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Publication

Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics

Dr. Sandi Cooper, professor, published Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics (In Press) in Action in Teacher Education, with co-author(s) Dr. Suzanne Nesmith, associate professor, Barbara Purdum-Cassidy, clinical assistant professor, and Rachelle Meyer, clinical assistant professor.

Publication

Trade books in the mathematics classroom: The impact of many, varied perspectives on determination of quality

Dr. Sandi Cooper, professor, published Trade books in the mathematics classroom: The impact of many, varied perspectives on determination of quality in Journal of Research in Childhood Education, Vol. 24, Issue 4, p. 1-19, 2010, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Publication

A framework for algebra teacher self-efficacy

Dr. Sandi Cooper, professor, published A framework for algebra teacher self-efficacy (In Press) in Teacher Education and Practice, with co-author(s) Dr. Trena Wilkerson, professor, Alejandra Sorto, Texas State University, Bill Jasper, Sam Houston State University, Winifred Mallam, Texas Woman's University, Colleen Eddy, University of North Texas, Yolanda Parker, Tarrant Community College, Sarah Quebec-Fuentes, Texas Christian University, Judy Taylor, LeTourneau University, and Elizabeth Ward, Texas Wesleyan University.

Publication

New models of learning: A review of research about the use of technology in online courses

Dr. Sandi Cooper, professor, published New models of learning: A review of research about the use of technology in online courses in Review of Education Research, Vol. 76, Issue 1, p. 93-135, January 1, 1970, with co-author(s) Dr. Mary Talent-Runnels, Retired, Dr. Julie Thomas, University of Nebraska-Lincoln, Dr. William Lan, Texas Tech University, and Dr. Terence Ahern, West Virginia University.

Publication

An exploration of the potential for mathematical experiences in informal learning environments

Dr. Sandi Cooper, professor, published An exploration of the potential for mathematical experiences in informal learning environments in Visitor Studies, Vol. 14, Issue 1, p. 48-65.

Publication

Exploring the role of field experience context in pre-service teachers’ development as mathematics educators

Dr. Sandi Cooper, professor, 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, 2013, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Publication

Exploring graphic novels for elementary science and mathematics

Dr. Sandi Cooper, professor, published Exploring graphic novels for elementary science and mathematics in School Library Media Research, Vol. [Online Serial], 3, Available: [http://celt.muohio.edu/lcj/index.php], January 1, 1970, with co-author(s) Dr. Suzanne Nesmith, associate professor, and Dr. Gretchen Schwarz, professor.

Publication

Dr. Susan Kay Johnsen, professor, published "Using the National Gifted Education Standards for Pre-K-Grade 12 Professional Development" (2nd. ed.)., January 18, 2017, with co-author(s) Jane Clarenbach, National Association for Gifted Children.

Publication

Dr. Susan Kay Johnsen, professor, published Content acceleration: The critical pathway for adapting "The Common Core State Standards for Gifted Students" in "A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students, Volume 2", p. 99-109, November 18, 2015, with co-author(s) Dr. Joyce VanTassel-Baska, William and Mary.

Publication

Dr. Susan Kay Johnsen, professor, published "Project Promise: A Long-Term Follow-Up of Low-Income Gifted Students Who Participated in a Summer Enrichment Program" in Journal for Education of the Gifted, Vol. 39, p. 83-102, January 13, 2016, with co-author(s) Corina R. Kaul, doctoral student, Terrill F. Saxon, professor, and Mary M. Witte, senior lecturer.

Publication

Dr. Susan Kay Johnsen, professor, published Critical components of a summer enrichment program for urban low-income gifted students in Gifted Child Today, Vol. 38, Issue 1, p. 32-40, 03/18/2015, with co-author(s) Corina Kaul, doctoral student, Mary Witte, senior lecturer, and Terrill Saxon, professor.

Publication

Dr. Susan Kay Johnsen, professor, published Teaching gifted students through independent study in Methods and materials for teaching the gifted, p. 445-478, 01/15/2015, with co-author(s) Dr. Krystal K. Goree, director, office of professional practice.

Publication

Dr. Susan Kay Johnsen, professor, published "Implementing the Common Core in English Language Arts and in Mathematics: Practitioners’ Perspectives" in Gifted Child Today, Vol. 39, Issue 1, p. 51-62, January 13, 2016, with co-author(s) Dr. Joyce VanTassel-Baska, William and Mary.

Publication

Dr. Susan Kay Johnsen, professor, published NAGC Pre-K-Grade 12 gifted education programming standards: A guide to Planning and Implementing High-Quality Services, 11/15/2012.

Publication

Dr. Susan Kay Johnsen, professor, published "Using the National Gifted Education Standards for Teacher Preparation Programs", November 16, 2016, with co-author(s) Dr. Joyce VanTassel-Baska, William and Mary, Ann Robinson, University of Arkansas-Little Rock, Alicia Cotabish, University of Central Arkansas, Debbie Dailey, University of Central Arkansas, and Jennifer Jolly, University of New South Wales, Australia.

Publication

Dr. Susan Kay Johnsen, professor, published Accessing services for students with gifts and talents within response to intervention in Teaching Exceptional Children, Vol. 47, p. 226-233, 11/18/2015, with co-author(s) Dr. Sonia Parker, and Yara N. Farah, William and Mary.

Publication

Conceptualizing State Policy Adoption and Diffusion

Michael K. McLendon, published "Conceptualizing state policy adoption and diffusion" in Higher Education: Handbook of Theory and Research, Vol. 32, Issue 1, p. 1-42, 2017, with co-author(s) James C. Hearn, University of Georgia, and Kristen C. Linthicum, University of Georgia.

Publication

A Framework for Algebra Teacher Self-efficacy

Dr. Trena Wilkerson, published "A Framework for Algebra Teacher Self-efficacy" (In Press) in Teacher Education and Practice, with co-author(s) Dr. M. Alejandra Sorto, Texas State University, Dr. Bill Jasper, Sam Houston State University, Dr. Sandi Cooper, Baylor University, Dr. Winifred Mallam, Texas Woman's University, Dr. Colleen Eddy, University of North Texas, Dr. Yolanda Parker, Tarrant County College, Dr. Sarah Quebec Fuentes, Texas Christian University, Dr. Judy Taylor, LeTourneau University, and Dr. Elizabeth Ward, Texas Wesleyan University.

Publication

Positioning Mathematics Education Researchers to Influence Storylines

Dr. Trena Wilkerson, Co-Author, published "Positioning Mathematics Education Researchers to Influence Storylines" in Journal for Research in Mathematics Education, Vol. 47, Issue 2, p. 102-117, with co-author(s) Dr. Beth Herbel-Eisenmann (Lead Author), Michigan State University, Dr. Nathalie Sinclair, Simon Fraser University, Dr. Kathryn Chval, University of Missouri-Columbia, Dr. Douglas Clements, University of Denver, Dr. Marta Civil, The University of Arizona, Dr. Stephen Pape, Johns Hopkins University, Dr. Michelle Stephan, University of North Carolina-Charlotte, and Dr. Jeffrey Wanko, Miami University; March 2016.