# Publications

## 2017

de la Fuente, Y., & **Hokayem, H**. (2017). Relating ecological technical terms to students’ reasoning in lower elementary. *Journal of Biological Education*.

http://www.tandfonline.com/doi/full/10.1080/00219266.2017.1293558

Enugu, R., & **Hokayem, H**. (2017). Challenges pre-service teachers face when implementing a 5E inquiry model of instruction. *European Journal of Science and Mathematics Education, 5,*178-209.

Feille, K., Nettles, J. & **Weinburgh, M. H**. (2017). Water, water, everywhere! But is it clean to drink? Applying Engineering Design to the Challenge of Water Purification. *Science Scope.* *40*(6), 50-56.

Hartweg, B*., Biffi, D*., de la Fuentes, Y*., Malkoc, U*., Patterson, M*., Pearce, E., Stewart, M*., & **Weinburgh, M. H**. (2017). Peruvian Food Chain Jenga: Learning ecosystems with an interactive model. *School Science and Mathematics. 117(6),* 229-238

Jin, H., Shin, H-J., **Hokayem, H.,** Qureshi, F., & Jenkins, T. (2017). Secondary students understanding of ecosystems: A learning progression approach. *International Journal of Science and Mathematics Education*.

https://doi.org/10.1007/s10763-017-9864-9

Oliveira, A. & **Weinburgh, M.** (Eds.) (2017). *Science Teacher Preparation in Content-Based Second Language Acquisition. *London: Springer.

Hu, B.Y., **Quebec Fuentes, S.**, Ma, J., Ye, F., & Roberts, S.K. (2017). An examination of the implementation of mathematics lessons in a Chinese kindergarten classroom in the setting of standards reform. *Journal of Research in Childhood Education, 31*(1), 53-70.

Oliveira, A. W. & **Weinburgh, M. H**. (2017) Introduction: Science Teacher Preparation in Language and Content. In A.W. Oliveira & M. H. Weinburgh (Eds.). *Science Teacher Preparation in Content-Based Second Language Acquisition. (pp. 1-21) * London: Springer.

Oliveira, A. W. & **Weinburgh, M. H.** (2017). Epilogue: Emergent Trends and Threads. *Science Teacher Preparation in Content-Based Second Language Acquisition. (pp. 363-371) * London: Springer.

**Quebec Fuentes, S.**, & Bloom, M. (2017). Reframing a problem: Identifying the sources of conflict in a teacher education course. *Educational Action Research*,* 25*(5), 687-703.

**Quebec Fuentes, S.**, Crawford, L., & Huscroft-D’Angelo, J. (2017). Reasoning for all: An instructional model. *Australian Primary Mathematics Classroom, 22*(3), 20-25.

**Quebec Fuentes, S.**, & Ma, J. (2017). Promoting teacher learning: A framework for evaluating the educative features of mathematics curriculum materials. *Journal of Mathematics Teacher Education*, pp. 1-35.

**Quebec Fuentes, S.**, & Spice, L. (2017). Fostering collaboration and the co-construction of knowledge: A multidimensional perspective. In M. Boston, & L. West (Eds.), *Reflective and collaborative processes to improve mathematics teaching *(pp. 307-316). Reston, VA: NCTM.

**Quebec Fuentes**, S., & **Switzer, J. M.** (2017). A guided-inquiry approach supporting preservice elementary teachers’ development of a mathematics teacher knowledge framework. *Link, 7*(1), 5-7.

Rowland, O., **Hokayem, H.,** & Beideger, D. (2017). Using a multi-literacy approach to teach about adaptation: The case of polar bears. *Science and Children, 55, *60-65** **

**Switzer, J. M.** (2017). US grade 4-6 students’ rational number substitutions for odd sum unknown addend tasks. *Investigations in Mathematics Learning*. doi:10.1080/19477503.2017.1371999

__Non-refereed__

**Quebec Fuentes, S.** (2017). Problem solvers solution: Party time. *Teaching Children Mathematics, 23*(8), 462-465.

**Quebec Fuentes, S.** (2017). Problem solvers solution: Build me if you can. *Teaching Children Mathematics, 23*(7), pp. 398-400.

