2014-2015 Books and Publications

Abel, T.D., & Evans, M.A., (2014). Cross-disciplinary participatory & contextual design research: Creating a teacher dashboard application. Interaction Design and Architecture(s) Journal, 19, 63-76.

Albert, J. L., Blanchard, M. R., Kier, M. W., Carrier, S. J., & Gardner, G. E. (2014). Supporting teachers’ technology integration: A descriptive analysis of social and teaching presence in technical support sessions. Journal of Technology and Teacher Education, 22(2), 137-165.

Amendum, S.J., Conradi, K., & Pendleton, M.J. (In Press). Interpreting DIBELS Next Assessment Data: Moving From Parts to Whole in a Testing Era. Intervention in School and Clinic.

Beal, C. (2015) The contributions of Dr. John Arnold. In The Encyclopedia of Middle Grades Education (2nd edition), Mertens, S., Caskey, M., Flowers, N., Series editors, IAP Information Age Publishing: Charlotte, NC

Beal, C. (2015) The contributions of Dr. James Beane. In The Encyclopedia of Middle Grades Education (2nd edition), Mertens, S., Caskey, M., Flowers, N., editors, IAP Information Age Publishing: Charlotte, NC

Beal, C., Pope, C., Smith, B. (April, 2015). Merging language and culture instruction through an integrative experiential curriculum model activity: The Great Raleigh Trolley Adventure goes to Pskov, Russia. Paper accepted for proceedings for 1st International Scientific Conference of the Humanities, University of Pskov, Pskov, Russia.

Bolick, C.B., Franklin, C., & Manfra, M.M. (2014). History through a child’s eye: Preservice teachers making sense of children’s understandings. Social Studies Research and Practice, 9(3), 1-20.

Carrier, S.J., Thomson, M.M., & Tugurian, L.P. (2014). Elementary science education in classrooms and outdoors: Stakeholder views, gender, ethnicity, and testing. International Journal of Science Education, 1-26. DOI: 10.1080/09500693.2014.917342

Carrier, S., Thomson, M. M., & Tugurian, L.P., & Tate Stevenson, K. (2014). Stakeholder views of elementary science, outdoors, and environmental education: Students’ gender and ethnic differences. International Journal of Science Education. DOI:10.1080/09500693.2014.91734

Chen, S.T., Borland, D. Russo, M., Grady, R., & Minogue, J. (2014). ASPECT sinking and floating: an interactive playable simulation for teaching buoyancy concepts. Proceedings of CHI PLAY ’14 the First ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (p. 327-330). ACM, New York, NY, USA.

Chen, S.T., Borland, D. Russo, M., Grady, R., & Minogue, J. (2014). ASPECT: Sinking and floating, haptics for elementary school students. Proceedings of CHI PLAY ’14 the First ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (p. 405-406). ACM, New York, NY, USA. /

Conradi, K., Amendum, S.J., & Liebreund, M.D. (In Press). Examining variance in comprehension success for students in a high-poverty setting. Reading & Writing Quarterly.

Conradi, K. (2014). Tapping technology’s potential to motivate readers. Phi Delta Kappan, 96, 54-57.

Cook, M., Oliver, K., Pritchard, R., & Lee, S. (2014, June). Using forum-based writing to learn in the English classroom: An investigation of student comprehension and collaboration. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education, International Conference, 2014 (pp. 1974-1979). Chesapeake, VA: AACE.

Cooke, N. K., Nietfeld, J. L., & Goodell, L. S. (In Press). Development and validation of the Childhood Obesity Prevention Self-Efficacy (COP-SE) Survey. Childhood Obesity, 11(2).

Cooke, N. K., Ash, S. L., Nietfeld, J. L., Fogleman, A. D., and Goodell, L. S. (2015). Impact of a Service-Learning-Based Community Nutrition Course on Students’ Teaching Self-Efficacy. North American Colleges and Teachers of Agriculture, 59, 28-33.

Correnti, R., Stein, M.K., Smith, M., Scherrer, J., McKeown, M., Greeno, J., & Ashley, K. (2015). Improving teaching at scale: design for the scientific measurement and learning of discourse practice. In L.B. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 303-320). Washington, DC: American Educational Research Association.

