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Research Publications

Recent Publications

  • Azano, A. P. (2019, In press). My father’s place in the mountains: An education elsewhere. In J. Pontius, D. Greenwood, & M. Mueller (Eds.). Hunting, gathering, and fishing for food: Place-based learning for the plate. Environmental Discourses in Science Education Book Series. New York: Springer.
  • Alexander, M.D., 2019, “School Liability in School Shootings Cases”, School Violence in International Context, Chapter 14, Rosemary Papa, Ed., Springer, Nature, Switzerland, AG.
  • Alexander, Kern and M. David Alexander. The Law of Schools, Students, and Teachers, West Academic Publishing, St. Paul, MN, 5 th ed. 2019.  (700 pages)
  • Alexander, Kern and M. David Alexander, American Public School Law, 9 th Ed. West Academic, St. Paul, MN. 2019 (1300 pages)
  • Callahan, C. M., & Azano, A. P. (2019, In press). Place-based gifted education in rural schools. In S. Smith (Ed.) International handbook of Giftedness & Talent Development in the Australasian-Pacific. New York: Springer. 
  • Fullen, M.C. (2019). Defining wellness in older adulthood: Toward a comprehensive framework.  Journal of Counseling and Development, 97 (1), 62-74.
  • Fullen, M., Gorby, S., Chan, C. D., Dobmeier, R. A., & Jordan, J. (2019). The current state of gerontological counseling research: A 26-year content analysis. Journal of Counseling & Development, 97(3), 387-397.
  • Garrison, Jim (2019). Derridian Poststructuralism, Deweyan Pragmatism, and Education. The Oxford Handbook of Dewey. Steven Fesmire (Ed.)
  • Hein, S. F. (2019). Deleuze, immanence, and immanent writing in qualitative inquiry: Non-linear texts and being a traitor to writing. Qualitative Inquiry, 25, 83-90.
  • Jones, B. D., Byrnes, M. K., & Jones, M. W. (2019). Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for use with veterinary medicine students. Frontiers in Veterinary Science, 6(11), 1-9. doi:10.3389/fvets.2019.00011
  • Kaufman, E. K., Cash, C. S., Coartney, J. S., Ripley, D., Guy, T. M., Glenn, W. J., Mitra, S. Anderson, J. C. (Nov. 2019 in press). Planning to create a culture of continuous improvement with the Department of Defense Education Activity. Educational Planning
  • Lane, T. B. (2019). Studying STEM while Black: How institutional agents prepare Black students for the racial realities of STEM environments. In C. Byrd, S. Ovink., & R. Brunn-Bevel (Eds.), Intersected Campuses: The College Experience from Different Identities and Positions (pp.194-208). New Brunswick, NJ: Rutgers University Press.
  • Lane, T. B., & Rincón, B. & (2019). Theoretical framework on environments. In C. Akens, J.M. Stevenson, & R. Wright-Mair (Eds.). College Students and Their Environments
  • Mullen, C. A. (Ed.). (2019). Creativity under duress in education? Resistive theories, practices, and actions. Switzerland: Springer. (419 pp.) (ISBN#s 10: 3319902717; 13: 978-3319902715)
  • Mullen, C. A. (2019, in press). Does modality matter? A comparison of aspiring leaders’ learning online and face-to-face. Journal of Further and Higher Education.
  • Mullen, C. A. (2019, in press). Do Chinese learners have a creativity deficit in academic contexts? Kappa Delta Pi Record, 54(1).
  • Stewart, T. T. (2019). Supporting teacher candidates’ development of critical thinking skills through dialogue and reflection. In G. Mariano & F. Figliano (Eds.). Handbook of research on critical thinking skills (pp. 211-234). Hershey, PA: IGI- Global
  • Stewart, T. T., & Boggs, G. L. (2019). Urban teachers’ online dissent produces cultural resources of relevance to teacher education. The Urban Review. 51(2), 183-200.
  • Stewart, T. T., Coombs, D., Fecho, B., & Hawley, T. (2019, Online First) Embracing wobble: Exploring novice teachers’ efforts to enact dialogic literacy instruction. Journal of Adolescent & Adult Literacy.
  • Alexander, M. D. (2018). Should Education be Considered a Commodity? Global Privatization of Education. In R. Papa and S.W. J. Armfield (Eds.), Wiley Handbook of Education Policy. Hoboken, N.J.: John Wiley & Sons, Inc.
  • Abraham, G. Y. & Barksdale, M. A. (2018). Literacy and democracy in South African primary schools. Baltimore, MD: Lexington Publications.
  • Bond, M. A., & Lockee, B. B. (2018). Evaluating the effectiveness of faculty inquiry groups as communities of practice for faculty professional development. Journal of Formative Design for Learning, 1-7.
  • Bettini, E.E., Billingsley, B., Walraven, C. & Williams, T.O. (2018).  Special Educators of Color Are Underrepresented Across States: A Challenge for Leaders, The Journal of Special Education Leadership, 31(1), 3-15.
  • Bowen, B. D., & Shume, T. (2018). Educators in Industry: An Exploratory Study to Determine how Teacher Externships Influence K-12 Classroom Practices. Journal of STEM Education: Innovations and Research, 19(1), 5-10.
  • Bowen, B. D., Coats, T., Williams, T. O., & Ernst, J. V. (2018). Secondary Engineering Design Graphics Educators: Credentials, Characteristics, and Caseload. Engineering Design Graphics Journal, 82(1), 1-12.
  • Billingsley, B., DeMatthews, D., Connally, K., & McLeskey, J. (2018). Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform,The Australasian Journal of Special Education.  http://doi.org/10.1017/jsi.2018.6, pp. 65-81.
  • Cennamo, K. S., Ross, J., & Ertmer, P. (2018). Technology integration for meaningful classroom use: A standards‐based approach,(3rd ed.).Belmont, CA: Cengage.
  • Crockett, J., Billingsley, B., & Boscardin, M.L. (Eds.). (2019).Handbook of Leadership & Administration for Special Education, Routledge, Taylor-Francis: New York, NY (second edition).
  • Du, C., Miyazaki, Y., Cook, M., Papadopoulos, J., & Hao, Y. (2018). Relational language improves preschool children’s performance of analogical reasoning. International Journal of Psychological Studies, 10(2), 91-101.
  • Dack, H., van Hover, S., & Hicks, D. (2018). Beyond the facts and fun. Purposeful simulations in standards-based settings. In C. Wright-Maley (Ed.), More like Life Itself: Simulations as Powerful and Purposeful Social Studies. NC.:Information Age Publishing.
  • Duer, Z., Piilonen, L, & Glasson, G. E. (in press).  Belle2VR - A virtual reality visualization of subatomic particle physics in the Belle II experiment.  IEEE Computer Graphics and Applications
  • Eagle, D. & Glenn, W. J., (2018). Teacher absences in Commonwealth of Virginia: An analysis of patterns and predictors and implications for policy Journal of School Administration Research and Development, 3(1), 32-41.
  • Fullen, M.C., Granello, D.H., Richardson, V.E., & Granello, P.F. (2018). Using wellness and resilience to predict age perception in older adulthood.  Journal of Counseling and Development, 96(3), 424-435.
  • Fullen, M.C., Richardson, V.E., & Granello, D.H. (2018). Comparing successful aging, resilience, and holistic wellness as predictors of the good life.  Educational Gerontology, 44(7), 459-468. doi:10.1080/03601277.2018.150123Fullen, M.C.(2018). Ageism and the counseling profession: Causes, consequences, and methods for counteraction.  The Professional Counselor, 8(2), 104-114.
  • Fullen, M.C., & Granello, D.H. (2018).  "Holistic Wellness in Older Adulthood: Group Differences Based on Age and Mental Health." Journal of Holistic Nursing.
  • Gratto, J. (2018) 10 Take-Charge Actions for Effective Proactive Communication. Principal Leadership, 18(7)
  • Green, A., Brand, B. & Glasson, G.E.  (in press).  Applying actor-network theory to identify factors contributing to non-persistence of African American students in STEM Majors.  Science Education.
  • Gusukuma, L; Bart, A. C.; Kafura, D;  Ernst, J. & Cennamo. K. (2018) 2018. Instructional design + knowledge components: A systematic method for refining instruction. In Proceedings of SIGCSE ’18: The 49th ACM Technical Symposium on Computing Science Education,Baltimore , MD, February 21–24, 2018 (SIGCSE ’18), 6 pages
  • Hein, S. F. (2018, May). Deleuze and writing in qualitative inquiry: Non-linear texts and being a traitor to one’s own writing. In E. A. St. Pierre (Chair), Experimentation and creation in posthuman, post qualitative, Deleuzian inquiry. Paper presented at the Fourteenth International Congress of Qualitative Inquiry, Urbana-Champaign, IL.
  • Hankey, M. S., Burge, P. L., Knight, D. B., Seidel, R., & Skaggs, G. (2018) Community college and university engineering students' perceptions of classroom climate and fundamental engineering skills. Community College Journal of Research and Practice, DOI: 10.1080/10668926.2018.1494063.
  • House-Niamke, S., & Sato, T. (Accepted). Resistance enacted in a diversity course for pre-service teachers. Educational Studies.
  • Johnson, A. (2018) Self-efficacy and future goals [Review of the book Self-efficacy and future goals, by Barbara Green] Teachers College Record, Aug. 15, 2018. http://www.tcrecord.org ID Number:22473.
  • Kern, A., & M. Alexander, M.D. (2018) The Law of Schools, Students, and Teachers in a Nutshell (6th ed.). West Academic Publishing, St. Paul, MN. 
  • Lawson, G. (2018). University disaster mental health response. In J. Webber & J. B. Mascari (Eds.), Disaster Mental Health Counseling: A Guide to Preparing and Responding.American            Counseling Association.