**Switzer, J. M**., & Hoppe, T. C. (2017). Problem Solvers Solutions: Birthday party patterns. *Teaching Children Mathematics, 23*(6), 335-336.

**Switzer, J. M.** (2017). Problem Solvers Solutions: Sharing a birthday cake. *Teaching Children Mathematics, 23*(9), 526-528.

## 2016

Biffi, D., Hartweg, B., de la Fuente, Y., Patterson, M., Stewart, M., Patterson, M., Simanek, E., & **Weinburgh, M. H.** (2016). Developing an Educational Tool to Model Food Chains. *Electronic Journal of Science Education, 20*(1), 40 – 53.

Biffi, D., Hartweg, B., Stewart, M., Patterson, M., Simanek, E., & **Weinburgh, M. H.** (2016). Engaging students with dynamic models: Peruvian food chain Jenga. *Science Scope,* *39*(5), 51-57.

Faggella-Luby, M., Griffith, R., Silva, C. & **Weinburgh, M. H**. (2016) Assessing ELLs’ Reading comprehension and Science Language Development. *Electronic Journal of Science Education*, *20*(3), 150-166.

Griffith, R., Bauml, M., & **Quebec Fuentes, S.** (2016). Promoting metacognitive decision-making in teacher education. *Theory Into Practice, 55*(3), 242-249. [Second]

**Hokayem, H**. (2016). Patterns of reasoning about ecological systemic reasoning for early elementary students. *Science Education International, 27*, p. 117-135.

**Hokayem, H**., & Gotwals, A. (2016). Early elementary students’ understanding of complex ecosystems: A learning progression approach. *Journal of Research in Science Teaching*, *53,* p.1524-1545.

Marble, S., Kamen, M., Naizer, G. & **Weinburgh, M. H**. (2016). Our Journey of Understanding through Lesson Study. In G. Buck & V. Akerson (Ed). *Enhancing Profession Knowledge of Pre-service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice (pp.177-192).* London: Springer

Melville, W., **Weinburgh, M. H.,** Bartley, A., Jones, D., Lampo, A., Lower, J. & Sacevich, N. (2016). The chair’s dispositions as virtues. *Teaching and Teacher Education, 57, *109-117.

Oliveira, A. & **Weinburgh, M.** **H.** (2016). Guided Visualization: Promoting ELL Science Literacies through Images. In L.C. de Oliveira, M. Klassen, & M. Maune (Eds). *The Common Core State Standards in History, Science, and Technical Subjects* (pp. 91-108)*.* Alexandria, VA: TESOL Press.

Oliveira, A. & **Weinburgh, M. H**. (2016). Coming to Terms with Language: Editorial for the EJSE Special Issue on Science and Language. *Electronic Journal of Science Education, 20*(3), 1-10

**Quebec Fuentes, S.**, & Bloom, M. (2016). Reframing a problem: Identifying the sources of conflict in a teacher education course. *Educational Action Research*, 1-17.[Fourth]

**Quebec Fuentes, S.**, & Bloom, M. (2016). Using self-study to evaluate a pedagogical approach for navigating conflict in a science content course for preservice teachers. In G. Buck & V. Akerson (Eds.), *Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice* (pp. 95-120). New York, NY: Springer. [Second]

**Switzer, J. M.** (2016). Grade 4-6 students’ meanings for unknown addends: Implications for algebra. *Banneker Banner**, 30*(1), 23-35.

**Switzer, J. M.** (2016). What conceptions have US Grade 4-6 students generalized for formal and informal common representations of unknown addends? *International Journal of Mathematical **Teaching and Learning, May*, 1-43.

Teuscher, D., & **Switzer, J. M.** (2016). Unpacking the practice of probing student thinking. *Mathematics Teacher Educator, 5*(1), 47-64.

