Research Advisory Committee
Mission Statement:
The mission of the AMLE Research Advisory Committee is to support Association of Middle Level Education as a voice for middle grades education and young adolescents by advising the association regarding research-based, credible evidence. In support of AMLE's commitment to research the Research Advisory Committee (a) promotes and disseminates research; (b) encourages practitioners to become more involved in inquiry as consumers, collaborators, and practitioner-researchers; (c) establishes networks with organizations that promote and conduct research about young adolescents; and (d) advocates collaborative research efforts that draw from many disciplines and reflect multiple perspectives.
Research Advisory Committee members:
Research Advisory Committee short-term goals:
- Serve in an advisory capacity to AMLE
- Develop sessions for the annual conference
- Foster alliances with other middle grades organizations
- Serve in an advisory role to RMLE Online
Recent work and accomplishments:
- Authored Research and Resources in Support of This We Believe (2nd ed.)
- Coordinated the development of AMLE Research Summaries
- Participated in the review and selection of sessions for the Research Strand
- Served in an advisory capacity to the editor of RMLE Online
- Sponsored five sessions at 2010 AMLE Annual Conference, including:
- What Research Says about Common Planning Time: Results of a National Research Project
- What Research Says about Integrated School-Level Approaches to Dropout Prevention
- Research and Resources in Support of This We Believe: Linking Research and Practice Spotlight on Research: Research Advisory Committee Session
- Pathways to Publication: Research Advisory Committee Session
Recent publications by Research Advisory Committee members:
Penny A. Bishop
Brinegar, K., & Bishop, P. (in press). Student learning and engagement in the context of curriculum integration. Middle Grades Research Journal.
Bishop, P., & Downes, J. (in press).Technology and learning in the middle grades. In G. Andrews (Ed.). What research says to the middle level practitioner (2nd ed.). Westerville, OH: National Middle School Association.
Downes, J., & Bishop, P. (in press). Engaging digital natives: Learning from young adolescents' technology lives. Submitted to Middle School Journal.
Stevenson, C., & Bishop, P. (2011). Curriculum that is relevant, challenging, integrative, and exploratory. In T. Erb (Ed.) This we believe in action, (2nd ed). Westerville, OH: National Middle School Association.
Caskey, M. M., Andrews, G., Bishop, P., Capraro, R., Roe, M., & Weiss, C. (2010). Research and resources in support of This We Believe (2nd ed.).Westerville, OH: National Middle School Association.
Nash, R. J., & Bishop, P. A. (2010). Teaching adolescents religious literacy in a post-9/11 world. Charlotte, NC: Information Age Publishing. (Winner of 2010 Critics Choice Book Award of the American Educational Studies Association).
Reyes, C., & Bishop, P. (2010). The hazards of engaging teacher identity in preservice teacher education. In P. Jenlink (Ed.). Teacher identity and the struggle for recognition. New York: Scarecrow Publishing.
Bishop, P., & Downes, J. (2008). Engaging curriculum for the middle years. Curriculum Matters. New Zealand Council for Educational Research.
Dowden, T., Bishop, P., & Nolan, P. (2008). Middle schooling in Aotearoa/ New Zealand. In V. Anfara (Ed.) International approaches to middle schooling (pp 135-156). Volume 7 in The handbook of research in middle level education.Charlotte, NC: Information Age Publishing.
Pflaum, S., & Bishop, P. (2010). Student perceptions of reading engagement: Learning from the learners. In M. Bean, N. Heisey, & C. M. Roller (Eds.). Preparing Reading Professionals (2nd ed.). Reprinted from (2004) Journal of Adolescent and Adult Literacy, 48(3) 202-213.
Bishop, P., Allen-Malley, G., & Brinegar, K. (2007). Student perceptions of integration and community: Always give me a chance to shine? In S. B. Mertens, V. A. Anfara, Jr., & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 91-120). Charlotte, NC: Information Age.
Bishop, P., & Nash, R. (2007). Teaching for religious literacy in public middle schools. Middle School Journal, 38(5), 20-31.
Allen-Malley, G. & Bishop, P. (2006). Using personal memoirs of early adolescence to prepare for teaching in the middle grades. Middle School Journal, 37(3), 20-29.