  • McLeskey, J., Billingsley, B. & Ziegler, D. (2018). Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap. The Australasian Journal of Special Education, https://doi.org/10.1017/jsi.2018.3, pp. 3-16.
  • Mullen, C. A. (2018). Global leadership: Competitiveness, tolerance, and creativity—a Canadian provincial example. International Journal of Leadership in Education.
  • Mullen, C. A. (in press). Do Chinese learners have a creativity deficit in academic contexts? Kappa Delta Pi Record.
  • Mesmer, H. & Rose-McCully, M. (2017/online 2018/in print). A closer look at close reading: Three “under-the-radar” skills needed to comprehend sentences. The Reading Teacher, 71(4), 451-461.
  • Mesmer, H. A. & Rose-McCully*, M. M. (2018). Pivotal research in early literacy: Lessons learned and a call to action. (pp. 297-311). In S. Dougherty & C. Cassano (Eds.). Pivotal Research in Early Literacy.New York: Guilford.
  • Pratt-Clarke, M. (2018). A Black Woman's Journey from Cotton Picking to College Professor: Lessons about Race, Class, and Gender in America. New York, NY: Peter Lang.
  • Robbins, C. K.,Accapadi, M., Johnson, N. J.*, Pete, K.*, Porcaro, G.**, & Kniess, D. (in press, to be published 2018). Transitioning from role to role while honoring social identities. In K. Walker, D. Kniess, and T. Cawthon (Eds.), Managing career transitions across the life span for the student affairs practitioners. San Francisco, CA: Jossey-Bass.
  • Robbins, C. K., & LePeau, L. A. (in press). Seeking "better ways": Early career faculty researcher development. Studies in Graduate and Postdoctoral Education.
  • Skaggs, G., Hein, S. F., & Willkins, J. L. M. (2018) Using diagnostic profiles to describe borderline performance in standard setting. Educational Measurement: Issues and Practice.
  • Tilley-Lubbs, G. A. (2018a). Am I there yet? In T. Adams, A. Grant, N. Short, & L. Turner  (Eds.). International perspectives on autoethnographic research and practice. Abingdon, OXON, UK: Routledge.
  • Tilley-Lubbs, G. A. (2018b). Untangling me. In P. Stanley, & G. Vass (Eds.). Questions of culture in autoethnography. Abingdon, OXON, UK: Routledge.
  • Tilley-Lubbs, G. A. (2018). Freire in a changing world: Critical autoethnography meets Freire. International Review of Qualitative Research(11)1, pp. 11-21.
  • Tilley-Lubbs, G. A. (2018). Reconciling two Selves in one body. International Review of Qualitative Research(11)1, pp. 64-80.
  • van Hover, S., & Hicks, D. (2018). History teacher preparation and professional development. In S. Metzger and L. Harris (Eds), International handbook of history teaching and learning (pp.270-286). New Jersey: Wiley-Blackwell.
  • Azano, A. P. (2017). Book review of Serving gifted students in rural settings. Journal of Research in Rural Education, 32(2), 1-3. 
  • Alexander, K., & Alexander, M.D. (2012). American Public School Law (8th ed). Wadsworth, Cengage Learning: Belmont, CA.  (new edition under revision)
  • Azano, A. P., Callahan, C. M., Brodersen, A., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 1-16. 
  • Alexander, M. D., & Sughrue, J.A. (2017), Sexual Harassment in the Workplace. In Janet Decker, et al. (eds.), The Principal and the Law, Education Law Association, Cleveland, OH.
  • Azano, A. P., & Tackett, M. E. (2017). Perceptions of teachers and parents on the educational experiences of students with autism in a remote rural community. The Rural Educator (in press- October).
  • Azano, A. P., Tackett, M. E., Missett, T. C., & Callahan, C. M. (2017). The CLEAR curriculum model. In C. Callahan & H. L. Hertberg-Davis (Eds.). Fundamentals of gifted education: Considering multiple perspectives (2nd ed., pp. 293-309). New York: Routledge.
  • Azano, A. P., Tackett, M. E., & Sigmon, M. L. (2017). Understanding the puzzle behind the pictures: A content analysis of children’s picture books about autism. AERA Open, 3(2), 1-12.
  • Billingsley, B., & Bettini, E. (2017). Improving special education teacher quality and effectiveness. In J.M.  Kauffman, D. P. Hallahan & P.C. Pullen, Eds). Handbook of Special Education, Second Edition. Routledge, Taylor-Francis: New York, NY, pp.501-520.
  • Billingsley, B., McLeskey, J., & Crockett, J. B. (2017 revised). Principal leadership: Moving toward inclusive and high-achieving schools for students with disabilities (Document No. IC-8). Monograph, University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center.
  • Brand, B., Kasarda, M., & Williams, C. (in press). Inquiry by Engineering Design: Applying the Sixth "E". Technology and Engineering Teacher.
  • Boggs, G. L., Stewart, T. T., & Jansky, T. (In press, published online 2017). Economic relevance and planning for literacy instruction: Reconciling competing ideologies. Journal of Adolescent & Adult Literacy. 
  • Borders, L., Welfare, L., Sackett, C., & Cashwell, C. (2017). New Supervisors' Struggles and Successes with Corrective Feedback. Counselor Education and Supervision, 56(3), 208-224.
  • Cennamo, K. S., Ross, J., & Ertmer, P. (in press). Technology integration for meaningful classroom use: A standards‐based approach, 3rd Ed. Belmont, CA: Cengage.
  • Chittum, J., & Jones, B. D. (2017). Identifying pre-high school students’ science class motivation profiles to increase their science identification and persistence. Journal of Educational Psychology, 109(8), 1163-1187
  • Chittum, J. R., Jones, B. D., Akalin, S., & Schram, A. B. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of STEM Education, 4(11), 1-16. doi:10.1186/s40594-017-0065-4
  • Duer, Z., Piilonen, L, & Glasson, G. E. (in press). Belle2VR - A virtual reality visualization of subatomic particle physics in the Belle II experiment. IEEE Computer Graphics and Applications. 
  • Ernst, J. V., Williams, T. O. Clark, A., & Kelly, D. P.  (In press). Factors of spatial visualization: An analysis of the PSVT: R. Engineering Design Graphics Journal.
  • Ernst, J.V, Williams, T.O, Clarke, A., & Kelly, D. P. (In press). K-12 STEM educator autonomy:  An investigation of school influence and classroom control. Journal of STEM Education.
  • Farmer, L. B. (2017). An examination of counselors’ religiosity, spirituality, and lesbian-, gay-, and bisexual-affirmative counselor competence. The Professional Counselor, 7(2), 114-128.
  • Farmer, L. Sackett, C. R., Lile, J., Bodenhorn, N., Hartig, N., Graham, J., & Ghoston, M. (2017). An exploration of the perceived impact of post-master'™s experience on doctoral study in counselor education and supervision. The Professional Counselor, 7(1) 15-32.
  • Havlik, S. & Sanders, C. (2018). Preparing students experiencing homelessness for college: Considerations for counselors and other supportive personnel. Journal of College Access.
  • Jones, B. D., Li, M., & Cruz, J. M. (2017). A cross-cultural validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-speaking university students. International Journal of Educational Psychology, 6(1), 366-385. doi:10.17583/ijep.2017.2357.
  • Jones, B. D., Sahbaz, S., Schram, A. B., & Chittum, J. R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: Results from the U.S. and Iceland. International Journal of Science Education. Advance online publication. 
  • Johnson, A., Hicks, D., Ogle, T., Bowman, D., Cline, D. & Regan, E. (2017) “If this place could talk”: Using augmented reality to make the past visible. Social Education 81(2), 112-116. 
  • Klechaya, R. & Glasson, G.E. (2017). Mindfulness and Place-based Education in Buddhist-oriented Schools in Thailand. In M. Powietrzynska and K. Tobin (Eds.) Weaving Complementary Knowledge Systems and Mindfulness to Educate Literate Citizenry for Sustainable and Healthy Lives(pp. 159-170). Rotterdam/Boston/Taipei: Sense Publishers.
  • Kim,  S., Song,  K., Lockee,  B., Burton, J. (2017). Gamification in Learning and Education. New York, NY: Springer.
  • Lawson, G., Trepal, H., Lee, R., & Dress, V. (2017). Advocating for Educational Standards in Counselor Licensure Laws. Counselor Education and Supervision, 56(3), 162-176.
  • Love, T. & Wells, J. (2017). Examining correlations between preparation experiences of U.S. technology and engineering educators and their teaching of science content and practices. International Journal of Technology and Design Education Online First. doi: 10.1007/s10798-017-9395-2.
  • Lepczyk, B., Wagner, T. & Cennamo, K. (In press) Transdisciplinary choreographic project: A case study.  Journal of Dance Education.
  • Love, T., Wells, J., & Parkes, K. (2017, in press). Examining the teaching of science, technology and engineering content and practices: An instrument modification study. Journal of Technology Education.
  • Lee, W. C., Brozina, C., Amelink, C. T., & Jones B. D. (2017). Motivating incoming engineering students with diverse backgrounds: Assessing a summer bridge program’s impact on academic motivation. Journal of Women and Minorities in Science and Engineering, 23(2), 121-145.
  • Mora, C. E., Anorbe-Diaz, B., Gonzalez-Marrero, A. M., Martin-Gutierrez, J., & Jones, B. D. (2017). Motivational factors to consider when introducing problem-based learning in engineering education courses. International Journal of Engineering Education, 33(3), 1000-1017.
  • McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D….. Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. http://ceedar.education.ufl.edu/portfolio/ccsc-2017-high-leverage-practice
  • Morris, D., Meyer, C., Trathen, W., McGee, J., Vines, N., Stewart, T., Gill, T., & Schlagal, R. (2017). The simple view, instructional level, and the plight of struggling fifth-/sixth-grade readers. Reading & Writing Quarterly, 33(3), 278-289.    