## 2015

Bloom, M., **Quebec Fuentes, S.**, Holden, M., & Feille, K. (2015). Navigating the environmental politics of energy production: Using mathematical modeling as a tool for educating science teachers for sustainability. In S. K. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), *Educating science teachers for sustainability *(pp. 275-294). New York, NY: Springer.

Bloom, M., **Quebec Fuentes, S.**, Feille, K., & Holden, M. (2015). Exploring the politics and sustainability of energy production: A professional development program for science teachers. *The* *Journal of Sustainability Education*. Retrieved from http://www.jsedimensions.org/wordpress/content/exploring-the-politics-and-sustainability-of-energy-production-a-professional-development-program-for-science-teachers_2015_01/

Eddy, C., **Quebec Fuentes, S.**, Ward, E.K., Parker, Y.A., Cooper, S., Jasper, W.A., Mallam, W., Sorto, M.A., & Wilkerson, T.L. (2015). Unifying the algebra for all movement. *Journal of Advanced Academics, 26*(1), 59-92.

**Hokayem, H**., Ma, J, & Jin, H. (2015). A learning progression for feedback loop reasoning for feedback loop reasoning at the lower elementary level. *Journal of Biological Education, 49, *246-260.

Huckaby, M. F. & **Weinburgh, M. H**. (2015). “Spark like a dialectic”: Difference Inbetween Feminisms/Duoethnography. *International Review of Qualitative Research. 8*(1), 49-67.

Jin, H., **Hokayem, H**., Wang, S, & Xin, W. (2015). A US-China Interview Study: Biology students’ argumentation and explanation about energy and consumption issues*. International Journal of Science and Mathematics Education*. 10(3), 301-318 DOI: http://link.springer.com/article/10.1007/s10763-015-9651-4

Jin, H., **Hokayem, H**., Wang, S., & Wei, X. (2015). How do US and Chinese biology students compare in explaining energy consumption issues? *International Journal of Environment and Science Education. 10 (3), 301*-318.

**Quebec Fuentes, S.**, & Spice, L. (2015). Challenges encountered in building a university-high school collaboration: A case study. *The Professional Educator, 39*(1). Retrieved from http://wp.auburn.edu/educate/wp-content/uploads/2015/11/combined-spring_15.pdf

**Quebec Fuentes, S.**, **Switzer, J.M**., & Jimerson, J. (2015). Catching up to the CCSS: A principal navigates out-of-subject instructional leadership. *Journal of Cases in Educational Leadership, 18*(3), 195-214.

Silva, C., **Weinburgh, M. H**., & Smith, K. H. (2015). Joining the team: A study of unintentional professional development. In D. Freeman and Y. Freemen (Eds.). *Research on preparing inservice teachers to work effectively with emergent bilinguals*. Volume 24 (pp. 3-32). Bingley, UK: Emerald Press.

Suzuki, K., Yamaguchi, E., & **Hokayem, H**. (2015). Learning progression for Japanese elementary students’ reasoning about ecosystems. *Procedia-Social and Behavioral Sciences*, 167, 79-84. doi:10.1016/j.sbspro.2014.12.646

**Switzer, J. M**., Teuscher, D., & Siebert, D. (2015). See it, Try it, and Reflect on it (STaR): Using video to scaffold and support preservice teachers in the reflective process of developing participation questioning discourse. In E. Ortlieb, L. Shanahan, & M. McVee (Eds.), *Video research in disciplinary literacies* (Vol. 6, pp. 3-20): Emerald Group Publishing Limited.

**2015 Non-refereed publications**

**Quebec Fuentes, S.** (2015). Family vacation. *Teaching Children Mathematics*, *22*(3), 127-131.

**Quebec Fuentes, S.** (2015). Mirror, mirror. *Teaching Children Mathematics*, *22*(5), 272-276.

**Quebec Fuentes, S.**, & Quebec, R. (2015). How much do the tiles cost? *Teaching Children Mathematics, 22*(1), 8-12.

**Switzer, J. M.** (2015). Problem Solvers: Problems: Which lake is bigger? *Teaching Children Mathematics, 22*(4), 208-212.