Bishop, P., & Downes, J. (2006). Finding a kiwi way for the middle years: An outsiders' perspective. New Zealand's Middle Schooling Review, 1, 8-11.
Bishop, P., & Nash, R. (2006). Teaching adolescents about religious pluralism in a post 9-11 world. Journal of Religion and Education, 33(1), 26-48.
Bishop, P. (2006). The promise of visual methods in middle level research. Middle Grades Research Journal, 1(2), 33-46.
Bishop, P., Reyes, C., & Pflaum, S. (2006). Read smarter, not harder: Global reading comprehension strategies. The Reading Teacher, 60(1), 66-69.
Bishop, P., Boke, N., Pflaum, S., & Kirsch, N. (2005). "Just pretending to read": Teaching middle school students to be strategic readers. In M. M. Caskey (Ed.), Making a difference: Action research in middle level education (pp. 185-213). Greenwich, CT: Information Age.
Bishop, P., & Pflaum, S. (2005). Middle school students' perceptions of social dimensions as influencers of academic engagement. Research in Middle Level Education Online, 29(1), 1-14.
Bishop, P., & Pflaum, S. (2005). Reaching and teaching middle school learners: Asking students to show us what works. Thousand Oaks, CA: Corwin Press.
Micki M. Caskey
Mertens, S. B., Anfara, V. A., Jr., Flowers, N., & Caskey, M. M. (2011). A national research project revitalizes and strengthens a SIG's membership, leadership, and the quality of research in the field. Educational Researcher, 40, 295-298.
Lenski, S. D., Wham, M. A., Johns, J. L., & Caskey, M. M. (2011). Reading and learning strategies: Middle grades through high school. (4th ed). Dubuque, IA: Kendall/Hunt.
Samek, L., Kim, Y. M., Casbon, J., Caskey, M. M., Greene, W. L., & Musser, P. M. (2010). Well-prepared middle school teachers: Common ground or subtle divide between practitioners and university faculty in the State of Oregon, United States. KEDI Journal of Educational Policy, 7(2), 273-295.
Caskey, M. M. (Ed.) (2010). Middle level education research annual: Teaching and learning in the disciplines. Westerville, OH: National Middle School Association.
Caskey, M. M., Andrews, P. G., Bishop, P. A., Capraro, R. M., Roe, M., & Weiss, C. (2010). Research and resources in support of This We Believe (2nd ed.). Westerville, OH: National Middle School Association.
Mertens, S. B., Flowers, N., Anfara, Jr. V. A., & Caskey, M. M. (2010). Common planning time. Middle School Journal, 41(5), 50-57
Caskey, M. M. (Ed.) (2009). Middle level education research annual: Connecting with parents and families (pp. 17-27). Westerville, OH: National Middle School Association.
Lenski, S. J., & Caskey, M. M. (2009). Using the lesson study approach to plan for student learning. Middle School Journal, 40(3), 50-57.
Caskey, M. M. (2008). (Ed.) Middle level education research annual: Middle grades teachers and teacher education. Westerville, OH: National Middle School Association.
Caskey, M. M. (2008). Comprehension strategies that make a difference for struggling readers. In S. J. Lenski & J. Lewis, Reading success for struggling adolescent learners (pp. 170-188). New York: Guilford Press.
Anfara, V. A., Jr. , Pate, P. E., Caskey, M. M., Andrews, G., Daniel, L. G., Mertens, S. B., & Muir, M. (2008). Research summary: Courageous, collaborative leadership. Westerville, OH: National Middle School Association. Available at: http://www.AMLE.org/Research/ResearchSummaries/
CourageousCollaborativeLeadership/tabid/1588/Default.aspx
Green, W. L., Caskey, M. M., Musser, P. M., Samek, L. L., Casbon, J., & Olson, M. (2008). Caught in the middle again: Accountability and the changing practice of middle school teachers. Middle Grades Research Journal, 3(4), 41-72.
Andrews, P. G., Caskey, M. M., & Anfara, V. A., Jr. (2007) Research summary: Characteristics of exemplary schools for young adolescents. Westerville, OH: National Middle School Association. Available at http://www.AMLE.org/Research/ResearchSummaries/
ExemplarySchools/tabid/256/Default.aspx
Caskey, M. M. (2007). (Ed.) Middle level education research annual: Engaging young adolescent learners. Westerville, OH: National Middle School Association.