  • Mullen, C. A. (2018). Creative learning: Paradox or possibility in China’s restrictive preservice teacher classrooms? Action in Teacher Education. 
  • Mullen, C. A. (2017). Creativity in Chinese schools: Perspectival frames of paradox and possibility. International Journal of Chinese Education, 6(1), 27-56.
  • Mullen, C. A. (2017). Critical issues on democracy and mentoring in education: A debate in the literature. In D. A. Clutterbuck, F. K. Kochan, L. G. Lunsford, N. Dominguez, & J. Haddock-Millar (Eds.), The SAGE handbook of mentoring (pp. 34-51). Thousand Oaks, CA: Sage.
  • Mullen, C. A. (in press). Mentoring in a globally active learning context: Initiation, engagement, implementation, and aftermath. In B. Irby, J. Boswell, L. Searby, F. Kochan, & R. Garza (Eds.), The Wiley–Blackwell international handbook of mentoring: Paradigms, practices, programs, and possibilities. Malden, MA: Wiley-Blackwell.
  • Mullen, C. A. (in press). Dynamic creativity: Influential theory, public discourse, and generative possibility. In R. A. Beghetto & G. E. Corazza (Eds.), Dynamic perspectives on creativity: New directions for theory, research, and practice in education. New York, NY: Springer.
  • Mullen, C. A. (in press). Mentoring epistemologies beyond Western modalities. In  R. Papa (Ed.), Oxford encyclopedia of educational administration. New York, NY: Oxford University Press.
  • Mullen, C. A. (2017). What are corporate education networks? Why ask questions? Kappa Delta Pi Record, 53(3), 100-106. 
  • Mullen, C. A., & Eadens, D. W. (2017). “Quality leadership matters”: A research-based survey of graduate programming. Journal of Research on Leadership Education, 1-39.
  • Mullen, C. A. (in press). Practices of cognitive apprenticeship and peer mentorship in a cross-global STEM lab. In B. Irby, J. Boswell, L. Searby, F. Kochan, & R. Garza (Eds.), 
  • The Wiley–Blackwell international handbook of mentoring: Paradigms, practices, programs, and possibilities. Malden, MA: Wiley-Blackwell. 
  • Mesmer, H. (2017). Books, read-alouds, and voluntary book interactions: What do we know about centers serving 3-year olds? Literacy Research and Instruction. 
  • Mesmer, H. & Rose-McCully, M. (2017).  A closer look at close reading: Three under-the-radar skills needed to comprehend sentences. The Reading Teacher.
  • Mukuni, J. & Tlou, J.S. (2018). The place of Ubuntu in global education. In Talbot, P., Bizzell, B. &  Kahila, R., (eds.). Cases on Global Competencies for Educational Diplomacy in International Settings. IGI Global.
  • MacDonald, B. L., & Wilkins, J. L. M. (2017). Seven types of subitizing activity characterizing young children's mental activity. In S. Marx & S. L. Gregory (Eds.), Qualitative research in STEM, (pp. 256-286). New York, NY: Routledge.
  • Nowak, B., & Glenn, W. J. (2017). Searches of students' cell phones: Case analysis and best practices. Educational Leadership Review of Doctoral Research, 4, 16-28. 
  • Norton, A., Ulrich, C., Bell, M. A., & Cate, A. (in press). Mathematics at hand. The Mathematics Educator.
  • Parkes, K., Jones, B., Wilkins, J. L. M. (2017). Assessing music students’ motivation using the MUSIC model of academic motivation inventory. Applications of Research in Music Education, 35(3), 16-22.
  • Rice, E.H. & Billingsley, B. (2017). Including students with emotional and behavioral disorders. In Jeffrey P. Bakken's (Ed.) Classrooms: Academic Content and Behavior Strategy for Students with and without Disabilities (vol.2) (pp. 41-56). New York, NY: Nova Science Publishers.
  • Robbins, C. K. (2017). College experiences that generated racial dissonance: Reflections from cisgender white women in graduate preparation programs. College Student Affairs Journal, 35(2), 57-69. 
  • Stoddard, J.S., Marcus, A., & Hicks, D. (Eds.) (2017).  Teaching difficult history through film. New York: Routledge.
  • Schunk, D. H., & Mullen, C. A. (in press). Motivation. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (2nd ed.). New York, NY: Routledge.
  • Schunk, D. H., & Mullen, C. A. (in press). Study skills. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (2nd ed.). New York, NY: Routledge.
  • Stewart, T. T. (2018). Dialogue, inquiry, changing roles, and the dialogical self. In F. Meijers & H. Hermans (Eds.), The Dialogical self in education. Cultural psychology of education, Vol. 5, (pp. 35-47). Cham, Switzerland: Springer.
  • Sanders, C. & Beane, D.G. (in press). Universal language, different responses: Using music to teach multiculturalism. Experiential activities for teaching social justice and advocacy competence in counseling.
  • Stoner, A. & Cennamo, K. S. (in press). Enhancing Reflection within Situated Learning: Incorporating Mindfulness as an Instructional Strategy. New York: Springer ‐Verlag. (Stoner is a recent graduate of the IDT Program)
  • Strimel, G., Grubbs, M., & Wells, J. (2017). Engineering education: A clear decision. Technology and Engineering Teacher, 76(4), 18-24.
  • Sloane, F. C., & Wilkins, J. L. M. (2017). Aligning statistical modeling with theories of learning in mathematics education research. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 183-207). Reston, VA: National Council of Teachers of Mathematics.
  • Skaggs, G., Wilkins, J. L. M., & Hein, S. F. (2017). Estimating an observed score distribution from a cognitive diagnostic model. Applied Psychological Measurement, 41(2), 150-154. 
  • Sughrue, J.M., Lewis, M., & Alexander, M.D., (2017) Addressing Discriminatory and Exclusionary Discipline Practices.In Janet Decker, et al. (eds.), The Principal and the Law, Education Law Association, Cleveland, OH. 
  • Sanders, C. B., Welfare, L. E., & Culver, S. (2017). Career counseling in middle schools: A study of school counselor self-efficacy. The Professional Counselor, 7(3), 238-250. 
  • Tilley-Lubbs, G. A. (2017). Re-Assembly Required: Critical Autoethnography and Spiritual Discovery. New York, NY: Peter Lang.
  • Tilley-Lubbs, G. A. (2017). La metodología de la autoetnografía crítica. In F. Ángulo, & S. Redón  (Eds.). Investigación cualitativa en educación. Buenos Aires, Argentina: Editorial Miño y Dávila. (Invited).
  • Tillema, E., Gatza, A., & Ulrich, C. (in press). Playing your cards right: Integers for algebra. Australian Mathematics Teacher.
  • Thacker, E., Hicks, D., & Friedman, A. (2017). It might not be a matter of life or Death, but does soccer really explain the world? Social Education, 81(4), 234-238.
  • Tu, H.-W., Jones, B. D. (2017). Redesigning a neuroscience laboratory course for multiple sections: An action research project to engage students. The Journal of Undergraduate Neuroscience Education, 15(2), A137-A143.
  • Tendhar, C., Singh, K., & Jones, B. D. (2017). Using the domain identification model to study major and career decision-making processes. European Journal of Engineering Education. Advance online publication. doi:10.1080/03043797.2017.1329280
  • Ulrich, C., & Wilkins, J. L. M. (2017). Using written work to investigate stages in sixth-grade students' construction and coordination of units. International Journal of STEM Education, 4:23.
  • van Hover, S., & Hicks, D. (2017). History teacher preparation and professional development. In S. Metzger and L. Harris (Eds), International handbook of history teaching and learning (pp.270-286). New Jersey: Wiley-Blackwell.
  • van Hover, S., & Hicks, D. (2017). Social constructivism and students learning in Social Studies. In M. Manfra and C. Bolick (Eds.), The handbook of social studies research (pp. 270- 286). New Jersey: Wiley.
  • Wang, J., & Alexander, M.D. (2017). Basic Education and Leadership Training in China.  National Council of Professors of Educational Administration ( NCPEA), San Juan , Puerto Rico.
  • Williams, T. O. (March, 2017). An Examination of the Effect of Having Completed a GED Program Upon the Post-release Outcomes of CTE Program Completers. Virginia Department of Corrections. Research Series Report Number 14.
  • Williams, T., Billingsley, B., & Banks, A. (in press). Student on teacher threats and attacks in special education: A comparison of special and general education teachers. The Journal of Special Education Leadership.
  • Williams, T. O., Ernst, J. V., Clark, A. C., & Kelly, D. P. (In Press). Using Confirmatory Factor Analysis and Model Respecification to Reproduce a One-Factor Model of the PSVT: R. Published Proceedings of the Engineering Design Graphics Division of the American Society of Engineering Education’s 72nd Mid-Year Conference, Montego Bay, Jamaica.
  • Wilkins, J. L. M., & Ulrich, C. (2017). The role of skip counting in children's reasoning. Virginia Mathematics Teacher, 43(2), 8-14. 
  • Welfare, L., Wagstaff, J., & Haynes, J. (2017). Counselor Education and Title IX: Current Perceptions and Questions. Counselor Education and Supervision, 56(3), 193-207.
  • Yang, H., Srivastava, M., Xie, Y., Bai, Y., Yu, Y., & Bowen B. D. (2017). Higher Education on Buildings: A Case Study in the Region of North Dakota. Journal of Architectural Engineering, 23(4), 05017009-1- 05017009-9.
  • Azano, A. P., & Stewart, T. T. (2016). Confronting challenges at the intersection of rurality, place, and teacher preparation: Improving efforts in teacher education to staff rural schools with qualified teachers. Global Education Review, 3(1), 108-128.
