2016-17 Publications

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

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.

MATH

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.
• Making mathematical argumentation work in your classroom
  Knudsen, J., et al. (2017, in press). 
• 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.

SCIENCE

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.

   TECHNOLOGY

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

TECHNOLOGY & ENGINEERING

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