Mertens, S. B., Anfara, V. A., Jr., & Caskey, M. M. (Eds.) (2007). The young adolescent and the middle school. Charlotte, NC: Information Age.
Caskey, M. M., & Ruben, B. (2007). Under construction: The young adolescent brain. In S. B. Mertens, V. A. Anfara, Jr., & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 47-72). Charlotte, NC: Information Age.
Lenski, S. D., Wham, M. A., Johns, J. L., & Caskey, M. M. (2007). Reading and learning strategies: Middle grades through high school. (3rd ed). Dubuque, IA: Kendall/Hunt.
Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents' developmental characteristics. Westerville, OH: National Middle School Association. Available at http://www.AMLE.org/Research/ResearchSummaries/
DevelopmentalCharacteristics/tabid/1414/Default.aspx
Caskey, M. M. (2006). Capturing the journey: A case of preparing a middle school teacher. Curriculum and Teaching Dialogue, 8(1-2), 255-267.
Caskey, M. M. (2006). The value of action research in middle grades education. Middle Grades Research Journal, 1(2), 47-63.
Caskey, M. M. (2006). The evidence for the core curriculum—past and present. Middle School Journal, 37(3), 48-54.
Caskey, M. M. (2005). Brain periodization. In V. A. Anfara, Jr., P. G. Andrews, & S. B. Mertens (Eds.), The Encyclopedia of Middle Grades Education (pp. 136-137). Greenwich, CT: Information Age.
Caskey, M. M. (2005). Issues in middle school curriculum and instruction. In S. J. Farenga, B. A. Joyce, & D. Ness (Eds.), Encyclopedia on Education and Human Development (pp. 529-535). Armonk, NY: M. E. Sharpe.
Whinery, B., & Caskey, M. M. (2005). Exploratory curriculum. In V. A. Anfara, Jr., P. G. Andrews, & S. B. Mertens (Eds.), The Encyclopedia of Middle Grades Education (pp. 195-199). Greenwich, CT: Information Age Publishing.
Caskey, M. M. (2003). Preparing middle level teachers in field-based cohorts. In P. G. Andrews & V. A. Anfara, Jr., (Eds.), Leaders for a Movement: Professional Preparation and Development of Middle Level Teachers and Administrators (pp. 53-76). Greenwich, CT: Information Age.
Caskey, M. M. (2002). Authentic curriculum: Strengthening middle level education. In V. A. Anfara, Jr. & S. L. Stacki (Eds.), Middle School Curriculum, Instruction, and Assessment (pp. 103-117). Greenwich, CT: Information Age.
Robert M. Capraro
Capraro, R. M., Yetkiner, Z. E., Özel, S., Corlu, M. S., Capraro, M. M., Ye, S., & Kim, H. G. (2011). An international perspective on students' understanding of the equal sign. Mediterranean Journal for Research in Mathematics Education: An International Journal, 10, 185-211.
Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing algorithmic computations with the help of science: A Turkish middle and high grades study. Turkish Online Journal of Educational Technology, 10(2), 72-81.
Capraro, M. M., Capraro, R. M., Carter, T. A., & Harbaugh, A. (2010). Questioning, curiosity, and representing: What makes a difference mathematically? Research in Middle Level Education Online, 34(4), 1-19.
Capraro, M. M., Helfeldt, J., Scott, C., & Capraro, R. M. (2010, in press). Urban teacher internships: A program designed to induct and retain teachers. Urban Education.
Piccolo, D., Capraro, R. M., & Capraro, M. M. (2011). Student teachers' general and content-specific pedagogical development within a mathematics milieu. Middle Grades Research Journal, 5(4), 169-183.
Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., Özel, S., Kim, H. G., & Küçük, A. R. (2010). An international comparison of the equal sign: An update. Psychological Reports, 106(1), 49-53.
Capraro, M. M., Capraro, R. M., Yetkiner, Z. E., Rangel-Chavez, A. F., & Lewis, C. W. (2010, In Press). Examining Hispanic-students mathematics performance on high-stakes tests: An examination of one urban school district in Colorado. Urban Review, 42(3).