  • Biddle, C., & Azano, A. P. (2016). Constructing and reconstructing theœ rural school problem : A century of rurality and rural education research. Review of Research in Education, 40, 298-325.
  • Boggs, G. L., & Stewart, T. T. (2016). Critical digital literacies, education reform, and urban teachers™ right to the city. The SoJo Journal: Educational Foundations and Social Justice Education, 1(2), 63-79.
  • Bowen, B. D., DeLuca, V. W., & Franzen, M. M. (2016). Measuring how the degree of content knowledge determines performance outcomes in an engineering design-based simulation environment for middle school students. Computers and Education, 92-93. p. 117-124.
  • Brenner, A. M., & Brill, J. M. (2016). Investigating practices in teacher education that promote and inhibit technology integration transfer in early career teachers. TechTrends. doi: 10.1007/s11528-016-0025-8
  • Brill, J. M. (2016). Peer review: An explicit pedagogy for developing the design dispositions of novice instructional design students. Educational Technology Research and Development. doi: 10.1007/s11423-015-9421-6Cisneros, C. A., . . . Tilley-Lubbs, G. A. . . . (Authors listed in alphabetical order). (2016). 1, 2, 3, 4, 5 . . . 43: Justice! Ay! Ay! Ayotzinapa: A challenge for new critical qualitative inquiry. Qualitative Inquiry, 22(6), pp. 447-465. doi: 10.1177/1077800415615622. (Invited).
  • Creamer, E. G. (2016). An Introduction to Fully Integrated Mixed Methods Research. Thousand Oaks, CA: SAGE Publications.  Release date: March 1, 2017. 
  • Creamer, E.G. (2016).  A primer about mixed methods approaches for research in an educational context. International Journal of Learning, Teaching, and Educational Research, 15 (8), pp. 1-13. http://ijlter.org/index.php/ijlter/article/view/700/pdf
  • Ernst, J. V., Bowen, B. D., & Williams, T. O. (2016). Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning. American Journal of Engineering Education, 7(1). p. 9-18.
  • Evans, M. A., Schnittka, C., Jones, B. D., & Brandt, C. B. (2016). Studio STEM: A model to enhance integrative STEM literacy through engineering design. In L. A. Annetta, & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways (pp. 107-137). Switzerland: Springer. doi:10.1007/978-3-319-16399-4_5
  • Gardner, A. F., & Jones, B. D. (2016). Examining the Reggio Emilia approach: Keys to understanding why it motivates students. Electronic Journal of Research in Educational Psychology, 14(3), 602-625.
  • Gregory, C., & Miyazaki, Y. (2016). Multilevel analysis of student civics knowledge scores. The Journal of Educational Research, 1-15.
  • Hicks, D., Johnson, A.,* van Hover, S., Lisanti, M.,* McPherson, K., & Zuckerwar, S., (2016). Teaching with primary sources: Junior detectives as a bridge to disciplinary literacy. Social Studies and the Young Learner 29(1), 9-15.
  • Hicks, D., Ogle, T., & Mullins, R.* (2016). Evaluating the classroom readiness of œBringing the War Home: Teaching with the Meuse-Argonne American Cemetery.  Report submitted to the American Battle Monuments Commission.
  • Hicks, D., Ogle, T., Tucker, T., Johnson, A., & van Hover, S. (2016). Introducing digital humanities projects and ARCHIE to social studies preservice teachers: Notes from the field. Paper presented at the annual conference of the Society for Information Technology and Teacher Education (SITE), Savannah, GA.
  • Hicks, D., Ogle, T., with consultation from John Lee, Adam Friedman, and Al Byers. (2016). Strategic Visioning for ABMC Educational Resources. Report Submitted to the American Battle Monuments Commission.
  • Hirt, J. B., & Robbins, C. K. (2016). The importance of institutional mission. In G. S. McClellan & J. Stringer (Eds.), Handbook of student affairs administration (4th ed.) (pp. 25-48). San Francisco, CA: Jossey-Bass.
  • Jones, B. D. (2016). Teaching motivation strategies using the MUSIC® Model of Motivation as a conceptual framework. In M. C. Smith, & N. DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning (pp. 123-136). Charlotte, NC: Information Age Publishing.
  • Jones, B. D., & Sigmon, M. L. (2016). Validation evidence for the elementary school version of the MUSIC® Model of Academic Motivation Inventory. Electronic Journal of Research in Educational Psychology, 14(1), 155-174. Retrieved from http://dx.doi.org/10.14204/ejrep.38.15081
  • Jones, B. D., & Skaggs, G. E. (2016). Measuring students'™ motivation: Validity evidence for the MUSIC Model of Academic Motivation Inventory. International Journal for the Scholarship of Teaching and Learning, 10(1). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss1/7
  • Jones, B. D., Tendhar, C., & Paretti, M. C. (2016). The effects of students' course perceptions on their domain identification, motivational beliefs, and goals. Journal of Career Development, 43(5), 383-397. doi:10.1177/0894845315603821
  • Komelski, M., Blieszner, R., Miyazaki, Y. (2016). Curriculum, practice and diet predict health status among experienced Taiji and Qigong practitioners. Journal of Alternative and Complementary Medicine, 22(2), 154-159.
  • Long, T. C., & Miyazaki, Y. (2016). Longitudinal analysis of the impact of students'™ participation in athletics on academic and affective outcomes. Educational Practice & Reform, 2, 44-68.
  • Maddox, B. B., Miyazaki, Y., & White, S. W. (2016). Long-term effects of CBT on social impairment in adolescents with ASD. Journal of Autism and Developmental Disorders. (Special Issue on Anxiety in Autism Spectrum Disorders). Advance online publication. doi:10.1007/s10803-016-2779-4
  • Missett, T. C., Azano, A. P., Callahan, C. M., & Landrum, K. (2016). The influence of teacher expectations about twice-exceptional students on the use of high quality gifted curriculum: A case study approach. Exceptionality, 24(1), 18-31.
  • Miyazaki, Y., & Sugisawa, T. (2016). A simulation study on appropriate transformations of reliability coefficient in mixed-effects meta-analysis models, Japanese Journal for Research on Testing, 12(1), 1-17.Munly, K., Tilley-Lubbs, G. A., & Sheusi, C. (2016). Henry and Sneaky: Finding resolution to my ontological question about service. In Tilley-Lubbs, G. A., & Bénard Calva, S. (Eds.). Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense.
  • Morris, D., Meyer, C., Trathen, W., McGee, J., Vine, N., Stewart, T., Gill, T., & Schlagal, R. (2016). The simple view, instructional level, and the plight of struggling fifth-/sixth-grade readers. Reading & Writing Quarterly, doi: 10.1080/10573569.2016.1203272.
  • Mukuni, J., & Price, B. (2016). Identifying connections between career and technical education (CTE) and academic programs through standards of learning. International Journal of Vocational and Technical Education, 8(4), 25-34
  • Mullen, C. A. (2016). Alternative mentoring types. Kappa Delta Pi Record, 52(3), 132-136.
  • Mullen, C. A. (2016). Corporate networks and their grip on the public school sector and education policy (pp. 27-62). In Education policy perils: Tackling the tough issues. New York: Routledge.
  • Mullen, C. A. (2016). Public university leadership on the horizon: Challenges and possibilities chairs should know about. The Department Chair: A Resource for Academic Administrators, 26(3), (Jossey-Bass/Wiley)
  • Mullins, R., & Hicks, D. (2016). International perspectives on history education. Review of book Joined-up history: New directions in history education research edited by A. Chapman and A. Wilschut. Theory and Research in Social Education, 44(4), 608-614. Retrieved from http://dx.doi.org/10.1080/00933104.2016.1227215
  • Mullins, R., Hicks, D., Ogle, T., Schilder, E. & van Hover, S. (2016). Toward a useable protocol for identifying and evaluating classroom ready online educational resources for social studies. Paper presented at the annual conference of the Society for Information Technology and Teacher Education (SITE), Savannah, GA.
  • Nobles, S., & Azano, A. P. (2016). Poetry is powerful: High school students and pre-service teachers develop literacy relationships through poetry. Teaching/Writing: The Journal of Writing Teacher Education, 5(1), 127-138.
  • Polson, K., Albert, J., Price, T., & Woodson. S. (2016). Collaborative Teaching in the Inclusive Classroom. Journal of Juvenile Court, Community, and Alternative School Administrators of California. 29(1). 9-12.
  • Published in Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2694-2701). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). http://www.editlib.org/j/SITE/
  • Published in Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2709-2721). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). www.editlib.org/j/SITE/
  • Robbins, C. K. (2016). White women, racial identity, and learning aboutracism in graduate preparation programs. Journal of Student Affairs Research and Practice, 53(3), 256-268. doi:10.1080/19496591.2016.1143834
  • Robbins, C. K., & Jones, S. R. (2016). Negotiating racial dissonance: White women'™s narratives of resistance, engagement, and transformative action. Journal of College Student Development, 57(6), 633-651.
  • Robbins, C. K., & McGowan, B. L. (2016). Intersectional perspectives on gender and gender identity development. In E. S. Abes (Ed.), Diverse and critical perspectives on student development theory (pp. 71-83). San Francisco, CA: Jossey-Bass.
  • Ruff, C., & Jones, B. D. (2016). Becoming a scientist: Using first-year undergraduate science courses to promote identification with science disciplines. International Journal for the Scholarship of Teaching and Learning, 10(2). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss2/12/
  • Schram, A. B., & Jones, B. D. (2016). A cross-cultural adaptation and validation of the Icelandic version of the MUSIC Model of Academic Motivation Inventory. Icelandic Journal of Education, 25(2), 159-181.
  • Sigmon, M. L., Tackett, M. E., & Azano, A. P. (2016). Using children'™s picture books about autism in an inclusive classroom. The Reading Teacher, 70(1), 111-117.