**Switzer, J. M.** (2015). Problem Solvers Problem: Hundreds chart challenge. *Teaching Children Mathematics, 22*(2), 65-70.

## 2014

**Hokayem. H.**, Gotwals, A., & **Weinburgh, M**. (2014*). The Method of Developing a Learning Progression of Systemic Reasoning*. In A. White & D. Berlin (Eds). (untitled book)

**Hokayem**, H., & Schwarz, C. (2014). Engaging 5^{th} graders in scientific modeling to learn about evaporation and condensation**. ***International Journal of Science and Mathematics Education, *12, 49-72.

**Switzer, J. M., **Buchheister**, **K., & Dougherty, B. (in press). Number: A soft idea. [Editorial]. Teaching Children Mathematics.

**Quebec Fuentes, S.**, & **Switzer, J. M.** (2014). Developing a mathematics teacher knowledge framework. Retrieved from http://www.edutopia.org/blog/developing-math-teacher-knwledge-framework-sarah-fuentes-matt-switzer

**Switzer, J. M.** (2014). Graphing inequalities, connecting meaning. Mathematics Teacher, 107(8), 580-584.

Lannin, J.K., van Garderen, D., **Switzer, J.M.,** Buchheister, K. Hill, T., & Jackson, C., (2014). The mathematical development in number and operation for struggling first graders. Investigations in Mathematics Learning, 6(2), 19-47.

**Weinburgh, M.H., Silva, C**. & Smith, K.H. (2014). Learning from fourth and fifth graders in a summer school for English language learners. In M. Diaz, C. Eick, and L. Diaz (Eds.) Science Teacher Educators as K-12 Teachers: Practicing what we teach (181-194). London: Springer Publishers.

## 2013

Gotwals, A., **Hokayem**, H., Song, T, & Songer, N. (2013). The role of disciplinary core ideas and practices in the complexity of large scale assessment items. *Electronic Journal of Science Education*., 17 (1).Retrieved from http://ejse.southwestern.edu

Hu, B., **Quebec Fuentes, S**., Wang, C.Y., &Ye, F. (2013). A case study of the implementation of Chinese kindergarten mathematics curriculum. International Journal of Science and Mathematics Education. Advance online publication. http://link.springer.com/journal/volumesAndIssues/10763

**Quebec Fuentes, S.** (2013). Small-group discourse: Establishing a communication-rich classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(3), 93-98.

**Quebec Fuentes, S.** (2013). Fostering communication between students working collaboratively: Results from a practitioner action research study. Mathematics Teacher Education and Development, 15(1), 48-71.

**Silva, C., Weinburgh, M. H**. & Smith, K. H. (2013) Not just good science teaching: supporting academic language development. Voices in the Middle. 20(3), 34-42.

**Switzer, J. M**. (2013). Linking models: Reasoning from Patterns to Tables and Equations. The Australian Mathematic Teacher, 69(1), 3-7.

Westmoreland, S., Garcia, J., Rich, R. & **Weinburgh, M.** (2013, August) Shifting Lab Activity. The STATellite. 57(3), 19. Retrieved from http://statweb.org/statellite/aug-13

## 2012

Horak Smith, K., & **Quebec Fuentes, S**. (2012). A mathematics and science trail. Australian Primary Mathematics Classroom, 17(2), 19-23.

Huckaby, M.F. & **Weinburgh, M. H**. (2012) Alleyways and Pathways: Our Avenues through Patriotic Songs. In J. Norris, R. Sawyer & D. Lund (Eds.). Duoethnography: Promoting personal and societal change in dialogic self-study. (pp. 157-176) Left Coast Press.

Melville, W., Bartley, A. & **Weinburgh, M**. (2012). Change forces: Implementing change in a secondary school for the common good. Canadian Journal of Educational Administration and Policy, 133, 1-26.