Deater-Deckard, K., El Mallah, S., Chang, M., Evans, M. A., & Norton, A. (2014). Student behavioral engagement during mathematics educational video game instruction with 11-14 year olds. International Journal of Child-Computer Interaction, 2(3), 101-108. DOI: 10.1016/j.ijcci.2014.08.001

DeCuir-Gunby, J. T. & Schutz, P. A. (2014). Researching Race within Educational Psychology Contexts. Educational Psychologist, 49(4), 244-260.

DeCuir-Gunby, J. T. & Williams-Johnson, M. (2014). Culture and Emotions: Implications for Education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions and Education (pp. 539-558). NY: Taylor & Francis.

Dick, L., White, T., Sztajn, P., Trocki, A., Heck, D., & Herrema, H. (in press). Supporting Sense-making with Mathematical Bet Line. Teaching Children Mathematics.

Dowden, A. R., DeCuir- Gunby, J., Warren, J., & Boston, Q. (2014). A phenomenological analysis of invisibility among African American males: Implications for clinical practice and client retention. The Professional Counselor, 4(1), 58-70.

Edgington, C., Sztajn, P. Wilson, P. H., Myers, M., & Webb, J. (2015). Norms for discussing students’ mathematics in professional development. Journal of Mathematics Education Leadership, 16 (1), 12-18

Edgington, C., Wilson, P.H., Webb, J., & Sztajn, P. (In Press). Learning trajectories as boundary objects in professional development settings. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hoburt, Tasmania, Australia: PME.

Emmer, E. T., & Sabornie, E. S. (Eds.). (2015). Handbook of classroom management (2nd ed.). New York: Routledge/Taylor & Francis.

Emmer, E. T., & Sabornie, E. J. (2015). Introduction to the second edition. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed.; pp. 1-12). New York: Routledge/Taylor & Francis.

Eseryel, D. (2015). Causal influence diagramming. In J. M. Spector (Ed). Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.

Eseryel, U. Y., Bakker, D., Eseryel, D. (2014). The influence of information technology self-leadership on product and process innovation. Journal of Leadership and Management, 1(2), 95-109.

Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. B. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology & Society, 17(1), 42-53.

Evans, M.A., Walker, M.H., Abel, T.D., McGlynn, M., & Norton, A. (2014). Evaluating design patterns for intentional learning in educational video games: Identifying a common language for interdisciplinary collaborations. Journal of Applied Instructional Design, 4(1), 5-20.

Evans, M.A., Lopez, M., Maddox, D., Drape, T., & Duke, R. (2014). Interest-driven learning among middle school youth in an out-of-school STEM studio. Journal of Science Education and Technology, 23(5), 624-640.

Evans, M.A., Pruett, J., Chang, M., & Nino, M. (2014). Designing personalized learning products for middle school mathematics: The case for networked learning games. Journal for Educational Technology Systems, 42(3), 235-254.

Evans, M.A., Won, S., & Drape, T. (2014). Interest-driven learning of STEM concepts among youth interacting through social media. International Journal of Social Media and Interactive Learning Environments, 2(1), 3-20.

Evans, M.A., Jones, B.D. & Biedler, J. (2014). Video games, motivation, and learning. In Blumberg, F.C. (Ed.) Learning by playing: Frontiers of video gaming in education. Oxford University Press. (273-289).

Faulkner, V.N., Stiff, L.V., Marshall, P.L., Crossland, C., Nietfeld, J. (2014). The Impact of Race and teacher perceptions as Predictors of Algebra Placement, Journal for Research in Mathematics Education, Vol. 45, No. 3, pp. 299-311.

Gambino-Rhodes, A., & Lee, J. K. (in press, 2015) TPACK in the middle: Using Web 2.0 technologies to support project-based learning in a middle grades classroom. The Practitioners’ Guide to TPACK. Waynesville, NC: Association for the Advancement of Computing in Education.

George, M., Pope, C. and Reid, L. (2015) Contemporary literacies and technologies in English language arts teacher education: Shift happens! Contemporary Issues in Technology and Teacher Education, 15(1).

Grady, E., O’Reilly, Beal, C. Portelli, J. (May, 2014). Putting the learner into the curriculum, not the curriculum into the learner: A case for Negotiated Integrative Curriculum. International Journal of Pedagogical Innovations, No. 2:2, ISSN 2210-1543, pp. 52-64.