  • Skaggs, G. (2016). Determining item position effects in a computer-based test. International Journal of Quantitative Research in Education, 3(1/2), 94-108.
  • Skaggs, G., Hein, S. F., & Willkins, J. L. M. (2016). Diagnostic profiles: A standard setting method for use with a cognitive diagnostic model. Journal of Educational Measurement, 53(4), 448-458.
  • Skaggs, G., Willkins, J. L. M., & Hein, S. F. (2016). Grain size and parameter recovery with TIMSS and the General Diagnostic Model. International Journal of Testing. 00: 1-21.
  • Stewart, T. T., & Boggs, G. L. (2016). Emerging dialogic structures in education reform: An analysis of urban teachers'™ online compositions. Dialogic Pedagogy: An International Online Journal, 4, 142-161. doi: http://dx.doi.org/10.5195/dpj.2016148.
  • Tienken, C. H., & Mullen, C. A. (Eds.). (2016).Education policy perils: Tackling the tough issues. New York: Routledge. (200 pp.)
  • Tilley-Lubbs, G. A. (2016). Reconciliar dos naturalezas en el mismo cuerpo. Revista CES Psicología 9(1).
  • Tilley-Lubbs, G. A. (2016). Knowing Joe through a Medium. In Agnello, M. F., & Reynolds, W. M. Practicing critical pedagogy: The influences of Joe L. Kincheloe. New York, NY: Springer. (Invited).
  • Tilley-Lubbs, G. A. & Benard, S. M. (Eds.). (2016). Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense. 
  • Tilley-Lubbs, G. A., & Bénard Calva, S. (2016). Introduction. In Tilley-Lubbs, G. A., & Bénard Calva, S. (Eds.). Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense.
  • Tilley-Lubbs, G. A. (2016). Reconciling two selves in the same body. In Tilley-Lubbs, G. A., & Bénard Calva, S. (Eds.).Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense. 
  • Tilley-Lubbs, G. A. (2016). Critical autoethnography and the vulnerable Self as researcher. In Bénard Calva, S., & Tilley-Lubbs, G. A. (Eds.).Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense. 
  • Tilley-Lubbs, G. A. (2016). Good intentions pave the road to hierarchy: A retrospective autoethnographic approach. In Tilley-Lubbs, G. A., & Bénard Calva, S. (Eds.). Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense. (Used with permission from the Michigan Journal of Community Service Learning).
  • Tilley-Lubbs, G. A. (2016). The inquisition/torture of the tenure track. In Tilley-Lubbs, G. A., & Bénard Calva,S. (Eds.). Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense. In press. (Used with permission from Creative Approaches to Research.)
  • Van Hover, S., Hicks, D., & Dack, H. (2016). From source to evidence? Teachers'™ uses of historical sources in their classrooms. The Social Studies 107(6) 209-217, Retrieved from http://dx.doi.org/10.1080/00377996.2016.1214903
  • Van Hover, S., Hicks, D., Washington, E., & Lisanti, M.* (2016). Minimum vs. essential? The translation and trajectory of policy into Pratice. Social Studies Research and Practice, 11(2) 51-70. Retrieved from http://www.socstrpr.org/wp-content/uploads/2016/08/MS6633-van-Hover.pdf
  • White, S. W., Elias, R., Salinas, C. E., Capriola, N., Conner, C. M., Asselin, S. B., Miyazaki, Y., Mazefsky, C., Howlin, P., & Getzel, E. E. (2016). Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis. Research in Developmental Disabilities, 56, 29-4 doi:10.1016/j.ridd.2016.05.0100.
  • Azano, A. P. (2015). Addressing the rural context in literacies research: A call to action. Journal of Adolescent & Adult Literacy, 59(3), 267-269.
  • Azano, A. P., & Ruday, S. (2015). Putting the power of place into grammar instruction. Assembly for the Teaching of English Grammar Journal, 24(1), 1-10.
  • Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural  Education, 30(9), 1-12.
  • Azano, A. P., Missett, T. C., & Callahan, C. M. (2015). Poetry and fairy tales: Language arts units for gifted students in grade 3. Waco, TX: Prufrock Press.
  • Bondy, J.M., & Peguero, A. (2015). Immigration and education: Complexities and intersecting factors with schooling the children of immigrants. In C.M. Renzetti & R.K. Bergen (Eds.), Understanding diversity: Celebrating difference, challenging inequality (pp. 125-143). New York, NY: Pearson Education.
  • Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting effects of an integrated curricular model. American Educational Research Journal, 52, 137-167.
  • Creamer, E. G. (2015).  A synthesis of practice-oriented literature in gender and STEM. International Journal of Gender Science and Technology, 7 (1), 74-90.
  • Creamer, E. G., Tendhar, C. (2015). Using inferences to evaluate the value added of mixed methods research: A content analysis. International Journal of Multiple Research Approaches. http://dx.doi.org/10.1080/18340806.2015.1129286
  • Dack, H., van Hover, S., & Hicks, D. (2015). œTry not to giggle if you can help it: The implementation of experiential instructional techniques in social studies classrooms. Journal of Social Studies Research,40   doi:10.1016/j.jssr.2015.04.002
  • Grubbs, M. E., & Wells, J. G. (2015). Coding scheme comparisons: Methods used in examining student cognitive processes while engaged in engineering design tasks. Plurality and Complementarity of Approaches in Design and Technology, M. Chatoney (Ed.), 173-179. Proceedings of the 29th Pupil's Attitudes Toward Technology International Conference, April 7-10, Palais du Pharo, Marseille, France. [https://hal.archives-ouvertes.fr/hal-01161553/document]
  • Hicks, D., Ogle, T. & Tucker, T. (2015). Visualization as a tool to support the inquiry arc in social studies education: Notes from the field. Paper presented at the annual conference of the Society for Information Technology and Teacher Education (SITE), Las Vegas, Nevada.
  • Published in Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (vol. 2015, pp. 2617-2621). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). www.editlib.org/j/SITE/
  • Kannengiesser, U., Gero, J., Wells, J., & Lammi, M. (2015). Do high school students benefit from pre-engineering design education? Proceedings of the 20th International Conference on Engineering Design (ICED), Milan, Italy.
  • Lee, J., Hicks, D., Henriksen, D, Mishra, P, & the Deep-Play Research Group. (2015). Rethinking technology and creativity in the 21st century: Historical soundscapes for creative synthesis. TechTrends. 59(5), 4-8.  (invited)
  • Meyer, C. K., Stewart, T. T., & Vines. N. (2015). Empowering writers: Revisiting literary anthologies as a means of engaging middle grade boys in the writing process.Reading in the Middle, 7(1), 1-6.
  • Missett, T. C., Azano, A. P., & Callahan, C. M. (2015). Research and rhetoric: Language arts units for gifted students in grade 5. Waco, TX: Prufrock Press.
  • Stewart, T. T., & Goodman, J. M. (2015). Inquiry, experience, and exploration: Rebooting the research project and making Connections beyond the English classroom. Teaching/Writing: The Journal of Writing Teacher Education, (4)2, 56-72.
  • Stewart, T. T., & Pendergrass, E. (2015). Reading motivation, and the power of social relationships: Learning from middle school students in a title I classroom. Georgia Journal of Reading, 38(1), 25- 31.
  • Wells, John G., (2015). A century of professional organization influence: Findings from content analyses of MVTTEC annual meetings. Journal of Technology Education, 26(3), 3-37. (Inaugural Special Edition, 2-Manuscript Publication)
  • Azano, A. P. (2014). Motives, methods or quality?: Making sense of Howley, Howley and Yahn. Journal of Research in Rural Education, 29(11).
  • Azano, A. P. (2014) Rural: The other neglected 'R': Making space for place in school libraries. Knowledge Quest, 43(1), 60-65.
  • Azano, A.P. (2014). Gifted rural students. In J. Plucker & C. Callahan (Eds). Critical issues in gifted education: What the research says (2nd ed.) (pp. 297-304). Waco, TX: Prufrock Press.
  • Azano, A.P., Callahan, C. M., Missett, T. C., & Brunner, M. (2014). Understanding the experiences of gifted education teachers and fidelity of implementation in rural schools. Journal of Advanced Academics, 25(2), 87-99.
  • Boggs, G.L., & Stewart, T. T.  (2014). Critical digital literacies and the struggle over what'™s common. In A. Heron-Hruby & M. Landon-Hays (Eds.), Digital Network for School Reform. New York: Palgrave-Macmillan.
  • Bondy, J.M. (2014). "Why do I have to pledge the U.S. flag? It's not my country!": Latina youths rearticulating citizenship and national belonging. Multicultural Perspectives, 16 (4), 193-202..
  • Burke, B., Reed, P., & Wells, J. (2014). Integrating technology and engineering in a STEM context. In Yager, R. E. & Brunkhorst, H. (Eds.), Exemplary STEM Programs: Designs for Success (pp. 353-371). Arlington, VA: National Science Teachers Association (NSTA). Peer Reviewed.
  • Ernst, J.V.  (2014).  Analysis of content and digital media infusion quality in integrative STEM education.  Journal of STEM Teacher Education, 49(1), 57-66.
  • Ernst, J.V., Li, S. & Williams, T.O.  (2014).  Secondary engineering design graphics educator service load of students with identified categorical disabilities and Limited English Proficiency.  Engineering Design Graphics Journal, 78(1), 1-10.
  • Hicks, D., & van Hover, S. (2014). Revisiting the "sleeping giant" metaphor:  Is it still sleeping in the Commonwealth of Virginia, and is it still really a giant?. Contemporary Issues in Technology and Teacher Education, 14(2). Retrieved from http://www.citejournal.org/vol14/iss2/socialstudies/article2.cfm
  • Hicks, D., Canning, A. & Lee, J. (2014). Supporting Online Professional Learning with National History Day Resources at the Library of Congress : Utilizing primary sources, course management software and web 2.0 tools. In M. Searson & M. Ochoa (Eds.),Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2378-2383). Chesapeake, VA: AACE.