**Quebec Fuentes, S.** (2012). Promoting student-to-student discourse in small groups: Findings of a practitioner action research project. Learning & Teaching Mathematics, 12, 45-50.

Si**lva, C., Weinburgh, M.H**., Smith, K., Malloy, R. & **Marshall (Nettles), J.** (2012). Toward Integration: A Model of Science and Literacy. Childhood Education. 88(2). 91-95.

**Switzer, J. M.** (2012). Bridging the math gap. Virginia Mathematics Teacher (Reprinted with permission from NCTM from Mathematics Teaching in the Middle School, 15(7), 400-405).

**Weinburgh, M.H & Silva, C.** (2012). An Instructional Theory for English Language Learners: The 5R Model for Enhancing Academic Language Development in Inquiry-Based Science. In Irby, B.J., Brown, G., Lara-Alecio, R. (Eds.). and J. Koch (Sect. Ed.) Handbook of Educational Theories. (pp. 293-304). Information Age Publishing Inc.

**Weinburgh, M.H., Silva, C.**, Malloy, R., Marshall, J. & Smith, K. (2012). A Science Lesson or Language Lesson? Using the 5Rs. Science & Children. 49(9) 72-76.

## 2011

Baek, H., Schwarz, C., Chen, J., **Hokayem, H**., & Zhan, L. (2011). Engaging elementary students in scientific modeling: The MoDeLS 5th grade approach and findings. In M. S. Khine & I. M. Saleh (Eds.), Models and modeling: Cognitive Tool for Scientific Enquiry. p. 195-218. New York: Springer

**Hokayem, H.**, Calabrese-Barton, A. & Tan, E. (2011). Participation in and transforming communities of practice. In S. J. Basu., A. Calabrese-Barton, & E.Tan (Eds). Democratic Science Teaching: Building the Expertise to Empower Low Income Minority Youth in Science. p. 55-72. Rotterdam, Netherlands: Sense Publishers.

Holden, M., Groulx, J., Bloom, M. & **Weinburgh, M. H.** (2011). Assessing efficacy through an outdoor professional development experience for inservice science teachers. Electronic Journal of Science Education. 12(2) 1-25. [on-line May 2012]

Lannin, J. K., van Garderen, D., **Switzer, J. M**., Davis, J., & Buchheister, K. (2011). The magnitude learning trajectory of struggling first grade students. Paper presented at Research Pre-session of the Annual Meeting of the National Council of Teachers of Mathematics.

**Quebec Fuentes, S.**, Parker, Y., Epperson, J., Kribs-Zaleta, C., Jorgensen, T., Mallam, W., Gawlik, C., & Eddy, C. (2011). A Model of a Cross-Institutional Collaborative Working Group. Academic Exchange Quarterly, I5(4), 160-165.

**Quebec Fuentes, S.** (2011, December). A lesson based on student-generated ideas: A practical example highlighting the role of a teacher. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 2(Pedagogy). Retrieved from www.k-12prep.math.ttu.edu

**Quebec Fuentes, S**. (2011). A square becomes a regular octagon: An authentic experience in proof writing. Australian Senior Mathematics Journal, 25(2), 14-24.

**Quebec Fuentes, S.** (2011). The negotiation of classroom norms through teacher interventions with small groups in a geometry class. In D.F. Berlin & A.L. White (Eds.), A revolution in science and mathematics education in order to achieve intellectual independence (pp. 107-121). Columbus, OH: International Consortium for Research in Science and Mathematics Education.

**Quebec Fuentes, S.** (2011). The evolution of one teacher’s interventions with students working in groups. In M. S. Khine & I. M. Saleh (Eds.), Practitioner research: Teachers’ investigations in classroom teaching (pp. 81-102). Hauppauge, NY: Nova Science Publishers.

Spice, L., & **Quebec Fuentes, S**. (2011). Building a University–High School Collaboration. Academic Exchange Quarterly, I5(4), 110-115.