Gray, D. L., Chang, Y., & Anderman, E. M. (2015). Conditional effects of mastery goal structure on changes in students’ motivational beliefs: need for cognition matters. Learning and Individual Differences, 40, 9-21. doi:10.1016/j.lindif.2015.03.025

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 https://www.citejournal.org/vol14/iss4/socialstudies/article1.cfm

Hicks, D., Lee, J., & Shires, S. (2014). Inquiring about the causes of World War I with Chronozoom. Social Education 78(3), 117-122.

Hofer, M., Lee, J., Slykhuis, D. & Ptaszynski, J. (2014). Faculty Development for Technology Integration: Opportunities and Challenges on a Global Scale. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 770-774). Chesapeake, VA: AACE.

Hofer, M., Lee, J. K., Slykhuis, D., & Ptaszynski, J. (in press, 2015). Opportunities and challenges of TPACK-based professional development on a global scale. In Herring, M., Koehler, M., & Mishra, P. (Eds.). TPACK Handbook V.2. New York: Routledge.

Hoggard, L. S., Hill, L. K., Gray, D. L., Sellers, R. M. (In Press). Capturing the cardiac effects of racial discrimination: Do the effects keep going? International Journal of Psychophysiology. doi: 10.1016/j.ijpsycho.2015.04.015

Hoggatt, Shank, & Smith, Century 21 Digital Information Management 10th edition, National Geographic/Cengage Learning

Hoggatt, Shank, & Smith, Century 21 Input Technologies & Computer Applications 3rd edition, National Geographic/Cenage Learning

Ifenthaler, D., Warren, S., & Eseryel, D. (In Press). Advances in game-based learning. New York: Springer.

Jang, B.G., Conradi, K., McKenna, M.C., & Jones, J.S. (In Press). Motivation: Approaching an elusive concept through the factors that shape it. The Reading Teacher.

Kellogg, S., Booth, S., & Oliver, K. (2014). A social network perspective on peer supported learning in MOOCs for Educators. International Review of Research in Open and Distance Learning, 15(5), 263-289.

Kerkhoff, S. & Spires, H. (in press). Getting close to close reading: Teachers making instructional shifts with early literacy. Journal of Language and Literacy.

Koch, J. G. (2015). Rethinking Costa Rica’s Racial Exceptionalism: Race Relations, Language Policy, and Development. In D. B. Napier (Ed.), International Perspectives on Race (and Racism): Historical and Contemporary Considerations in Education and Society. Hauppauge, New York: Nova Sciences Publishers, Inc.

Lee, J., Spires, H., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portrait of a one-to-one learning environment within a new learning ecology.  International Journal of Learning, Teaching, and Educational Research, 10(3), 78-101.

Lee, J., Turner, J.E., & Thomson, M.M. (2015). A structural equation model of pre-service teachers’ perceptions of future goals and current course-related motivation. Japanese Psychological Research. DOI: 10.1111/jpr.12082

Lester, J., Spires, H., Nietfeld, J., Minogue, J., Mott, B., & Lobeni, E. (2014). Designing game-based learning environments for elementary science education: A narrative centered learning perspective. Information Sciences, 264, 4-18.

Long, S. & Pope, C. (In press). Playing the role of teaches: Using film to explore teacher identities. In Shoffner, M. (Ed). Saviors, scapegoats and schoolmarms: Examining the classroom teacher in fiction and film for teacher education. Routledge.

Long, S., Pope, C.A., Beal, C. (2015) “Never give up”: The power of a sustained partnership built on vision and trust. In Howell, P., Carpenter, J., Jones, J. (Eds.) Clinical Preparation at the Middle Level: Practices and Possibilities. The Handbook of Resources in Middle Level Education series, (Eds.) Steve B. Mertens, S., Caskey, M., Series. IAP Information Age Publishing, Charlotte, NC.

Manfra, M.M., & Brown, S. (2015). Digital history and the Holocaust: Student documentaries based on the C3 Framework. Social Education, 79(2), 111-114.

