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Submissions from 2023

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Working Across Boundaries: School Leaders Redefining Communities of Practice Through Twitter, Jennifer Bailey, Forrest Kaiser, Ron Rhone, and Stephanie Atchley

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#TeacherQuitTok: A content analysis of how current and former teachers navigate attrition on TikTok, Forrest J. Kaiser

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Social Emotional Learning Practices and Learning Spaces, Yanira Oliveras, Dalane Bouillion, and Sara Koprowski

Teacher Efficacy and Intentionally Designed Learning Spaces, Yanira Oliveras, VLK Architects, and Christopher L. Thomas

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Handedness and test anxiety: An examination of mixed-handed and consistent-handed students, Christopher L. Thomas and Savannah B. Fitch

Submissions from 2022

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Identifying the Research and Trends in STEM Education in Pakistan: A Systematic Literature Review, Sarfraz Aslam, Atif Saleem, Teresa J. Kennedy, Tribhuwan Kumar, Khalida Parveen, Huma Akram, and BaoHui Zhang

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Age- and sex-based differences in the moral intuitions of American early adolescents, Brandon Bretl and Marlon Goering

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Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers, Annamary Consalvo, Gina M. Doepker, Vandy Dubre, and Joanna L. Neel Dr.

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Using the annotating strategy to improve students' academic achievement in social studies, Zena T. Lloyd, Daesang Kim, J. T. Cox, Gina M. Doepker, and Steven E. Downey

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Advancing Algebra Achievement Using Affordances of Classroom Connectivity Technology: The Case for Noticing through Discussion, Stephen J. Pape, Yasemin Gunpinar, Ranjini Mahinda JohnBull, and Clare V. Bell

Submissions from 2021

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The Rise of eSports: Insights Into the Perceived Benefits and Risks for College Students, Julie A. Delello, Rochell McWhorter, Paul Roberts, Hunter S. Dockery, Tonia De Giuseppe, and Felice Corona

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Validation of the State Version of the State-Trait Anxiety Inventory in a University Sample, Christopher L. Thomas and Jerrell C. Cassady

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Teacher perceptions of skills, knowledge, and resources needed to promote social and emotional learning in rural classrooms, Staci M. Zolkoski, Samantha Estrada Aguilera, Erin M. West, Gary J. Miller, Jessica M. Holm, Sarah Sass, and Eric Stocks

Submissions from 2020

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A Faculty-Friendly Framework for Improving Teaching and Learning through Service-Learning, Belinda Deal, Melinda Hermanns, Colleen Marzilli, Rebecca Fountain, Kouider Mokhtari, and Rochell McWhorter

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Teachers' Instructional Decisions and Student Agency in new Purposefully Designed Learning Spaces, Yanira Oliveras Ortiz, Dalane Bouillion, and Lizzy Asbury

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Preventing Stress Among Undergraduate Learners: The Importance of Emotional Intelligence, Resilience, and Emotion Regulation, Christopher L. Thomas and Staci Zolkoski

Submissions from 2019

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Crafting Communities of Writers: Advice from Teens, Ann D. David, Annamary Consalvo, and Amy Vetter

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“I Found Myself Retweeting”: Using Twitter Chats to Build Professional Learning Networks, Julie A. Delello and Annamary L. Consalvo

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The impact of PBL as a STEM school reform model, Michael R.L. Odell, Teresa J. Kennedy, and Eric Stocks

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Employing a Community of Inquiry Framework to Understand Graduate Students' Perceptions of Supports in Asynchronous Online Courses Focused on Assessment, Jessica Rueter, Frank Dykes, and Stephanie Masters

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Predicting Academic Help-Seeking Intentions Using the Reasoned Action Model, Christopher Thomas and Michael J. Tagler

Submissions from 2018

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Teaching for Deep Learning in a Second Grade Literacy Classroom, Treavor Bogard, Annamary Consalvo, and Jo Worthy

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Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and Testing for Factorial Invariance, Kouider Mokhtari, Dimiter M. Dimitrov, and Carla A. Reichard

Submissions from 2016

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Giving Back: Exploring Service-Learning in an Online Learning Environment, Rochell McWhorter, Julie A. Delello, and Paul B. Roberts

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The Contribution of Morphological Knowledge to 7th Grade Students’ Reading Comprehension Performance, Kouider Mokhtari, Joanna Neel, Abbey Matatall, and Andrea Richards

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Looking Through the Webcam Lens: Reflections on Moving Assessment Courses from Face-to-Face to Online, Jessica Rueter and Frank Dykes

Submissions from 2015

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A personal journey to merge literacy education and multicultural teacher education, Gina M. Doepker

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White multicultural voices in Southern universities: An overview, Gina M. Doepker and Steven Chamberlain

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Fourth and Fifth Amendment Decisions: Students and Constitutional Rights, Larry L. Kraus and Robert L. Stevens

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Assessing the Promise of a Supplemental Reading Intervention for At-Risk First Grade Students in a Public School Setting, Kouider Mokhtari, Joanna Neel, Forrest Kaiser, and Hong-Hai Le

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Updated perspectives on educational diagnosticians’ understanding of reading assessments, Jessica A. Rueter, Rochell R. McWhorter, John H. Lamb, and Frank O. Dykes

Submissions from 2014

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Limitations of Communication, Alfonso Ilipollito and Robert L. Stevens

Submissions from 2013

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Fostering Presence in Online Discussion, Julie A. Delello, Kathleen M. Everling, Rochell McWhorter, and Heshium Lawrence

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Something to Talk About:Lessons of Language and Literacy from a Tutorial Pilot Program, Joanna Neel

Submissions from 2012

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Peeking Inside Pandora’s Box: One University’s Journey into the Redesign of Teacher Educator Preparation, Frank Dykes, Brenda K. Gilliam, Joanna Neel, and Kathleen Everling

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Academic Freedom for Teachers, Larry L. Kraus and Robert L. Stevens

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Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension, Kouider Mokhtari and Dale S. Niederhauser

Submissions from 2011

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An examination of the metacognitive reading strategies used by native speakers of Arabic when reading in English and Arabic, Negmeldin O. Alsheikh and Kouider Mokhtari

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Preserving Adolescent Readership through Interest and Motivation, Gina M. Doepker and Evan Ortlieb

Submissions from 2010

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Evidence-based behavioral objectives, Jessica A. Rueter and J. Trice

Submissions from 2009

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Recommendations of evidence-based strategies, Jessica A. Rueter and L. Kinnsion

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Hits and myths of cross battery assessment, T. L. Stephens and Jessica A. Rueter

Submissions from 2007

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Social Justice: Choice or Necessity?, Colleen Swain and David Edyburn

Submissions from 2002

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Improving Traditional Teaching Using Findings from Distance Education, Colleen Swain