Piccolo, D., Capraro, M. M., & Capraro, R. M. (2010). Mentoring urban interns: Amalgamation of experiences in the formation of mathematics teachers. The Teacher Educator, 45(1), 37-53.
Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates perceived level of competence? Teacher Education Quarterly, 37(1), 131-154.
Capraro, R. M., Burlbaw, L. M., & Zientek, L. R. (2009). Content and pedagogical knowledge in Colorado teachers‚ mathematics exams at the turn of the 20th century. Curriculum History. 158-174.
Young, J. R., Woods, M., Yetkiner, Z. E., Lewis, C. W., & Capraro, R. M. (2009). An examination of mathematics achievement and growth in a midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46-65. (The correct authorship order for this article is reflected here and not what is in print)
Capraro, R. M., & Capraro, M. M. (2009). Quantitative reporting practices in middle-grades research journals: Lessons to learn. Middle Grades Research Journal, 4, 1-10.
Denton, J. J., Davis, T. J., Capraro, R. M., Smith, B. L., Beason, L., Graham, D., & Strader, R. A. (2009). Examination of applicant profiles for admission into and completion of an online secondary teacher certification program. Educational Technology & Society, 12(1), 214-229.
Helfeldt, J., Capraro, R. M., Capraro, M. M. Foster, E., & Carter, N. (2009). An urban schools -university partnership that prepares and retains quality teachers for "high need" schools. The Teacher Educator, 44, 1-20.
Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 34, 208-216.
Ozel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics classrooms. School Science and Mathematics, 108, 80-85.
Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and in the United States. Cognition and Instruction, 26, 195-217.
Capraro, R. M., & Thompson, B. (2008). What is an educational researcher, and what kinds of research will the educational researchers of tomorrow be trained to do?, Journal of Educational Research, 101, 247-253.
Helfeldt, J., Capraro, R. M., Foster, E., & Capraro, M. M. (in press). An urban schools-university partnership that prepares and retains quality teachers for "high need" schools. The Teacher Educator.
Capraro, R. M., & Capraro, M. M. (2007). Pedagogy and curriculum: Antithetical constructs or a nexus in mathematics education? Journal of Curriculum & Pedagogy, 4(1), 34-39.
Capraro, M. M., Capraro, R. M., & Cifarelli, V. V. (2007). What are students thinking as they solve open-ended mathematics problems? In D. K. Pugalee, A. Rogerson, & A. Schnick (Eds.), Proceedings of the ninth international conference of Mathematics Education in a Global Community. (pp. 124-128). Charlotte, NC: The University of North Carolina.
Capraro, M. M., Ding, S., Matteson, S., Li, X., Capraro, R. M. (2007). Representational implications for understanding equivalence. School Science and Mathematics Journal, 107, 86-88.
Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2, 23-48.
Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27, 21-36.
Capraro, R. M. (2006). Time series in educational research. In G. Ritzer (Ed.), Blackwell encyclopedia of sociology. Malden, MA: Blackwell.
Capraro, R. M. (2006). Significance level. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics. Thousand Oaks, CA: Sage.
Capraro, R. M. (2006). (Decoding + chunking + comprehension) Reading aloud = mathematical fluency. Reading Psychology, 27, 91-93.
Carter, T. A., & Capraro, R. M. (2005). Stochastic misconceptions of pre-service teachers. Academic Exchange Quarterly, 9, 105-111.
Capraro, R. M., Capraro, M. M., Parker, D., Kulm, G., & Raulerson, T. (2005). The mathematics content knowledge role in developing preservice teachers' pedagogical content knowledge. Journal for Research in Childhood Education, 20, 108-124.
Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.
Henson, R., Capraro, R. M., & Capraro, M. M. (2004). Reporting practice and use of exploratory factor analysis in educational research journals. Research in the Schools, 11(2), 61-72.
Naiser, E. A., Wright, W. E., & Capraro, R. M. (2004). Teaching fractions: Strategies used for teaching fractions to middle grades students. Journal of Research in Childhood Education, 18, 193-198.