Manfra, M.M. (2014). Editorial: 15 Years after Martorella’s sleeping giant: A year of special themed issues. Contemporary Issues in Technology and Teacher Education, 14(1), 1-9. Retrieved from https://www.citejournal.org/vol14/iss1/socialstudies/article1.cfm

Manfra, M.M., & Simmons, C. G. (2014). A teacher’s guide to The Souls of Black Folks by WEB du Bois. NY: Penguin. (23 page)

Manfra, M.M., & Bolick, C.M., Eds. (Forthcoming, April 2016). The handbook of social studies research. NY: Wiley-Blackwell.

Manfra, M.M. (forthcoming, January 2017). Action research for classrooms, schools, and communities. Sage.

Marshall, P. L. (2015). Using my “you lie” moment to theorize persistent resistance to critical multicultural education. International Journal of Multicultural Education.

Marshall, P. L., Jacot, A. L., Gamble, A. F. (2015). How elementary teachers imagine social studies in an age of teacher assessments. Social Studies Research and Practice.

Marshall, P. L., Manfra, M. M. & Simmons, C. G. (2015). No more playing in the dark: Critical race theory, twenty-first century citizenship, and the future of the social studies methods course. In A. R. Crow & A. Cuenca (Eds.) Rethinking Social Studies Teacher Education for Twenty-first Century Citizenship. Springer Publications.

McLeod, R., Grifenhagen, J.F., Hall, A. H. (in press). Promoting literacy skills. In Grisham-Brown, J., & Hemmeter, M.L. Blended Practices for Teaching Young Children in Inclusive Settings. Baltimore: Paul H. Brookes Publishing Co.

Nietfeld, J. L., Bruning, R. B., & DiFrancesca, D. (2015). The role of observation in the recall of informational text. International Journal of Educational Research, 69, 88-97.

Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014). Self-regulation and gender within a game-based learning environment, Journal of Educational Psychology, 106, 961-973.

Nordness, P. D., Epstein, M. H., Cullinan, D., & Pierce, C. (2014). Emotional and Behavioral Screener: Test-retest reliability, inter-rater reliability, and convergent validity. Remedial and Special Education35, 211-217.

Norton, A., Wilkins, J. L. M., Evans, M. A., Deater-Deckard, K., Balci, O., Chang, M. (2014). Transcending part-whole conceptions of fractions. Mathematics Teaching in the Middle School, 19(6), 352.

Oliver, K. M., & Kellogg, S. (in press). Credit recovery in a virtual school: Affordances of online learning for the at-risk student. Journal of Online Learning Research, 1(2).

Oliver, K. M., & Weeks, T. (2015). Informing practice, policies, and procedures: A case study of external evaluation in support of a new virtual school. In T. Clark & M. Barbour (Eds.), Online, Blended and Distance Education in Schools (pp. 87-103). Sterling, VA: Stylus Publishing.

Oliver, K. M., & Pritchard, R. (2014). Supporting the development of writing abstraction with technology. In R. S. Anderson & C. Mims (Eds.), Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 363-385). Hershey, PA: IGI Global.

Oliver, K., Cook, M., Pritchard, R. & Lee, S. (2014, June). Leveraging affordances of the mashup tool Pinterest for writing and reflecting on culture. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1034-1040). Chesapeake, VA: AACE.

Oliver, K., & Stallings, D. T. (2014). Preparing teachers for emerging blended learning environments. Journal of Technology and Teacher Education, 22(1), 57-81.

Pennington, M. L., Cullinan, D., & Southern, L. B. (2014). Defining autism: Variability in state education agency definitions of and evaluations for autism spectrum disorders. Autism Research and Treatment, https://dx.doi.org/10.1155/2014/327271

Pierce, C. D., Nordness, P. D., Epstein, M. H., & Cullinan, D. (in press). Applied examples of screening students at-risk of emotional and behavioral disorders: The Emotional and Behavioral ScreenerIntervention in School and Clinic.

Pruden, M., Kerkhoff, S., Spires, H., & Lester, J.  (in press). Enhancing writing achievement through a digital learning environment: Case studies of three struggling adolescent male writers. Reading and Writing Quarterly: Overcoming Learning Difficulties.

Rutherford, T. (2015). Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school. International Journal of Adolescence and Youth, 20(1), 69-85. doi:10.1080/02673843.2013.767742

Sabornie, E. J., & Pennington, M. L. (2015). Classroom and behavior management research in special education environments. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed.; pp. 186-204). New York: Routledge/Taylor & Francis.