**Switzer, J. M.**, Lannin, J. K., van Garderen, D., & Buchheister, K. (2011). Grade 1-2 struggling mathematics students magnitude trajectories: Comparing and Ordering. University of Western Australia, Perth, Australia.

**Switzer, J. M.** (2011). Grade 4-6 student meanings for informal and formal variable representations. University of Western Australia, Perth, Australia.

**Weinburgh, M. H. & Silva, C.** (2011). Math, science, and models. Science & Children. 48(10) 38-42.

**Weinburgh, M. H., & Silva, C.** (2011) Integrating Language and Science: The 5Rs for English Language Learners. In Berlin, D. F. & White, A. L. (Eds.). Science and Mathematics: International Innovations, Research, and Practices (pp. 19-32). Columbus, OH: International Consortium for Research in Science and Mathematics Education.

**Weinburgh, M. H.**, & Sawey, A. (2011). Inquiry: Messy and Clean. In Berlin, D. F. & White, A. L. (Eds.). Science and Mathematics: International Innovations, Research, and Practices. (pp.33-42). Columbus, OH: International Consortium for Research in Science and Mathematics Education.

## 2010

Bloom, M.A., Holden, M., Sawey, A.T., & **Weinburgh, M.H.** (2010). Promoting the use of Outdoor Learning Spaces by K-12, In-service, Science Teachers through a Year-long Outdoor Professional Development Experience. In A. Bodzin, B. Klein, and S. Weaver (Eds.). The Inclusion of Environmental Education in Science Teacher Education. (pp. 97-110). Springer Publishers.

Dawkins, P., Eddy, C., Epperson, J., **Quebec Fuentes, S**., Gawlik, C., Jorgensen, T., Mallam, W., Ward, E., & Wheeler, A. (2010). Developing models for localized cross-institutional mathematics education research groups. In P. Brosman, D.B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: The Ohio State University

**Switzer, J. M.** (2010). Bridging the math gap. Mathematics Teaching in the Middle School, 15(7), 400-405.

Pomeranke, S., McNaught, M., & **Switzer, J. M.** (2010). Insights into dynamic mathematical learning environments. . In Z. Usiskin, K. Andersen & N. Zotto (Eds.), Future curricular trends in school algebra and geometry. Proceedings of a conference. (pp. 287-294). Chicago: Information Age Publishing.

**Weinburgh, M. H.** & Bailey, B. (2010). Parallel but perpendicular paths. In Scantlebury, K., Kahle, J.B., & Martin, S. (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 47-56). Sense Publishers.

## 2009

Bloom, M.A., Sawey, A., Holden, M.E., & **Weinburgh, M.H.** (Winter 2009). To What Degree Can Explicit Classroom Interventions Change pre-Service Elementary Teachers’ Conceptions of nature of Science? Council for Elementary Science International – Science. 40(02), 27-39

Gratch, J., & Kelly, J. (invited paper) (2009). MMOGs: Beyond the Wildest Imagination. Journal of Interactive Learning Research, 20 (2), 175-187.

Gratch, J., & Kelly, J. (2009). A discussion of open source gaming platforms. In I. Gibson Ed.), Society for Information Technology and Teacher Education International Conference Annual (1470-1473). Chesapeake, VA: Association for the Advancement of Computing in Education. ISBN: 1-880094-66-5.

**Quebec Fuentes, S.** (2009). Estimating African elephant populations (Part 1).Mathematics Teacher, 102(7), 534-539.

**Quebec Fuentes, S.** (2009). Estimating African elephant populations (Part 2).Mathematics Teacher,102(8), 621-627.

**Silva, C., Weinburgh, M. H.**, Smith, K. H., Barretta, G., & Gabel, J. (Winter, 2008/2009). Partnering to Develop Academic Language for English Language Learners in Mathematics and Science. Childhood Education.107-112.

