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Submissions from 2021

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Application of a Theory-Driven Approach to Detect Cognitively Disengaged Test-Taker Behavior, Burcu Arslan, Blair Lehman, Jesse R. Sparks, and Jonathan Steinberg

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Uncovering the Model Minority Narrative: A Case Study on Asian American Students in High-Achieving Schools, Joanne Choi

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Dialogic Reading with Integrated Vocabulary Enrichment: Case Study of a Second-Grade Student in Special Education, Cheryl Durwin and Dina Moore

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Teachers’ Approaches to Inquiry-focused Mathematics Teaching During the COVID-19 Pandemic in Hybrid and Online Settings, Miriam Gates and David Earls

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Framing Strikes: A Case Study of Media Depictions of Two Teacher Strikes, Jamie Gillespie

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Mindset Predicting Mindfulness: Developing Professional Capacity, Jess L. Gregory

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Visualization of the Digital Divide Among K-12 Students: Open Data, Quantitative Measures, and Policy Implications, Cary K. Jim, Alison Grant, and Brent T. Ladd

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Investigating Factors Affecting Students' Satisfaction with Computer-based Assessment, Ji Yoon Jung and Zhushan Li

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Evaluating Treatment Fidelity of EMPOWERED Strategies in a Kindergarten Dialogic Reading Intervention, Stephanie Kaesmann

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Language Minority Students Identified for Special Education: Predictors and the Role of Parent Engagement, Angela Klinger

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Understanding Induction and K-12 Black Women Educators, Le`Tanya Lawrence

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How Demographics, Devices, and Course Characteristics Impact Introductory Psychology Course Outcomes during COVID-19, Teresa Ober, Jessica E. Brodsky, Nicole M. Zapparrata, C. Donnan Gravelle, Elizabeth S. Che, Holly Weisberg, and Patricia J. Brooks

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Mathematics Teaching Assistants’ Community-Building Activities During Remote Instruction, T. Royce Olarte, Damaris Hernandez, Hannali Pajela, and Sarah A. Roberts

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Three Distinctions of the Heideggerian Phenomenological Research Method, Son T. H. Pham