Submissions from 2021
Application of a Theory-Driven Approach to Detect Cognitively Disengaged Test-Taker Behavior, Burcu Arslan, Blair Lehman, Jesse R. Sparks, and Jonathan Steinberg
Uncovering the Model Minority Narrative: A Case Study on Asian American Students in High-Achieving Schools, Joanne Choi
Dialogic Reading with Integrated Vocabulary Enrichment: Case Study of a Second-Grade Student in Special Education, Cheryl Durwin and Dina Moore
Teachers’ Approaches to Inquiry-focused Mathematics Teaching During the COVID-19 Pandemic in Hybrid and Online Settings, Miriam Gates and David Earls
Framing Strikes: A Case Study of Media Depictions of Two Teacher Strikes, Jamie Gillespie
Mindset Predicting Mindfulness: Developing Professional Capacity, Jess L. Gregory
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
Investigating Factors Affecting Students' Satisfaction with Computer-based Assessment, Ji Yoon Jung and Zhushan Li
Evaluating Treatment Fidelity of EMPOWERED Strategies in a Kindergarten Dialogic Reading Intervention, Stephanie Kaesmann
Language Minority Students Identified for Special Education: Predictors and the Role of Parent Engagement, Angela Klinger
Understanding Induction and K-12 Black Women Educators, Le`Tanya Lawrence
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
Mathematics Teaching Assistants’ Community-Building Activities During Remote Instruction, T. Royce Olarte, Damaris Hernandez, Hannali Pajela, and Sarah A. Roberts
Three Distinctions of the Heideggerian Phenomenological Research Method, Son T. H. Pham