Recent publications authored by WCER researchers include:
“Teacher Mindsets and Student Sense of Classroom Belonging,” James Pyne, Eric Grodksy, Katie Eklund, Patti Schaefer, Elizabeth Vaade, OSF Preprints, September 2021
“The Signaling Power of Unexcused Absence from School,” James Pyne, Eric Grodksy, Elizabeth Vaade, Bo McCready, Eric Camburn, Dominique Bradley, Educational Policy, October 2021
“Moving Toward Stronger Advising Practices: How Black Males’ Experiences at HPWIs Advance a More Caring and Wholeness-Promoting Framework for Graduate Advising,” Brian Burt, Carmen M. McCallum, Joshua D. Wallace, Justin J. Roberson, Anne Bonanno, Emily Boerman, Teachers College Record, October 2021
“Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19,” Diego X. Roman, Mariana Castro, Cynthia Baeza, Richard Knab, Susan Huss-Lederman, Miriam Chacon, The Journal of Environmental Education, Sept. 24, 2021
“Developing Skills in Higher Education for Post-Pandemic Work,” Leopold Bayerlein, Matthew T. Hora, Bonnie A. Dean, Stephanie Perkiss, Labour & Industry Journal, Aug. 17, 2021
“A Sociocultural Approach to Communication Instruction: How Insights from Communication Teaching Practices Can Inform Faculty Development Programs,” Matthew T. Hora, Ross J. Benbow, Changhee Lee, Journal of the Learning Sciences, Aug. 10, 2021
“Bridging Science and Language Development Through Interdisciplinary and Interorganizational Collaboration: What Does It Take?” Daniella Molle, Weiqiong Huang, Science Education International, May 19, 2021
“Our HMoob American College Paj Ntaub: Student-Engaged Community-Based Participatory Action Research (CBPAR) as Counter-Invisibility Work,” Bailey B. Smolarek, Matthew Wolfgram, Mai Veng Vang, Choua P. Xiong, Lena Lee, Pangzoo Lee, Lee Myxee Thao, Kia Vang, Pa Dou Xiong, Odyssey Xiong & Pheechai Xiong, International Journal of Qualitative Studies in Education, April 30, 2021.
“Improving Department Climate through Bias Literacy: One College’s Experience,” Jennifer Sheridan, Eve Fine, Manuela Romero, Carmen Juniper Neimeko, Molly Carnes, Christine Bell, You-Geon Lee, Casey Stockstill, Journal of Women and Minorities in Science and Engineering 27(2):87–106, 2021
“Reassess-Realign-Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring,” Christine Pfund, Janet L. Branchaw, Melissa McDaniels, Angela Byars-Winston, Steven P. Lee, Bruce Birren, CBE-Life Sciences Education, Feb. 26, 2021
“Putting early algebra in the hands of elementary school teachers: Examining fidelity of implementation and its relation to student performance,” Stylianou, D., Stroud, R., Cassidy, M., Gardiner, A., Stephens, A., Knuth, E., Demers, L., Journal for the study of education and development/Infanciay Aprendizaje (Special Issue: Early Algebra), 42(3), 523–569, June 13, 2019.
”Generalizing in the context of an early algebra intervention (La generalización en el contexto de unaintervención algebraica temprana), Strachota, S., Journal for the Study of Education and Development, 43(2), 347-394, April 2017, 2020.
“The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners,” Stephens, A., Sung, Y., Strachota, S., Veltri Torres, R., Morton, K.,Murphy Gardiner, A., Blanton, M., Knuth, E., & Stroud, R., Mathematical Thinking and Learning, July, 2020.
”Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships,” Daniella Moelle, Teachers College Record, 2020.
”Assessing preschool English learners’ receptive and expressive language ability to inform instruction,” Alicia Kim, Mark Chapman, Gordon Blaine West, Bingjie Zheng and M. Elizabeth Cranley, International Journal of Bilingual Education and Bilingualism, Nov. 8, 2020.
“Exploring college faculty development in 21st century skill instruction: an analysis of teaching focused personal networks,” Ross J. Benbow, Changhee Lee, Matthew T. Hora, Journal of Further and Higher Education, Sept. 28, 2020
“Using Improvisation to Increase Graduate Students’ Communication Self-Efficacy,” Anne Lynn Gillian-Daniel, Benjamin L. Taylor, and Donald L. Gillian-Daniel, Change: The Magazine of Higher Learning 52, no. 4 (2020): 46-52.
“Addressing Biases in Health Care by Promoting Inclusive Teaching Practices Among Faculty in Health Professions Education Programs: “Learning to Say the Right Words at the Right Time,” Donald L. Gillian‐Daniel, Elizabeth M. Petty, Megan E. Schmid, Anne Stahr, and Nancy C. Raymond, New Directions for Teaching and Learning 2020, no. 162 (2020): 123-133.