Capraro, R. M., Kulm, G., Hammer, M., & Capraro, M. M. (2002). The origin and persistence of misconceptions in statistical thinking. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 3; pp. 1339-1340). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Mary Roe
Roe, M. F. (2011). A review: The spirit of the school. The Journal of Educational Research, 104(2), 220-221.
Roe, M. F., Darragh, J., Lee, H., & Sanden, S. (2010). Reading demands: A comparison of narrative, expository, and popular press texts. Association of Literacy Educators and Researchers Yearbook, 32, 191-205.
Roe, M. F. (2010). The ways teachers do the things they do: Differentiation in middle level literacy classes. Middle Grades Research Journal, 5(2).
Roe, M. F., & Kleinsasser, R. C. (2010). A review: On ethnography: Approaches to language and literacy research. The Journal of Educational Research, 103(1), 224-225.
Roe, M. F., & Egbert, J. (2010). Four faces of differentiation. Childhood Education, 87(2), 94-97.
Roe, M. F., Brady, J. E., & Riebold, K. (2009). The tale of three states' reading tests: Commonalities, differences, and implications. College Reading Association Yearbook, 277-292.
Roe, M. F. (2009). A review: The unheard voices: Community organizations and service learning. Journal of Educational Research, 155-156.
Bettis, P., & Roe, M. F. (2008). Reading girls: Living literate and powerful lives. Research in Middle Level Education Online, 32(1). Retrieved from http://www.amle.org/portals/0/pdf/publications/RMLE/rmle_vol32_no1.pdf
Kelley, J., & Roe, M. F. (2007). Promoting pre-service teachers' curiosity: Why and How? The Reading Professor, 29(2), 22-31.
Roe, M. F. (2007). Review: Pledging allegiance - The politics of patriotism in America's schools. Journal of Educational Research, 101(2), 126-127.
Roe, M. F. (2007). Reading in the elementary grades. In J. Christie, B. Enz, & C. Vukelich (Eds.), Teaching language and literacy: Third edition (pp. 207-237). Boston: Allyn and Bacon.
Roe, M. F., Vukelich, C., Albertson, B., & Kelley, M. (2005). Partnership of promise: Tackling writing achievement. Journal of Reading Education, 30(2), 14-23.
Roe, M. F. (2004). Professional learning catalysts: An examination of one teacher's developing literacy practices. Reading Research and Instruction, 44(1), 32-61.
Roe, M. F. (2004). Literacy for middle school students: Challenges of cultural synthesis. Research in Middle Level Education Online, 28(1). Retrieved February 8, 2004, from http://www.AMLE.org/
Roe, M. F. (2004). Real reading interactions: Identifying and meeting the challenges of middle level unsuccessful readers. Childhood Education, 81(1), 9-15.
Roe, M. F., & Radebaugh, M. (2004). A novel approach to exploring literacy issues. Journal of Reading Professors, 26(1), 23-37.
Roe, M. F. (2003/2004). A review: Inside the literacy hour: Learning from classroom experience. Childhood Education, 80(2), 98.
Roe, M. F. (2001). Combining enablement and engagement to assist students who do not read and write well. In J. A. Rycik & J. L. Irvin (Eds.), What adolescents deserve: A commitment to students' literacy learning (pp. 10-19). Wilmington, DE: International Reading Association.
Roe, M. F., & Vukelich, C. (2001). Understanding the gap between an AmericaReads program and the tutoring sessions: The nesting of challenges. Journal of Research in Childhood Education, 16(1), 39-52.
Roe, M. F., & Kleinsasser, R. C. (2000). Theoretical and practical literacy practices: The need for a cultural synthesizer. Research in Middle Level Education Annual, 23(2), 129-147.
David B. Strahan
Strahan, D., Geitner, M., & Lodico, M. (2010). Collaborative professional development toward literacy learning in a high school through Connected Coaching. Teacher Development, 14(4), 519-532.
Kronenberg, J., & Strahan, D. (2010). Responsive teaching: A framework for inviting success with students who "Fly Below the Radar" in middle school classrooms. Journal of Invitational Theory and Practice, 16, 77-86.
Houghton, R., & Strahan, D. (2010). Learning literacy in the digital age: Challenges and opportunities in the middle grades. Refereed eMonograph published by the North Carolina Middle School Association. http://www.ncmsa.net/publications/e-mono1/table-contents.html
Strahan, D., L'Esperance, M., & Van Hoose, J. (2009). Promoting harmony: Young adolescent development and classroom practices. Westerville, OH: National Middle School Association.
