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

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

The road to reform: A grounded theory study of parents’ and teachers’ influence on elementary school science and mathematics

Dr. Sandi Cooper, professor, published The road to reform: A grounded theory study of parents’ and teachers’ influence on elementary school science and mathematics in School Science and Mathematics, Vol. 116, Issue 1, p. 29-42, 2016, with co-author(s) Dr. Julie Thomas, University of Nebraska-Lincoln.

Publication

Ways that preservice teachers integrate children’s literature into mathematics lessons

Dr. Sandi Cooper, professor, published Ways that preservice teachers integrate children's literature into mathematics lessons in The Teacher Educator, Vol. 50, Issue 3, p. 170-186, 2015, with co-author(s) Dr. Rachelle Rogers, clinical assistant professor, Suzanne Nesmith, associate professor, and Barbara Purdum-Cassidy, clinical assistant professor.

Publication

Characterizing school algebra: Implications for educational policy

Dr. Sandi Cooper, professor, published Characterizing school algebra: Implications for educational policy in Journal of Advanced Academics, Vol. 1, Issue 1, p. 1-34, January 1, 1970, with co-author(s) Dr. Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Elizabeth Ward, Texas Wesleyan University, Yolanda Parker, Tarrant Community College, Bill Jasper, Sam Houston State University, Winnifred Mallam, Texas Woman's University, Alejandra Sorto, Texas State University, and Trena Wilkerson, professor.

Publication

What are they asking? An analysis of the questions planned by preservice teachers when integrating literature in mathematics

Dr. Sandi Cooper, professor, published What are they asking? An analysis of the questions planned by preservice teachers when integrating literature in mathematics in Journal of Mathematics Teacher Education, Vol. 18, Issue 1, p. 79-99, 2014, with co-author(s) Dr. Barbara Purdum-Cassidy, clinical assistant professor, Suzanne Nesmith, associate professor, and Rachelle Meyer, clinical assistant professor.

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

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

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.