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Recent Publications

Brand, B., Kasarda, M., & Williams, C. (in press). Inquiry by Engineering Design: Applying the Sixth "E". Technology and Engineering Teacher.

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.

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.

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.

Welfare, L., Wagstaff, J., & Haynes, J. (2017). Counselor Education and Title IX: Current Perceptions and Questions. Counselor Education and Supervision, 56(3), 193-207.

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.

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 the “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/s11423-015-9421-6

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 “Bringing 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.

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.)

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). “Try 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 8th Biennial 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 Quinceañera. 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). “Can 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 Education22(2), 53-70.

Ewing E.T., & Hicks, D. (2011October 16). Revisiting “Roosevelt’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 Espírito Santo, Goiabeiras, Vitória, 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.


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