learning contexts for sense-making and language development**Lyon, E., Tolbert, S., Solis, J. L., Stoddart, T., & Bunch, G. (2016). Landham, MD: Rowman & Littlefield Publishers.

**SCIENCE & MATH**

*PreK - Post-Secondary*

**Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions**

Wang, M. T., & Degol, J. (2016). Educational Psychology Review, 28, 1-22.**Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields**Wang, M. T., & Degol, J. (2013). Developmental Review, 33, 304-340.·

*Elementary School*

**Elementary content specialization: Models, affordances, and constraints**Markworth, K. A., Brobst, J., Ohana, C., & Parker, R. (2016). The International Journal of STEM Education. Retrieved from http://stemeducationjournal.springeropen.com/articles/10.1186/s40594-01….

*Elementary - High School*

**Staying engaged: Knowledge and research needs in student engagement**

Wang, M. T., & Degol, J. (2014). Child Development Perspectives, 8, 137-143.

*Middle - High School*

**The math and science engagement scale: Development, validation, and psychometric properties**

Wang, M. T., Fredricks, J., Ye, F., Hofkens, T., Schall, J. (2016). Learning and Instruction, 43, 16-26.-
**Using qualitative methods to develop a survey measure of math and science engagement**

Fredricks, J., Wang, M. T., Schall, J., Hofkens, T., Parr, A., & Allerton, J. J. (2016). Learning and Instruction, 43, 5-15.

*Middle - Post-Secondary*

**Who chooses STEM careers? Using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics**

Wang, M. T., Ye, F., & Degol, J. (2016). Journal of Youth and Adolescence.

**SCIENCE & TECHNOLOGY**

*Elementary School*

**Tracing the Development of a Haptically-enhanced Simulation for Teaching Phase Change**Minogue, J., Borland, D., Russo, M., & Chen, S. T. (2016, October). In Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (pp. 213-219). ACM.

*Middle - High School*

**Constructing scientific arguments using evidence from dynamic computational climate models**Pallant, A., & Lee H.-S. (2015). Journal of Science Education and Technology, 24 (2-3) 378-395.**Monday's lesson: Students making models**Damelin, D. (2016). @Concord, 20(2), 7.**Supporting secondary students in building external models to explain phenomena**

Damelin, D., & Krajcik, J. (2016). @Concord, 20(1), 10-11.**Students making system models: An accessible approach**Damelin, D., Krajcik, J., McIntyre, C., & Bielik, T. (2017). Science Scope, 40(5), 78-82.

*High School*

**Use of Automated Scoring and Feedback in Online Interactive Earth Science Tasks**Zhu, M., Liu, O. L., Mao, L., & Pallant, A. (2016). The Proceedings of the 2016 IEEE Integrated STEM Education Conference**Use of physics simulations in whole class and small group settings: Comparative case studies**Stephens, A. L., & Clement, J. J. (2015). Computers & Education, 86, 137-156.

**SCIENCE, TECHNOLOGY & ENGINEERING**

*PreK*

**Family engagement in early childhood education curriculum**McWayne, C. M., & Hyun, S. (2016). In D. Couchenour & K. Chrisman (Eds.), The SAGE Encyclopedia of Contemporary Early Childhood Education. Sage Publications: Oak Hills, CA.**Family-school partnerships in a context of urgent engagement: Rethinking models, measurement, and meaningfulness**McWayne, C. M. (2015). In S. Sheridan (Ed.), Research on Family-School Partnerships: An Interdisciplinary Examination of State of the Science and Critical Needs (pp. 105-124). Switzerland: Springer International Publishing.

**SCIENCE, TECHNOLOGY & MATH**

**Elementary School**

**Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths’ STEM Attitudes**

Ball, C., Huang, K. T., Cotten, S. R., & Rikard, R. V. (2017). Journal of Science Education and Technology, 1-11.

**Elementary - High School**

**Learning with Sprout Pro: Reimagine what you can make**

HP Development Company, LP. (Fall 2016).

**STEM**

**Pre-K - Elementary School**

**STEM starts early: Grounding science, technology, engineering, and math education in early childhood**

McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). New York: The Joan Ganz Cooney Center at Sesame Workshop.

**Pre-K - Post-Secondary**

**Concepts in Engineering and Technology Education**

Hacker, M. (2017). In de Vries, M., ed. International Handbook of Technology Education Research. Springer Publishing. In press.

**Elementary School **

**Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions**

Ball, C., Huang, K., Cotten, S. R., Rikard, R. V., & Coleman, L. O. (2016). Information Communication & Society, 19, 618-638.

**High School**

**Can All Students Succeed at Science and Tech High Schools?**

Lucadamo, K. (2016, September 6). U.S News Report. Retrieved from http://www.usnews.com/news/articles/2016-09-26/can-all-students-succeed….**STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs**

Means, B., Wang, H., Young, V., Peters, V. L., & Lynch, S. J. (2016). Journal of Research in Science Teaching, 53(5), 709–736.**The eight essential elements of inclusive STEM high schools**

LaForce, M., Noble, E., King, H., Century, J., Blackwell, C., Holt, S., ... & Loo, S. (2016). International Journal of STEM Education, 3(1), 21.

**Elementary School**

**Access is not enough: The impact of emotional costs on African American students’ ICT use patterns**

Huang, K., Cotten, S. R. &, Rikard, R.V. (2016). Information Communication & Society, 20, 637-650.

**High School**

**Assessment design patterns for computational thinking practices in secondary computer science: A first look (SRI technical report.**Bienkowski, M., Snow, E., Rutstein, D. W., & Grover, S. (2015). Menlo Park, CA: SRI International. Retrieved from http://pact.sri.com/resources.html

**High - Post-Secondary**

**Important Engineering and Technology Concepts and Skills for all High School Students in the US: Comparing Perceptions of University Engineering Educators and High School Technology Teachers**

Hacker, M., and Barak, M. (2017). Journal of Technology Education. In press