Sandi Cooper, professor, published The impact of a summer intervention focused on foundational concepts of number sense for early learners in Investigations in Mathematics Learning, Vol. 14, Issue 3, p. 199-214, 2022, with co-author(s) Dr. Ryann Shelton, lecturer, Noah Padgett, Harvard University, Brandy Crowley, Emporia State University, Keith Kerschen, Concordia University, and Melissa Donham, doctoral candidate.

Dr. Sandi Cooper, professor, published Teacher noticing for preservice teachers in an early childhood field experience in Journal of Mathematics Teacher Education in Texas, Vol. 12, Issue 1, p. 13-14, 2022, with co-author(s) Dr. Brandy Crowley, Emporia State University, Michael Warren, doctoral candidate, Melissa Donham, doctoral candidate, Kurt Salisbury, Amplify, Kenley Ritter, doctoral candidate, and Melissa Eubank, doctoral student.

Dr. Sandi Cooper, professor, published Water, river, and community: Bridging community, environment, and outreach through a transdisciplinary course. Connected Science Learning in Connected Science Learning, Vol. 3, Issue 4, p. online, 2021, with co-author(s) Dr. Suzanne Nesmith, associate professor, Charlie Walter, director, mayborn museum, Cole Matson, associate professor, TIsha Emerson, professor, Melissa Mullins, environmental education & outreach coordinator, crasr, Julie Daniel, associate professor, and Paul Martens, associate professor.

Dr. Sandi Cooper, professor, published Reframing the problem of practice: Transitions in Baylor University’s Ed.D. in learning and organizational change program in Impacting Education: Journal on Transforming Professional Practice, Vol. 7, Issue 1, p. 32-41, 2022, with co-author(s) Dr. Brooke Blevins, University of Idaho, Lacy Crocker-Papadakis, affiliate clinical faculty, assistant director edd-loc writing center, Julia Earl, lecturer, Leanne Howell, lecturer, Cece Lively, doctoral student, associate director edd-loc, Jessica Meehan, lecturer, Elizabeth Murray, affiliate clinical faculty, writing consultant edd-loc writing center, Sarah Pratt, lecturer, Laila Sanguras, lecturer, graduate program director edd-loc, Sandra Talbert, clinical associate professor, Tony Talbert, professor, and Nick Werse, affiliate clinical faculty, director edd-loc writing center.

Karon N. LeCompte, associate professor, published Teaching Federalism: Investigating Federal vs. State Power during a Pandemic in Post-Pandemic Social Studies: How Covid-19 Changed the World and How We Teach, p. 222-236, 02/01/2022, with co-author(s) Dr. Brooke E. Blevins, associate professor, and Kevin R Magill, assistant professor.

Dr. Brooke E. Blevins, associate professor, published Youth Act: The Impact of an Action Civics Program on the Community & Political Engagement of Youth in The Social Studies, Vol. 112, Issue 3, p. 116-120, 01/01/2022, with co-author(s) Dr. Karon N. LeCompte, associate professor, Nate Scholten, doctoral students, Kevin R Magill, assistant professor, and Tiffani Riggers-Piehl, Kansas State University.

Dr. Suzanne M. Nesmith, associate professor, published "Water, river, and community: Creating a transdisciplinary learning course experience to connect the environment, community, and school outreach. Connected Science Learning" in Connected Science Learning, Vol. 3, Issue 4, January 1, 2021.

Dr. Grant B. Morgan, associate professor, published Generating nonnormal distributions via Gaussian mixture models in Structural Equation Modeling, Vol. 27, Issue 6, p. 974-974, June 1, 2020.

Dr. Sandi Cooper, professor, published Elementary STEM learning in In C.C. Johnson, M. Mohr-Schroeder, T. Moore, L. Bryan, and L. English (Eds.), Handbook of Research on STEM Education, p. 101-114, 2020, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published The impact of a varied field experience on preservice teachers’ perceptions of their personal growth: A summer math academy for early learners in The Teacher Educator, Vol. 55, Issue 1, p. 28-46, 2020, with co-author(s) Dr. Ryann Shelton, visiting assistant professor, and Keith Kerschen, Concordia University, Nebraska.

Dr. Sandi Cooper, professor, published Selecting quality picture books for mathematics instruction: What do preservice teachers look for? in Children's Literature in Education, Vol. 51, p. 110-124, January 1, 1970, with co-author(s) Dr. Rachelle Rogers, clinical associate professor, Barbara Purdum-Cassidy, clinical associate professor, and Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published The impact of a summer mathematics academy on rising kindergartners’ understanding of early number concepts in Journal of Research in Childhood Education, Vol. 32, Issue 4, p. 419-434, 2018, with co-author(s) Dr. Keith Kerschen, Concordia University, Nebraska, and Ryann Shelton, visiting assistant professor.

Dr. Sandi Cooper, professor, published Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools in School Science and Mathematics, Vol. 119, Issue 8, p. 487-498, 2019, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Dr. Sandi Cooper, professor, published Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy in School Science and Mathematics, Vol. 118, Issue 6, p. 206-217, 2018, with co-author(s) Dr. Trena Wilkerson Wilkerson, professor, Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Alejandra Sorto, Texas State University, Dittika Gupta, Midwestern State University, Liz Ward, Texas Wesleyn University, Bill Jasper, Sam Houston State University, Yolanda Parker, Tarrant Community College, Winifred Mallam, Texas Woman's University, and Keith Kerschen, Concordia University, Nebraska.

Dr. Sandi Cooper, professor, published Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers’ engineering efficacy and perspectives toward teaching engineering (In Press). in School Science and Mathematics, Vol. 121, Issue 5, p. 251-262, 2021, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Dr. Suzanne Nesmith, published "Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers’ engineering efficacy and perspectives toward teaching engineering" in School Science and Mathematics, Vol. 121, Issue 5, p. 251-262, January 1, 2021, with co-author(s) S. Cooper.

Dr. Suzanne Nesmith, published "Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools" in School Science and Mathematics, Vol. 119, Issue 8, p. 487-498, January 1, 2019, with co-author(s) Dr. S. Cooper, professor.

Dr. Suzanne Nesmith, published "Connecting learning to the community: Pedagogical strategies for educators" in Toward Community-Based Learning chapter, p. 172-194, 2020, with co-author(s) L. Scott, K. LeCompte, and S. Johnsen.

Dr. Suzanne Nesmith, published "Elementary STEM Learning" in Handbook of Research on STEM Education, p. 101-114, 2020, with co-author(s) S. Cooper.

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, p. 228-245, 2016, with co-author(s) G. Schwarz, S. Cooper, and A. Atkinson.