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Faculty Activity - Publications
Mathematics Courses Matter: Preparing PSTs for Certification
Dr. Sandi Cooper, professor, published Mathematics Courses Matter: Preparing PSTs for Certification in Journal of Mathematics Teacher Education in Texas, Vol. 12, Issue 3, p. 4-7, with co-author(s) Dr. Brandy Crowley, Emporia State University, Hiroki Matsuo, doctoral student, and Melissa Donham, doctoral candidate.
Franz, N. E., Werse, N. R., & Talbert, T. L. (2022). Ageism-Induced Anxiety of Job Seekers Aged 50–83: Preliminary Findings from A Phenomenological Case Study Problem of Practice Dissertation
Dr. Tony L. Talbert, professor, qualitative research and social-cultural studies education, published Ageism-Induced Anxiety of Job Seekers Aged 50–83: Preliminary Findings from A Phenomenological Case Study Problem of Practice Dissertation in Impacting Education: Journal on Transforming Professional Practice, Vol. 7, Issue 2, p. 11-18, 2022, with co-author(s) Dr. Nadine E. Franz, graduate writing coordinator in the research and writing development center, and Nicholas R. Werse, director of the ed.d. researching and writing development center.
Iluzada, C., & Talbert, T.L. (2022) Learning, course satisfaction, and community in the time of COVID-19: Student perceptions of the switch to emergency remote teaching
Dr. Tony L. Talbert, professor, qualitative research and social-cultural studies education, published Learning, course satisfaction, and community in the time of COVID-19: Student perceptions of the switch to emergency remote teaching in InSight: A Journal of Scholarly Teaching, Vol. 17, with co-author(s) Christina Iluzada, clinical assistant professor - information systems & business analytics.
The impact of a summer intervention focused on foundational concepts of number sense for early learners
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.
Building community in online professional practice doctoral programs
Dr. Sandi Cooper, professor, published Building community in online professional practice doctoral programs in Impacting Education: Journal on Transforming Professional Practice, Vol. 6, Issue 3, p. 21-29, 2021, with co-author(s) Cece Lively, doctoral student, associate director of edd-loc, Brooke Blevins, Dean, University of Idaho, and Sandra Talbert, clinical associate professor.
Water, river, and community: Bridging community, environment, and outreach through a transdisciplinary course. Connected Science Learning
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.
Reframing the problem of practice: Transitions in Baylor University’s Ed.D. in learning and organizational change program
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.
Teacher noticing for preservice teachers in an early childhood field experience
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.
Selected Publications
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.
Youth Act: The Impact of an Action Civics Program on the Community & Political Engagement of Youth
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.
Water, river, and community: Creating a transdisciplinary learning course experience to connect the environment, community, and school outreach
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.
The impact of a varied field experience on preservice teachers’ perceptions of their personal growth: A summer math academy for early learners
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.
Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers’ engineering efficacy and perspectives toward teaching engineering
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.
Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools
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.
Selecting quality picture books for mathematics instruction: What do preservice teachers look for?
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.
The impact of a summer mathematics academy on rising kindergartners’ understanding of early number concepts
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.
Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy
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.
Elementary STEM learning
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.
Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers’ engineering efficacy and perspectives toward teaching engineering
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.
Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools
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.