  • Hicks, D., Lee, J., Berson, M., Bolick, C., & Diem, R. (2014). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, 14(4). Retrieved from http://www.citejournal.org/vol14/iss4/socialstudies/article1.cfm
  • Hicks, D., Lee, J.K., & Shires, S*. (2014). Inquiring about the causes of World War I with Chronozoom. Social Education, 78(3), 117-123.
  • Lammi, M., Wells, J., Gero, J., Paretti, M., & Williams, C., (2014). Initial findings of high school pre-engineering and non-engineering students' design cognition. Proceedings of the IEEE 2014 44th Annual Frontiers in Education Conference, pp. 1968-1971. Madrid, Spain. [https://www.dropbox.com/s/36iu8ozq7nogi3z/FIE2014_Proceedings.pdf?dl=0]
  • Missett, T.C., Brunner, M. M., Callahan, C. M., Moon, T., and Azano, A. P. (2014). Exploring teacher beliefs and use of acceleration, ability grouping, and formative assessment. Journal for the Education of the Gifted, 37(3), 245-268.
  • Mukuni, J., Price, W. (2014). Implementation challenges of a donor funded development project: Lessons learned through a deep-end strategy while implementing a development program in Zambia. Journal of African Studies and Development, Vol. 6(1)(EF19DD842921), 7. www.academicjournlas.org/JASD
  • Mullen, C. A. & Lane, K. (2014). Global leadership for educational leaders. NCPEA Publications.
  • Mullen, C. A. & Robertson, K. C. (2014). Shifting to fit: The politics of black and white identity in school leadership. Charlotte, NC: Information Age Publishing.
  • Mullen, C. A., English, F. W., & Kealy, W. A. (2014). The leadership identity journey: An artful exploration. Lanham, MD: R&L Publishers.
  • Ruday, S., & Azano, A. P. (2014). "You have no idea where I'm from:" Community, culture, and critical literacy in an intensive writing course. Journal of Teaching Writing, 29(1).
  • Stewart, T. T. (2014). A historical overview of writing & technology: Seeking the right instructional tools for the Job. In C. Mims and R. S. Anderson (Eds.), Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience. Hershey, PA: IGI- Global.
  • Stoddard, J., Marcus, A., & Hicks, D. (2014). The burden of historical representation: The case of/for indigenous film. The History Teacher, 48(1), 9-36.
  • Wells, J. (2014). Integrative STEM education: U.S. educational reform, pedagogical commons, design based biotechnology literacy exemplar. Proceedings of the 60th Anniversary International Elementary Education Conference on Issues and Prospects for Sustainable Integrative Education in the 21st Century, pp.81-100. Seoul National University of Education, Seoul, South Korea.
  • Wells, J. (2014). Validity of Instructional Practice: Design Based Biotechnology Literacy and Imposed Cognitive Demands. Technology Education: Learning for Life, H. Middleton (Ed.), Volume 2, 127-137. Proceedings of the 8thBiennial International Conference on Technology Education Research, Sydney, Australia.
  • Wells, J., Lammi, M., Grubbs, M., Gero, J., Paretti, M., & Williams, C. (2014). Design cognition of high school students: Initial comparison of those with and without pre-engineering experiences. Technology Education: Learning for Life, H. Middleton (Ed.), Volume 2, 116-126. Proceedings of the 8th Biennial International Conference on Technology Education Research, Sydney, Australia.
  • Azano, A. P. (2013). The CLEAR curriculum model. In C. Callahan & H. Hertberg-Davis (Eds). Fundamentals of gifted education (pp. 301-314). New York: Routledge.
  • Billingsley, B. S., Brownell, M. T., Israel, M., & Kamman, M. L. (2013). A survival guide for new special educators.San Francisco, CA: Jossey-Bass.
  • Brozo, W., Moorman, G., Myer, C. K., & Stewart, T. T. (2013). Content-area reading and discipline literacy: A case for the radical center. Journal of Adolescent & Adult Literacy, 56(5), 353-357.
  • Busby, J.R., Ernst, J.V. & Clark, A.C. (2013).  Visualization ability and student outcomes in engineering design graphics.  International Journal of Vocational Education and Training, 21(2), 35-42.
  • Cennamo, K., Ross, J. & Ertmer, P. (2013). Technology integration for meaningful classroom use: A standards-based approach (2nd ed.). Belmont, CA: Wadsworth, Cengage Learning.
  • Earthman, G. I. (2013). Planning educational facilities: What educators need to know (4th ed.). Lanham, MD: R&L Education.
  • Ernst, J.V. & Moye. J.J.  (2013).  Social adjustment of technology education students at-risk. Journal of Technology Education, 24(2), 2-13.
  • Ernst, J.V.  (2013).  Impact of experiential learning on cognitive outcome in technology and engineering teacher preparation. Journal of Technology Education, 24(2), 31-40.
  • Hicks, D., Potter, K ., Wigginton, E., Stripling, B., & Gregory, C.,. (2012-13). Virginia State and Local Civic Education Module.  Richmond: Virginia Department of Education* www.civiceducationva.org
  • Hicks, D., Shires, S, & Neiberg, M. (2013-14). Chronozoom project: Unit I: Causes of World War I. Unit 3: The Chronozoomer'™s Guild. New York/ Seattle, WA. Microsoft Research.  (Creative Commons)* http://join.chronozoom.com/teach/
  • http://join.chronozoom.com/curriculum-overview/
  • Jones, B., & Wilkins, J. L. M. (2013). Testing the MUSIC model of academic motivation through confirmatory factor analysis. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(4), 482-503.
  • Larson, M. & Lockee, B. B. (2013). Streamlined ID: A practical guide to instructional design. Abingdon, Oxon: Routledge.
  • Lineburg, M. & Gearheart, R. (2013). Educating Students in Poverty. Abingdon, Oxon: Routledge.
  • McCulloch, A.W., Ernst, J.V., Limer, C.S., & Taormina, G.  (2013).  STEM inquiry on the Neuse River. Centroid!, 39(1), 6-10.
  • Mukuni, J. & Price, B. (2013). Portability of technical skills across occupations: A Case for demolition of disciplinary silos? International Journal of Vocational and Technical Education. pp. 21-28. DOI: 10.5897/IJVTE2013.0131
  • Norton, A., & Wilkins, J. L. M. (2013). Supporting students' constructions of the splitting operation. Cognition and Instruction, 31(1), 2-28.
  • Parkes, K. A. & Daniel, R. (2013).  Motivations impacting upon music instrument teachers'™ decisions to teach and perform in higher education. British Journal of Music Education, 30(3). doi:10.1017/S0265051713000193, 397-414.
  • Parkes, K. A., Dredger, K. S. & Hicks, D. (2013). ePortfolio as a measure of reflective practice. International Journal of ePortfolio, 3(2), 99-115. View online http://www.theijep.com
  • Spector, J. M., Lockee, B. B., Smaldino, S., & Herring, M. (2013). Learning, problem solving, and mindtools: Essays in honor of David H. Jonassen. Abingdon, Oxon: Routledge.
  • Stewart, T. T. & McClure, G. (2013). Freire, Bakhtin, and collaborative pedagogy: A dialogue with students and mentors. International Journal of Dialogical Science, 7(1), 91-108.
  • Thornton, M.G., Thornton, T.R., Ernst, J.V., & Clark, A.C.  (2013).  A rationale for teaching basic technical animation in the secondary classroom. The Technology and Engineering Teacher, 73(4), 32-36.
  • Wells, J. & Love, T., (2013). Mississippi Valley Technology Teacher Education Conference: Content analysis for 100 years of discussion. Proceedings of the 100th annual Mississippi Valley Technology Teacher Education Conference (pp. 1-24), Chicago, IL
  • Wells, John G. (2013). Integrative STEM Education at Virginia Tech: Graduate preparation for tomorrow'™s leaders. Technology and Engineering Teacher, 72(5), 28-35. Reston, VA
  • Wilkins, J. L. M., Norton, A. & Boyce, S. J.  (2013). Validating a written instrument for assessing students' fractions schemes and operations. The Mathematics Educator, 22(2), 31-54.
  • Bondy, J.M. (2012). Latinas, heterotopia, and home: Pedagogies of gender and sexuality in Quincea's era. Journal of Curriculum and Pedagogy, 9 (1), 81-98.
  • Burge, P.L. (2012). [Book Review: Qualitative research and theory development: Mystery as method by M. Alvesson & D. Karreman]. Educational Review, 1-2.doi.org/10.1080/00131911.2012.657463
  • English, F. W., Papa, R., Mullen, C. A., & Creighton, T. (2012). Educational leadership at 2050: Conjectures, challenges and promises. Lanham, MD: Rowman & Littlefield Education.
  • Ernst, J.V. & Clark, A.C.  (2012).  Fundamental computer science conceptual understandings for high school students using original computer game design.  The Journal of STEM Education. 13(5), 40-45.
  • Ernst, J.V. & Clark, A.C.  (2012).  Attitudes and motivation of students in an introductory technical graphics course.  Engineering Design Graphics Journal,  76(2), 1-16.
  • Fletcher, S., & Mullen, C. A. (Eds.). (2012). The SAGE handbook of mentoring and coaching in education.Thousand Oaks, CA: SAGE.
  • Hailey, E., Callahan, C. M., Azano, A. P., & Moon, T. R. (2012). An evaluation of test speededness in an assessment for third-grade gifted students. Journal of Advanced Academics, 23, 292-304.