Strahan, D., & Hedt, M. (2009). Teaching and teaming more responsively: Case studies in professional growth at the middle level. Research in Middle Level Education, 32(8).
Strahan, D. (2008). Successful teachers develop academic momentum with reluctant students. Middle School Journal, 39(5), 4-12.
Strahan, D., Faircloth, C. V., Cope, M., & Hundley, S. (2007). Exploring the dynamics of academic reconnections: A case study of middle school teachers' efforts and students' responses. Middle Grades Research Journal, 2(2), 19-41.
Strahan, D., & Layell, K. (2006). Keeping the faith when the going is tough: How one team accomplished success in a struggling middle school. The Clearing House, 79(3), 147-154.
Ponder, G., & Strahan, D. (Eds.). (2005). Deep change: Reforming schools for significance AND test success. Research on Curriculum and Instruction Series, O.L. Davis, Jr., Series Editor. Greenwich, CT: Information Age Publishing.
Strahan, D., Cope, M., Hundley, S., & Faircloth, C. (2005). Positive discipline with students show need it most: Lessons learned from an alternative approach. The Clearing House, 79(1), 25-30.
Cooper, J. E., Horn, S.E. & Strahan, D. B. (2005). "If they would only do their homework": Promoting self-regulation in high school English classes. The High School Journal, 88(3), 10-25.
Strahan, D. (2003). General patterns and particular pictures: Lessons learned from reports from "beating the odds" schools. Journal of Curriculum and Supervision, 18(4), 296-305.
L'Esperance, M., Strahan, D., Farrington, V., & Anderson, P. (2003). Raising achievement: Project Genesis —A significant school model. National Middle School Association.
L'Esperance, M., Strahan, D., & Farrington, V. (2001). Developing more supportive school culture: A case study in middle school reform. International Journal of Educational Reform, 10(1), 46-63.
Strahan, D. (2003, November). Promoting a collaborative professional culture in three elementary schools that have "beaten the odds." Elementary School Journal, 104(2), 127-146.
Strahan, D., Smith, T., McElrath, M., & Toole, C. (2001). Connecting caring and action:Teachers who create learning communities in their classrooms. In T. Dickinson (Ed.), Reinventing the middle school (pp. 96-116). New York: RoutledgeFalmer.
*also published as "Profiles in caring," Middle School Journal, 33(1), 41-47.
Strahan, D., Cooper, J., & Ward, M. (2001). Middle school reform through data and dialogue: Collaborative evaluation with seventeen leadership teams. Evaluation Review, 25(1), 72-99.
Karen Swanson
Weller Swanson, K. W. (2011). Learner-centered course design. In V. Wang (Ed.), Encyclopedia of information communication technologies and adult education integration. Hershey, PA: IGI Publishing.
Weller Swanson, K. W., & Collins, G. (2011). Teacher-directed instruction for student engagement. In V. Wang (Ed.), Encyclopedia of information communication technologies and adult education integration. Hershey, PA: IGI Publishing.
Weller Swanson, K. W. (2010). Delightfully difficult work: Transformation for teaching and learning. In V. Wang (Ed.), Encyclopedia of information communication technologies and adult education integration (pp. 169-183). Hershey, PA: IGI Publishing.
Weller Swanson, K. W., & Kayler, M. (2010). Blended learning: The best of both worlds. In V. Wang (Ed.), Encyclopedia of information communication technologies and adult education integration (pp. 795-809). Hershey, PA: IGI Publishing.
Weller Swanson, K. (2010). Constructing a learning partnership in transformative teacher development. Reflective Practice International and Multidisciplinary Perspectives, 11(2), 259 -269.
Weller Swanson, K. & Kayler, M. (2009). The role of self-assessment in e-learning communities. In V. Wang (Ed.), Handbook of research on e-learning applications for career and technical education: Technologies for vocational training (pp. 431-443). Hershey, PA: IGI Publishing.
Weller Swanson, K., & Kayler, M. (2008). Co-constructing a learner-centered curriculum in teacher professional development. Journal for the Practical Application of Constructivist Theory in Education.3 (1), p. 1-26.