**Weinburgh, M. H.** & Wiseman, K. (2009). Epilogue: Seeds in want of your watering to germinate, grow, flower, fruit and seed. In K. Wiseman & M. Weinburgh (Eds).Becoming and Being: Women’s Experience in Leadership in K-16 Science Education Communities. Monograph sponsored by the Association for Science Teacher Education. Springer Publishers

**Weinburgh, M. H.** (2008). How middle childhood in-service teacher view the scientific method. California Journal of Science Education. 9(1), 87-102.

Weis, S., Yakubovsky, M., Bittle, B., Cote, R., & Kelly, Janet. (2009). Integrating engineering ideas into high school and middle school curriculum. Proceedings of the American Society of Engineering Education-Gulf Southwest Conference (CD). Waco, Texas: ASEE-GSW.

Wiseman, K. & **Weinburgh, M. H.** (Eds.) (2009). Becoming and Being: Women’s Experience in Leadership in K-16 Science Education Communities. Monograph sponsored by the Association for Science Teacher Education. Springer Publishers.

Wiseman, K. & **Weinburgh, M. H.** (2009). Introduction: Seeds germinating and growing. In K. Wiseman & M. Weinburgh (Eds). Becoming and Being: Women’s Experience in Leadership in K-16 Science Education Communities. Monograph sponsored by the Association for Science Teacher Education. Springer Publishers.

## 2008

Bloom, M.A., **Weinburgh, M.H.**, & Danell, P. (2008). What’s good for the teacher may not be good for the student. Association for Childhood Education International – Focus on Middle School, 20(3), 4-5, 8.

Gratch, J., Kelly, J., Jones, G., & Maninger, R. (2008). Video games in education: Do they have a future? In K. McFerrin, R. Weber, R. Carlsen, & D. Willis (Eds.), Society for Information Technology and Teacher Education International Conference Annual (1669-1674). Chesapeake, VA: Association for the Advancement of Computing in Education. ISBN: 1-880094-64-9.

**Hokayem. H.**, & BouJaoude, S. (2008). College students’ perceptions of the theory of evolution. Journal of Research in Science Teaching 45, 395-419.

**Hokayem, H.** & BouJaoude, S. (2008). How College students in Lebanon perceive the theory of evolution. The Science Education Review, 7 (2), 53-56.

Kelly, J., Maninger, R., **Stetson, R.**, & Gratch, J. (2008). The future is now: Trends in technology for the K-12 math and science classrooms. In K. McFerrin, R. Weber, R. Carlsen, & D. Willis (Eds.), Society for Information Technology and Teacher Education International Conference Annual (4485-4490). Chesapeake, VA: Association for the Advancement of Computing in Education. ISBN: 1-880094-64-9.

Kelly, J., White Thunder, J., & Gratch, J. (2008). Case study: Technology use among native American high school students. In K. McFerrin, R. Weber, R. Carlsen, & D. Willis (Eds.), Society for Information Technology and Teacher Education International Conference Annual (1008-1012). Chesapeake, VA: Association for the Advancement of Computing in Education. ISBN: 1-880094-64-9.

**Stetson, Ranae**, Stetson, Elton, & Kelly, Janet. (2008). Are teachers ready for today’s techie toddlers? In K. McFerrin, R. Weber, R. Carlsen, & D. Willis (Eds.), In K. McFerrin, R. Weber, R. Carlsen, & D. Willis (Eds.), Society for Information Technology and Teacher Education International Conference Annual (3514-3518). Chesapeake, VA: Association for the Advancement of Computing in Education. ISBN: 1-880094-64-9.

Reys, B. J., Chval, K. B., & **Switzer, J. M.** (2008). Mathematics standards for kindergarten: Summary of state-level attention and focus. Washington, DC: Paper commissioned by the Committee for Early Childhood Mathematics, Mathematics Science Education Board, Center for Education, Division of Behavioral Sciences and Education, National Research Council.

**Weinburgh, M. H.**, Smith, K. H., & Clark, J. (2008). Reflective teaching model in long-term professional development: a case study of a second year urban elementary teacher. Electronic Journal of Science Education. 12(2), 1-20.