  • Hall, M., Culver, S.M., & Burge, P.L. (2012). Faculty teaching practices as predictors of student satisfaction with a general education curriculum. Journal of General Education, 61(4), 352-368.
  • Hicks, D., Van Hover, S.  Washington, E., & Lee, J. K.(2012) Internet literacies for active citizenship and democratic life: In search of the intersection. In William Russell (Ed.), Contemporary Social Studies: An Essential Reader (pp.467-491). Charlotte NC: IAP.
  • Hicks, D., van Hover, S., Doolittle, P. & VanFossen, P.  (2012).  Learning social studies: an evidence-based approach.  In S. Graham, K. Harris, & T. Urban (Eds.), American Psychology Association Educational Psychology Handbook Volume 3 (pp. 283 to 308). Washington DC: APA.
  • Jones, B., Wilkins, J. L. M., Long, M. H., & Wang, F. (2012). Testing a motivational model of achievement: how students'™ mathematical beliefs and interests are related to their achievement. European Journal of Psychology of Education, 27, 1-20.
  • Kajder, S. B. & Parkes, K. A. (2012). Examining preservice teachers' reflective practice with and across multimodal writing environments. Journal of Technology and Teacher Education, 20(3), 229-249.
  • Kosko, K. W., & Wilkins, J. L. M. (2012). Students' quality of mathematical discussion and their self-determination in mathematics. Investigations in Mathematics Learning.
  • McCulloch, A.W. & Ernst, J.V.  (2012).  Estuarine ecosystems: Using T & E signature approaches to support STEM integration.  The Technology and Engineering Teacher, 72(3), 13-17.
  • Meth, J. M., & Azano, A. P. (2012). Negotiating the rub between cultures: Teacher talk and sustained shifts in practice. English Education, 44, 354-374.
  • Mullen, C. A. (2012). From student to professor: Translating a graduate degree into a career in academia. Lanham, MD: Rowman & Littlefield Education.
  • Norton, A., & Wilkins, J. L. M. (2012). The splitting group. Journal for Research in Mathematics Education, 43(5), 557-583.
  • Parkes, K. A. & Jones, B. D. (2012). Motivational constructs influencing undergraduate students' choices to become classroom music teachers or music performers. Journal of Research in Music Education. 60, 101-123, doi 10.1177/0022429411435512
  • Parkes, K. A. & Wexler, M. (2012). The nature of applied music teaching experience: Common elements observed in the lessons of three applied teachers. Bulletin for the Council of Research in Music Education, 193, 45-62.
  • Stewart, T. T. (2012). English teachers, administrators, and dialogue: Transcending the asymmetry of power in the discourse of educational policy. English Education, 44(4), 375-393.
  • Thornton, T.R., Ernst, J.V., & Clark, A.C.  (2012).  Augmented reality as a visual and spatial learning tool in technology education.  The Technology and Engineering Teacher. 71(8), 18-21.
  • Van Hover, S., Hicks, D. & Sayeski, K. (2012). A case study of co-teaching in an inclusive secondary high-stakes world history I classroom. Theory & Research in Social Education, 40(3), pp. 260-291.
  • Van Hover, S., Hicks, D., & Cotton, S. (2012). œCan you make ˜historiography sound more friendly?: Towards the construction of a  reliable and validated history teacher observation instrument.  The History Teacher 45(4), 603-612.
  • Van Hover, S., Hicks, D., & Baran, J. (2012). Dr. Arlie Keith Turkett: ˜Ideals are power. In O. L. Davis, Jr., and M. Spearman (Ed.™s), A Century of Leadership: Biographies of Kappa Delta Pi Presidents (pp. 145-156). Charlotte, NC: IAP.
  • Watson, P.L.  & Ernst, J.V.  (2012).  Digital media infusion in integrative STEM/technology education.  Technology, Engineering, and Design Education Journal, 14(1), 1-7.
  • Azano, A. P. (2011). The possibility of place: One teacher's use of place-based instruction for English students in a rural high school. Journal of Research in Rural Education, 26(10).
  • Azano, A. P., & Tuckwiller, E. D. (2011). GPS for the English classroom: Understanding executive dysfunction in students with autism. TEACHING Exceptional Children, 43(6), 38-43.
  • Azano, A. P., Missett, T. C., Callahan, C. M., Oh, S., Brunner, M., Foster, L., & Moon, T. R. (2011). Exploring the relationship between fidelity of implementation and academic achievement in a third-grade gifted curriculum: A mixed-methods study. Journal of Advanced Academics, 22, 693-719.
  • Bondy, J.M. (2011). Normalizing English language learner students: A Foucauldian analysis of opposition to bilingual education. Race, Ethnicity and Education, 14(3), 387-398.
  • Busby, J.R., Ernst, J.V. & Clark, A.C. (2011). 21st century skills: Contemporary instructional strategies and approaches for technology education. International Journal of Vocational Education and Training. 19(2), 34-44.
  • Clark, A.C. & Ernst, J.V.  (2011).  Functional priorities of students in an introductory engineering design graphics course.  Technology Education Journal, 13(1), 6-15.
  • Ernst, J.V.  (2011).  At-Risk learner preference in engineering/technical graphics: An exploratory study.  Engineering Design Graphics Journal, 75(3), 7-18.
  • Ernst, J.V. & Clark, A.C.  (2011).  Collaborative information and multimedia to assess team interaction in technology teacher preparation. Journal of Technology Education.  22(2), 53-70.
  • Ewing E.T., & Hicks, D. (2011October 16). Revisiting œRoosevelt'™s blunder. Roanoke Times. pp. 1, 4-5.
  • Evans, M. A., & Wilkins, J. L. M. (2011). Social interactions and instructional artifacts: Emergent socio-technical affordances and constraints for children'™s geometric thinking. Journal of Educational Computing Research, 44(2) 141-171.
  • Fahrer, N.E, Ernst, J.V., Branoff, T.J., & Clark, A.C.  (2011).  Performance and cognitive assessment in 3-d modeling.  Journal of sTEm Teacher Education. 48(1), 68-95.
  • Kajder, S., & Hicks, D. (2011). Shift the gaze: Creating a space to play (and learn) with digital technologies (vol. 2). In G.C. Clark and S. Clouser (Eds.), Teaching with Technology, Vol. 2. The Stories Continue (pp. 39-44) Online: Learning Technology Consortium. http://ltcessays.files.wordpress.com/2012/08/teachingwithtechnologyv2a.pdf
  • Kosko, K. W., & Wilkins, J. L. M. (2011). Communicating quantitative literacy: An examination of open-ended assessment items in TIMSS, NALS, IALS, and PISA. Numeracy, 4(2): Article 3.
  • Minarik, D*., & Hicks, D. (2011) Toward an inclusive social studies classroom. In T. Lintner and W. Schweber (Eds.), Strategies for Teaching K-12 Social Studies in Inclusive Classrooms. (pp. 47-56). Charlotte NC: IAP.
  • Parkes, K. A. (2011) Recent research in applied studio instruction III - Assessment and Evaluation. Musical Perspectives' Journal of Research in Music Performance, 1(3) Online journal http://ejournals.lib.vt.edu/JRMP/issue/view/28
  • Parkes, K. A. &  Kajder, S. B. (2011). Eliciting and assessing reflective practice: A case study in Web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, 22(2). Retrieved from http://www.isetl.org/ijtlhe/past2.cfm?v=22&i=2
  • Parkes, K. A. & Jones, B. D. (2011). Students' motivations for considering a career in music performance. Update: Applications of Research in Music Education, 29, 20-28, first published on February 7, doi:10.1177/8755123310397005
  • Peguero, A., & Bondy, J.M. (2011). Immigration and students'™ relationships with teachers. Education and Urban Society, 43(2), 165-183.
  • Stewart, T. T. (2011). Demystifying what it means to be a writer: Making membership in the writing club possible. Florida English Journal, 45(2), 5-10.
  • Stewart, T. T. (2011). Transactional analysis: A framework for illuminating human experience. International Journal of Qualitative Methods, 10(3), 282-295.
  • Tilley-Lubbs, G. A. (2011).Teaching and learning for social justice: Reciprocal relationships in the university and Spanish-speaking communities. Career Education Quarterly, 1(1), 18-24.
  • Tilley-Lubbs, G. A. (2011). 4/16: Public tragedy collides with personal trauma. Qualitative Inquiry, 17(2), 144-147.
  • Van Hover, S., Hicks, D., Washington, E. (2011). Multiple paths to testable content? Differentiation in a high-stakes testing context. Social Studies Research and Practice 6(3), 34-51.
  • Wells, John G. (2011). Beyond preordinate evaluation of professional development: Responsive assessment of enacted projects. Journal of Research in Education, 17(35), 219-257. Universidade Federal Espa­rito Santo, Goiabeiras, Vitoria, ES, Brazil
  • Wilkins, J. L. M., & Norton, A. (2011). The splitting loope. Journal for Research in Mathematics Education, 42(4), 386-406.
  • Amelink, C., & Creamer, E. G. (2010). Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career. The Journal of Engineering Education, 99(1), 81-92.
  • Baxter Magolda, M. B., Creamer, E. G., & Meszaros, P. S. (Eds.) (2010). Development and assessment of self-authorship: Exploring the concept across cultures. Herdon, VA:Stylus Press.
  • Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration: A standards-based approach for meaningful learning. Belmont, CA: Wadsworth.
  • Clark, A.C. & Ernst, J.V.  (2010).  Engineering and technical graphics education; using the revised Bloom'™s Taxonomy.  Journal of Geometry and Graphics, 14(2), 215-224.
  • Creamer, E. G., & Wakefield, K. M. (2010). Self-authorship and women in science, engineering, and technology (SET): A literature overview. In B. Bogue and E. T. Cady (Eds.), OLIO: Research on women in science and engineering. First edition (pp. 35-43). Center for the Advancement of Scholarship on Engineering Education of the National Academy of engineering. http://www.engr.psu.edu/AWE/ARPresources.aspx.
