Publication

Jackson’s Mill to Chinsegut: The journey to STEL (Standards for Technological and Engineering Literacy)

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.

Publication

Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy

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.

Publication

PreService Teachers’ Critical Connections to Effective Teaching Practices: An Instructional Approach Using Vignettes

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.

Publication

Equity within Mathematics Education Research as a Political Act: Moving from Choice to Intentional Collective Professional Responsibility

Dr. Trena Wilkerson, Co-Author, published "Equity within Mathematics Education Research as a Political Act: Moving from Choice to Intentional Collective Professional Responsibility" in Journal for Research in Mathematics Education, Vol. 48, Issue 2, p. 124-147, with co-author(s) Dr. Julia Aguirre (Lead Author), University of Washington, Beth Herbel-Eisenmann, Michigan State University, Sylvia Celedon-Pattichis, University of New Mexico, Marta Civil, The University of Arizona, Michelle Stephan, University of North Carolina-Charlotte, Stephen Pape, Johns Hopkins University, and Douglas Clements, University of Denver; March 2017.

Publication

A Framework for Algebra Teacher Self-efficacy

Dr. Trena Wilkerson, published "A Framework for Algebra Teacher Self-efficacy" (In Press) in A Commitment to Teaching: Toward More Efficacious Teacher Preparation, p. 45-71, 2020, 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.

Publication

Characterizing School Algebra: Implications for Educational Policy

Dr. Trena Wilkerson, Co-Author, published "Characterizing School Algebra: Implications for Educational Policy" in Journal of Advanced Academics, Vol. 1, Issue 1, p. 1-34, with co-author(s) Dr. Colleen Eddy (Lead Author), University of North Texas, Dr. Sarah Quebec Fuentes, Texas Christian University, Dr. Elizabeth Ward, Texas Wesleyan University, Dr. Yolanda Parker, Tarrant County College, Dr. Sandi Cooper, Baylor University, Dr. Bill Jasper, Sam Houston State University, Dr. Winifred Mallam, Texas Woman's University, and Dr. M. Alejandra Sorto, Texas State University; January 2015.