Scherrer, J. (2014). The limited utility of value-added modeling in education research and policy. Public Sector Digest, 7(2), 54-59.

Scherrer, J. (2014). A leap of faith: the incoherence of using value-added estimates as a proxy for effective teaching. Vamboozled: Teacher Evaluation, Accountability, and Value-Added Models.

Scherrer, J. (2014). Learning and becoming in practice. In J. Polman, E. Kyza, D. O’Neil, I. Tabak, W. Penuel, S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings from the 11th International Conference of the Learning Sciences, Volume 3. Boulder, CO: International Society of the Learning Sciences.

Scherrer, J. (2015). The situated and distributed nature of teacher effectiveness: challenging current theories of education accountability and the presuppositions they carry. Public Schools First NC.

Scherrer, J. (2015). Tide changer: reflections on fifteen years of urban education participation. KDP Record, 51(1).

Scherrer, J. (2015). Learning, teaching, and assessing the Standards for Mathematical Practice. In C. Suurtamm (Ed.), Annual perspectives in mathematics education: assessment to enhance teaching and learning (pp. 199-208). Reston, VA: National Council of Teachers of Mathematics.

Schutz, P. A., Davis, H. A., DeCuir-Gunby, J. T. & Tillman, D. (2014). Regulating emotions related to testing. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions and Education (pp. 348-367). NY: Taylor & Francis.

Simzar, R. M., Martinez, M., Rutherford, T., Domina, T., & Conley, A. M. (In press). Raising the stakes: How students’ motivation for mathematics associates with high- and low-stakes test achievement. Learning & Individual Differences.

Sondel, B. (2015) Raising Citizens or Raising Test Scores? Teach For America, “no excuses” charters and the development of the neoliberal citizen. In Theory and Research in Social Education.

Sondel, B. (2015). Market-Based Pedagogies: Assessment, Instruction, and Purpose at a “no excuses” charter school. In Miron, L., Beabout, B., and Boselovic, J. (Eds.), (2015) Only in New Orleans: School choice and equity in post Hurricane Katrina. Sense Publications.

Sondel, B., Kretchmar, K., & Ferarre, J. (2015). Mapping the education entrepreneurial network: Teach For America, charter school reform, and corporate sponsorship. In Au, W., and Ferrare, J., (2014). Mapping corporate education reform: Power and policy networks in the neoliberal state. Routledge.

Sondel, B. and Blosevic, J. (2014). “No Excuses” in New Orleans. In Jacobin.

Spires, H. (2015). Digital game-based learning: What’s literacy got to do with it? Journal of Adolescent and Adult Learning, 59(2), 125-130.

Spires, H., Zheng, M. & Bartlett, M.  (2015). Digital gameplay: Effects on young adolescents’ science content learning. In K. Malu & M.B. Schaefer, (Eds.), Research on teaching and learning with the literacies of young adolescents (Vol. 10, pp. 75-95). Handbook of research in middle level education. Charlotte, NC: Information Age Publishing.

Spires, H. & Bartel, J. (2015). Digital literacy and engagement in business education. National business education research handbook (pp. 211-225). 2015 National Business Education Yearbook. Reston, VA: National Business Education Association. (Invited Chapter)

Spires, H. (2015, April). The importance of expanding reading specialists in NC schools. News & Observer Op Ed. Retrieved at https://www.newsobserver.com/opinion/op-ed/article17557442.html

Spires, H., Kerkhoff, S., Graham, A. & Lee, J. (2014). Relating inquiry to disciplinary literacy. Friday Institute White Paper Series. Raleigh, NC: NC State University.

Stevenson, K.T., Carrier, S.J., Peterson, M.N. (2014). Evaluating strategies for inclusion of environmental literacy in the elementary school classroom. Electronic Journal of Science Education. 18(8), 1-17.

Stevenson, K. T., Peterson, M. N., Bondell, H. D., Moore, S. E., & Carrier, S. J. (2014). Overcoming skepticism with education: Interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents. Climatic Change. doi:10.1007/s10584-014-1228-7

Stevenson, K.T., Peterson, M.N., Carrier, S., Strand, R., Bondell, H.D., Kirby-Hathaway, T., & Moore, S.E. (2014). Role of significant life experiences in building environmental knowledge and behavior among middle school students. Journal of Environmental Education, 43(3), 163-177. DOI: 10.1080/00958964.2014.901935

Swan, K., Lee, J. K., & Grant, S.G. (In Press). A study of state social studies coordinators’ views of the Common Core. Journal of Social Studies Research

Swan, K., Lee, J. K., Mueller, R., & Day, S., Eds. (2014). Teaching the College, Career, and Civic Life (C3) Framework: A Guide to Inquiry-based Instruction in Social Studies. Washington, DC: National Council for the Social Studies.

