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Submissions from 2016

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Why theory matters: An examination of contemporary learning time reforms, Daniela Kruel DiGiacomo, Joshua J. Prudhomme, Hannah R. Jones, Kevin G. Welner, and Ben Kishner

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Exploring the influence of plant and animal item contexts on student response patterns to natural selection multiple choice items, Sara Catherine Heredia, Erin Marie Furak, and Deb Morrison

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Co-constructing Place, Space, and Race: African American and Latinx Participants and Researchers’ Representations of Digital Literacy Research in the South, Silvia Noguerón-Liu, Tisha Lewis Ellison, and Marva Solomon

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Utilizing Eye Tracking Technology to Promote Students' Meta­cognitive Awareness of Visual STEM Literacy, Stephen Sommer, Leighanna Hinojosa, and Joseph L. Polman

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Applying Principles for Active Learning to Promote Student Engagement in Undergraduate Calculus, David C. Webb

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Teach For America’s Paradoxical Diversity Initiative: Race, Policy, and Black Teacher Displacement in Urban Public Schools, Terrenda White

Submissions from 2015

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The Central Role of Philosophy in a Study of Community Dialogues, Michele S. Moses

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The role of precipitation type, intensity, and spatial distribution in source water quality after wildfire, Sheila F. Murphy, Jeffrey H. Writer, R Blaine McCleskey, and Deborah A. Martin

Submissions from 2014

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Adapting Practices of Science Journalism to Foster Science Literacy, Joseph L. Polman, Alan Newman, E. Wendy Saul, and Cathy Farrar