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Dr. Perry L. Glanzer, professor of social foundations, published The Outrageous Idea of Christian Teaching, 08/20/2019, with co-author(s) Dr. Nathan Alleman, associate professor, Baylor University.
Dr. Barbara Purdum-Cassidy, published "Teaching Literacy in Urban Elementary Schools: Lessons from the Field", with co-author(s) Dr. Lakia M. Scott, Baylor University.
Dr. Terrill F. Saxon, professor and chair, published "Traditional versus iPad-mediated Handwriting Instruction in Early Learners" in Journal of Occupational Therapy, Schools, & Early Intervention, Vol. 9, Issue 2, p. 185-198, June 1, 2016, with co-author(s) Dr. Tracey N. Sulak, clinical assistant professor, Kevin E. Wells, doctoral candidate, and Dr. Leanne L. Howell, clinical assistant professor.
Dr. Grant B. Morgan, associate professor, published "Survey Scales: A Guide to Development, Analysis, and Reporting", August 1, 2016, with co-author(s) Dr. Robert L. Johnson, University of South Carolina.
Dr. Trena L. Wilkerson, published Jackson’s Mill to Chinsegut: The journey to STEL (Standards for Technological and Engineering Literacy). in Technology and Engineering Teacher, Vol. 79, Issue 5, p. 8-13, 2020, with co-author(s) Dr. Thomas Loveland, University of Maryland Eastern Shore, Tyler Love, Penn State-Harrisburg, and Patricia Simmons, National Science Teachers Association.
Dr. Trena L. Wilkerson, published Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy, 2018, with co-author(s) Dr. Colleen M. Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Alejandra Sorto, Texas State University, Dittika Gupta, Midwestern State University, Elizabeth Ward, Weslyan University, William Jasper, Sam Houston State University, Yolanda Parker, Tarrant County Community College, Winifred Mallam, Texas Woman's University, Sandi Cooper, and Keith Kerschen, Concordia University-Nebraska.
Jeffrey C. Petersen, professor of sport management, published Facility and Event Management: Applications in Sport, 2017, with co-author(s) Dr. Lawrence W Judge, Ball State University, and John J. Miller, University of Southern Mississippi.
Dr. Trena Wilkerson, published "PreService Teachers’ Critical Connections to Effective Teaching Practices: An Instructional Approach Using Vignettes" in Action in Teacher Education, Vol. 40, Issue 4, p. 358-373, with co-author(s) Dr. Keith Kerschen, Concordia University Nebraska, and Ryann Shelton, Baylor University; 2018.
Brooke Blevins, associate professor, published Developing civic competence through action civics: A longitudinal look at the data in Journal of Social Studies Research, 2019, with co-author(s) Dr. Karon LeCompte, associate professor, and Tiffani Riggers-Piehl, University of Missouri Kansas City.
Dr. Brooke Blevins, associate professor, published Developing students’ understandings of citizenship and advocacy through action civics in Social Studies Research and Practice, Vol. 13, Issue 2, p. 185-198, 11/11/2018, with co-author(s) Dr. Karon LeCompte, associate professor, and Michelle Bauml, Texas Christian University.
Dr. Suzanne Nesmith, published Are graphic novels always cool? Student and parent perspectives on elementary mathematics and science graphic novels: The need for action research by school leaders in Planning and Changing, Vol. 47, Issue 3/4, p. 228-245, January 1, 1970, with co-author(s) Sandi Cooper, Gretchen Schwarz, and Amanda Walker.
Dr. Suzanne Nesmith, published “This is more about a book than about science!” Preservice teachers’ perceptions toward using literacy strategies in inquiry-based science lessons in Electronic Journal of Science Education, Vol. 21, Issue 5, January 1, 1970, with co-author(s) Evan Ditmore, Lakia Scott, and Toby Zhu.
Dr. Suzanne Nesmith, published Exploring the role of field experience context in pre-service teachers’ development as mathematics educators in Action in Teacher Education, Vol. 35, Issue 3, p. 165-185, with co-author(s) Dr. Sandi Cooper.
Dr. Suzanne Nesmith, published Envisioning equitable classrooms that enhance all students’ wonderful ideas: A Duckworth perspective in Journal of Latinos and Education, Vol. 13, Issue 3, p. 238-239, with co-author(s) Jason F. Trumble, Sarah J. Haugh-Villareal, Kelsie S. Porter, Megan A. Schaum, Erin M. Spencer, and Jessica N. Stephens.
Dr. Suzanne Nesmith, published The Teacher Educator in The Teacher Educator, Vol. 50, Issue 3, p. 170-186, January 1, 1970, with co-author(s) Rachelle Meyer Rogers, Sandi Cooper, and Barbar Purdum-Cassidy.
Dr. Suzanne Nesmith, published Exploring graphic novels for elementary science and mathematics in School Library Media Research, Vol. 14, p. 3-19, January 1, 1970, with co-author(s) Sandi Cooper, and Gretchen Schwarz.
Dr. Suzanne Nesmith, published Social and environmental justice in the chemistry classroom in Journal of Chemical Education, Vol. 94, Issue 8, p. 983-987, January 1, 1970, with co-author(s) , Grace A. Lasker, Karolina E. Mellor, Melissa L. Mullins, and Nancy J. Simcox.
Dr. Suzanne Nesmith, published Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics in Action in Teacher Education, Vol. 39, Issue 3, p. 321-339, January 1, 1970, with co-author(s) , Barbara Purdum-Cassidy, Sandi Cooper, and Rachelle D. Rogers.
Dr. Suzanne Nesmith, published Exploring educators’ environmental education attitudes and efficacy: Insights gleaned from a Texas wetland academy in International Journal of Science Education, Vol. 6, Issue 3, p. 303-324, January 1, 1970, with co-author(s) Christopher J. Wynveen, Erin M. Dixon, Bryan W. Brooks, Cole W. Matson, William C. Hockaday, Megan A. Schaum, and John E. DeFillipo.