  • Creamer, E. G. , Meszaros, P. S., & Amelink, C. (2010). Comparing the relative contribution of individual and environmental factors on the intent to remain in an engineering major by gender. Proceeding from the 2010 Association for Engineering Education (ASEE) National Conference. Louisville, KY. June 20-23 2010.
  • Drewry, J., Burge, P., & Driscoll, L. (2010). A Tripartite Perspective of Social Capital and its Access by High School Dropouts.  Education and Urban Society, 42, 499-521.
  • Ernst, J.V.  (2010). Model selection in technological problem solving. Technology Education Journal, 12(1), 26-33.
  • Hicks, D., & Lisanti, M*. (2010). The first day of class: Developing an awareness of history as an inferential discipline. In E. Heilman, with R. Fruja, & M. Missias (Eds.), Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 109-112). New York, NY: Routledge.
  • Jones, B. D. & Parkes, K. A. (2010). The motivation of undergraduate music students: the impact of identification and talent beliefs on choosing a career in music education. Journal of Music Teacher Education, 19(2), 41-56.
    * This article is recognized by Sage Publishers as the most downloaded article for this journal of all articles published in 2009 and 2010.
  • Kreye, B. C., & Wilkins, J. L. M. (2010). Providing real-world experiences: The Virginia Tech externship for mathematics specialists. Journal of Mathematics and Science: Collaborative Explorations, 12, 119-130.
  • Kosko, K., & Wilkins, J. L. M. (2010). Mathematical communication and its relation to the frequency of manipulative use in fifth grade classrooms. International Electronic Journal of Mathematics Education, 5(2), 79-90.
  • Lawson, G., Hein, S. F., & Stuart, C. E. (2010). Supervisors'™ experiences of the contributions of the second supervisee in triadic supervision: A qualitative investigation. Journal for Specialists in Group Work, 35,69-91.
  • Nespor, J., & Hicks, D. (2010). Wizards and witches: Parent advocates and contention in special education in the United States. Journal of Education Policy, 25(3), 309 - 334.
  • Norton, A., & Wilkins, J. L. M. (2010). Students' partitive reasoning. Journal of Mathematical Behavior, 29, 181-“194.
  • Parkes, K. A. (2009/2010). College applied faculty: the disjunction of performer, teacher, and educator. College Music Symposium Journal of the College Music Society, 65-76
  • Parkes, K. A. (2010a) Performance assessment: lessons from performers. International Journal of Teaching and Learning in Higher Education 22(1). Retrieved from http://www.isetl.org/ijtlhe/past2.cfm?v=22&i=1
  • Parkes, K. A. (2010b) Recent research in applied studio instruction II - practice time and strategies. Musical Perspectives' Journal of Research in Music Performance, 1(2) Online journal, http://ejournals.lib.vt.edu/JRMP/issue/view/26
  • Parkes, K. A. (2010c). Measuring sense of efficacy in higher-education applied-music-performance teachers. Research Perspectives in Music Education, 14, 21-32.
  • Phelps, E. & Ernst, J.V.  (2010).  Nanosolar technology energizes student learning.  The Technology Teacher,70(2), 14-18.
  • Stewart, T. T. (2010). A dialogic pedagogy: Looking to Mikhail Bakhtin for alternatives to standards period teaching practices. Critical Education, 1(6), 1-20. http://ojs.library.ubc.ca/index.php/criticaled/article/view/182238/182310
  • Uribe, L. & Wilkins, J. L. M. (2010). Elementary teachers' use of manipulatives. School Science and Mathematics., 110(7), 363-371.
  • Van Hover, S., Hicks, D., Stoddard, J. & Lisanti, M. (2010).  From a roar to a murmur: Virginia's History and Social Science Standards, 1995 to the present.   Theory and Research in Social Education, 38(1), 80-113.
  • Van Hover, S., Hicks, D. & Stoddard, J. (2010).  The development of Virginia's History and Social Studies Standards of Learning, 1995-2010.  The Virginia NewsLetter, 86(2). http://www.coopercenter.org/publications/virginia-newsletter
  • Wells, John G. (2010). Research on teaching and learning in science education: Potentials in technology education. Chapter 10, in P. Reed, & J. LaPorte (Eds.), Research in Technology Education. Council on Technology Teacher Education, 59th Yearbook (pp. 192-217), Ball State University, Muncie, IN
  • Wilkins, J. L. M. (2010). Modeling quantitative literacy. Educational and Psychological Measurement, 70(2), 267-“290.
  • Wilkins, J. L. M. (2010). Elementary school teachers'™ attitudes toward different subjects. The Teacher Educator, 45(1), 23-36.
  • Ahn, Y., Kwon, H., Pearce, A., & Wells, J. (2009). Integrated sustainable construction: A course in construction for students in the U.S.A. Journal of Green Building, 4(1), 169-182.
  • Busby, J.R, Ernst, J.V. & Varnado, TE.  (2009).  Data, data everywhere!.  The Technology Teacher, 69(3), 20-24.
  • Clark, A.C & Ernst, J.V. (2009).  STEM-based computational modeling in technology education.  Journal of Technological Studies, 34(1), 20-27.
  • Clark, A.C & Ernst, J.V. (2009).  Gaming research for technology education.  Journal of STEM Education, 10(2), 25-30.
  • Combs, L. B., Cennamo, K. S. & Newbill, P. L. (2009) Developing critical and creative thinkers: Toward a conceptual model of creative and critical thinking processes.  Educational Technology, 49(5), 3-14.
  • Crawford, S., Hicks, D., & Doherty, N. (2009) Worth the WAIT: Engaging social studies students with art in a digital age. Social Education 73(3), 136-139.
  • Driscoll, L., Parkes, K. A., Tilley-Lubbs, G., Brill, J., & Pitts Bannister, V. (2009) Navigating the lonely sea: peer mentoring and collaboration among aspiring women scholars. Mentoring & Tutoring: Partnership in Learning, 17 (1), 5-21.
  • Ernst, J.V. (2009).  Nanotechnology education: Contemporary content and approaches.  Journal of Technological Studies, 35(1), 3-8.
  • Ernst, J.V. (2009). Contextual problem solving model origination.  Journal of Industrial Teacher Education, 46(2), 27-47.
  • Ernst, J.V. & Busby, J.R.  (2009).  Hydroponics: Content and rationale.  The Technology Teacher, 68(6), 20-24.
  • Ernst, J.V. & Clark, A.C. (2009).  Technology-based content through virtual and physical modeling: A national research study.  Journal of Technology Education, 20(2), 23-36.
  • Evans, M.A., & Gracanin, D. (2009). Learning Without Boundaries: Developing mobile learning scenarios for elementary and middle school language arts & mathematics. Journal of Educational Technology, 5(4), 38-44.
  • Hicks, D., & Doolittle, P. E. (2009). Multimedia-based historical inquiry strategy instruction: Do size and form really matter? In J. Lee & A. Friedman (Eds.), Research in Social Studies and Technology. (pp. 127-152). Charlotte, NC:  IAP Press.
  • Hicks, D., Lisanti, M*., Doolittle, P., Friedman, A., Hartshorne, R., Swan, K., et al. (2009). Integrating technology into the social studies classroom. In K. Cennamo, J. Ross,  & P. Ertmer, (Eds.), Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (pp. 409-430). Belmont, CA: Wadsworth Publishing.
  • Larson, M., & Lockee, B. (2009). Preparing instructional designers for different career environments: A case study. Educational Technology Research and Development, 57(1), 1-24.
  • Mariano, G.J., Doolittle, P.E., & Hicks, D. (2009). Fostering transfer in multimedia learning environments. In R. Zheng (Ed.), Cognitive Effects of Multimedia Learning. (pp. 237-59). John Wiley & Sons, Inc.
  • McNeill, A., Doolittle, P., & Hicks, D. (2009). The effects of training, modality, and redundancy on the development of a historical inquiry strategy in a multimedia-learning environment. Journal of Interactive Online Learning 8(3), 255-269.
  • Moore, D. R., & Lockee, B. B. (2009). Re-visiting the Instructional Strategy Diagnostic Profile: Informing current practice in instructional materials design. International Journal of Instructional Media.
  • Mullen, C. A. (Ed.). (2009). The handbook of leadership and professional learning communities. New York: Palgrave Macmillan.
  • Nespor, J., Hicks, D., & Fall, A. (2009). Time and exclusion. Disability & Society 24(3), 373-385.
  • Parkes, K. A. (2009) Recent research in applied studio instruction. Musical Perspectives' Journal of Research in Music Performance, 1(1) Online journal http://ejournals.lib.vt.edu/JRMP/issue/view/27
  • Spector, J. M., & Lockee, B. (2009). Integrative approaches: Meeting challenges. TechTrends, 53, 1, 5-6.
  • Spector, J. M., Lockee, B., & Larson, M. (2009). Invited speakers and integrative approaches: 2009 AECT International Convention. TechTrends 53, 2, 7-8.
  • Wells, J., & Kwon, H. (2009).Research Trends and Issues Regarding Biotechnology Inclusion in Technology Education: A meta-analysis of relevant literature. Korean Journal of Technology Education, 9(1), 257-278.
  • Willis, L., & Lockee, B. (2009). Examining the use of color overlays with field dependent, reading disabled children. Tilley-Lubbs, G. A. (2009). Good intentions pave the way to hierarchy: A retrospective autoethnographic approach. Michigan Journal of Community Service Learning, 16(1).
  • Tilley-Lubbs, G. A. (2009). Troubling the tide: The perils and paradoxes of service-learning in immigrant communities. International Journal of Critical Pedagogy, 2(1), 67-87.