Kayler, M., & Weller Swanson, K. W. (2008). Modeling constructivist practice in the context of a traditional university-based teacher development program. Journal for the Practical Application of Constructivist Theory in Education, 3(2), 1-21.
Weller Swanson, P., & Weller Swanson, K. (2008). Student opinion of our best teaching moments offers insight for best practices. Foreign Language Association of Georgia Journal, 9(Spring/Summer), 25-26.
Kayler, M., & Weller, K. (2007). Pedagogy, self-assessment and on-line discussion groups. Journal of Educational Technology and Society, 10(1), 136-147.
Samaras, A. P., DeMulder, E. K., Kayler, M., Rigsby, L. C., & Weller, K. (2005). Learning zones: Potentials for teacher and faculty professional renewal. In C. Kosnik, A. Freese, A.P., Samaras, & C. Beck. (Eds.), Improving teacher education through self-study: Personal, professional, and program renewal. Kluwer Academic Publishers: Dordrecht, The Netherlands.
Samaras, A. P., Kayler, M., Rigsby, L., Weller, K., & Wilcox, D. R. (2005). Self-study of the craft of faculty team teaching in a non-traditional interdisciplinary Master's program. Studying Teacher Education 2(1), 43-57.
Kayler, M., & Weller, K. (July, 2004). Building dynamic learning communities through the use of Web-based communication. Learning Technology Newsletter, 6(3), 18-19.
Weller, K. (2004).Two teams, two responses: Collaboration and standardized testing. Florida League of Middle Schools, 6(1), 12-21.
Weller, K. (2002). High-stakes testing and middle school collaboration. Focus on Middle School, 14(4), 5-6.
Kain, D., Hays, P., & Weller Wunderlich, K. (2000). Stepping into the next century: I-STEP and the preparation of middle school teachers. Childhood Education, 76(5), 298-302.
Christopher C. Weiss
Park, Y., Neckerman, K. M., Quinn, J. W. Weiss, C. C., Jacobsen, J. & Rundle, A. G. (Forthcoming). Neighborhood immigrant acculturation status and diet among Hispanic residents in New York City. Journal of the American Dietetic Association.
Hill, J. L., Weiss, C.C. & Zhai, F. (Forthcoming). Grade retention after first grade: Helpful or harmful? Multivariate Behavioral Research.
Weiss, C. C., Purciel, M., Bader, M. Quinn, J. W. Lovasi, G. S., Neckerman, K. M., & Rundle, A. (2011). Reconsidering access: Park facilities and the social wnvironment in New York City. Journal of Urban Health, 88(2), 297-310.
Weiss, C. C., & Baker-Smith, E. C. (2010). Eighth grade school form and resilience in the transition to high school: A comparison of middle schools and K-8 schools. Journal of Research on Adolescence, 20(4), 825-839.
Weiss, C. C., Carolan, B. V, & Baker-Smith, E. C. (2010). Big school, small school: (Re)Testing assumptions about high school size, student engagement, and mathematics achievement. Journal of Youth and Adolescence, 39(2), 163-176.
Weiss, C. C., & Baker-Smith, E. C. (2009). Assessing the civic attitudes and participation of urban elementary students. Journal of Youth Development, 4(2).
Weiss, C. C. (2008.). Academic performance. In V. Parillo (Ed.), Encyclopedia of social problems. SAGE Publications.
Weiss, C. C., & Baker-Smith, E. C. (2007). Macrostructural conditions of interpersonal relationships: How schools shape interactions from early to late adolescence. In J. Suitor & T. Owens (Eds.) Advances in life course volume 7: Interpersonal relations across the life course. Elsevier.
Weiss, C. C., & Bearman, P. S. (2007). Fresh starts: Reinvestigating the effects of the transition to high school on student outcomes. American Journal of Education, 113(3), 395-421. Also ISERP Working Paper 04-05.
Weiss, C. C., & Kipnes, L. B. (2006). Re-examining middle school effects: American Journal of Education, 112(2), 239-272.
Weiss, C. C. (2001). Difficult starts: Turbulence in the school year and its impact on urban students' achievement. American Journal of Education, 109(2), 196-227.