Sztajn, P., Sondel, B., Manfra, M., & Scherrer, J. (2015). Value-added modeling: a poor way to assess, train teachers. Raleigh News & Observer.

Sztajn, P., Wilson, P. H., Edgington, C., Myers, M. (2014). Mathematics professional development as design for boundary encounters. ZDM International Journal on Mathematics Education, 46 (2), 201-212.

Thomson, M. M., & Nietfeld, J. L. (In Press). Belief systems and classroom practices: An analysis of elementary school teachers’ identified typologies. Journal of Educational Research.

Thomson, M.M. (2015). Metaphorical images of schooling: Beliefs about teaching and learning among prospective teachers from United States displaying different motivational profiles. Educational Psychology. DOI: 10.1080/01443410.2015.1024612

Thomson, M.M. & Palermo, C. (2014). Preservice teachers’ understanding of their professional goal: Case studies from three different typologies. Teaching and Teacher Education, 44, 56-68.

Trocki, A., Taylor, C., Starling, T., Sztajn, P., Heck, D. (2014). Using the think aloud strategy to launch a discourse-rich mathematics lesson: Introducing a mathematical think aloud. Teaching Children Mathematics, 21(4)

Walkowiak, T. A. (in press). Navigating parents’ concerns about the Common Core standards in mathematics. Kappan.

Walkowiak, T. A. (2014, July). Annual Report to NSF for Project ATOMS.

Ward, E. M., & Gray, D. L. (2014). [Book Review] Motivation to Learn: Transforming Classroom Culture to Support Student Achievement. The Australian Educational and Developmental Psychologist, 31, 156-157.

Wery, J. J., & Cullinan, D. (in press). Understanding and delivering interventions for students with schizophrenia and other psychotic disorders. Beyond Behavior.

Wilson, P. H., Sztajn, P., Edginton, C., Confrey, J. (2014). Teachers’ use of their mathematical knowledge for teaching in learning a mathematics learning trajectory.  Journal of Mathematics Teacher Education, 17 (2), 149-175.

Wilson, P.H., Edgington, C. Sztajn, P., & DeCuir-Gunby, J.T. (2014). Teachers, attributions, and students’ mathematical work. In J. Lo, K. R. Leatham, & L. R. Van Zoest (Eds.), Research Trends in Mathematics Teacher Education (pp. 115-132). NY: Springer.

Wilson, P. H., Sztajn, P., Edgington, C., & Myers, M. (2015). Teachers’ uses of a learning trajectory in student-centered instructional practices. Journal of Teacher Education66(1), 1 – 18.

Wilson, P.H., Webb, J., Edgington, C., & Sztajn, P. (In Press). Teachers’ positioning in professional development: The case of age and grade. Proceedings at the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI.

Wong, M., & Thomson, M.M. (2014). The Effect of Rewards on Students’ Motivation. Studia, 2, 105-114

Young, C.A., Pendleton, M., Conradi, K., & Liebfreund, M. D. (2014). Texts, technology, and the Common Core: 21st Century book reports. Pennsylvania Reads, 13 (1), 42-46.

Yurtseven-Avci, Z., Vasu, E. S., Oliver, K., Keene, K. A., & Fusarelli, B. (2014). Utilization of online technologies in mathematical problem solving at high school level: Student and teacher perceptions. World Journal on Educational Technology, 6(2), 203-217.

Zhang, D., Peng, X., Yalvac, B., Eseryel, D., Nadeem, U., Islam, A., & Arceneaux, D. (2015). Achieving effective learning using student-generated screencasts in computer-aided design education. Proceedings of the 122nd ASEE Annual Conference on Engineering Education. Seattle, WA.

Zheng, M. & Spires, H.  (2014). Fifth graders’ flow experience in a digital game-based science learning environment. International Journal of Virtual and Personal Learning Environments, 5(2), 73-91.