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• Examining the impact of a simulation classroom experience on teacher candidates’ sense of efficacy in communicating with English learners

  Regalla, M., Hutchinson, C., Nutta, J. & Ashtari, N. (2016). Examining the impact of a simulation classroom experience on teacher candidates’ sense of efficacy in communicating with English learners. Journal of Technology and Teacher Education, 24(3), 337-367. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms

  Minshew, L. & Anderson, J. (2015). Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms. Contemporary Issues in Technology and Teacher Education, 15(3), 334-367. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program

  Manburg, J., Moore, R., Griffin, D. & Seperson, M. (2017). Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program. Contemporary Issues in Technology and Teacher Education, 17(1), 128-153. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• An Exploration of Egyptian Students' Attitudes Toward Online Learning

  El-Zayaty, N. (2018). An Exploration of Egyptian Students' Attitudes Toward Online Learning. International Journal on E-Learning, 17(2), 137-155. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• A Curriculum-Linked Professional Development Approach to Support Teachers’ Adoption of Web GIS Tectonics Investigations

  Bodzin, A., Anastasio, D., Sahagian, D. & Burrows Henry, J. (2016). A Curriculum-Linked Professional Development Approach to Support Teachers’ Adoption of Web GIS Tectonics Investigations. Contemporary Issues in Technology and Teacher Education, 16(3), 348-372. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Developing Preservice Teachers’ Positionalities in 140 Characters or Less: Examining Microblogging as Dialogic Space

  Cook, M.P. & Dyches Bissonnette, J. (2016). Developing Preservice Teachers’ Positionalities in 140 Characters or Less: Examining Microblogging as Dialogic Space. Contemporary Issues in Technology and Teacher Education, 16(2), 82-109. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Pre-Enrollment Considerations of Undergraduate Wheelchair Users and Their Post-Enrollment Transitions

  Wessel, R.D., Jones, D., Blanch, C.L. & Markle, L. (2015). Pre-Enrollment Considerations of Undergraduate Wheelchair Users and Their Post-Enrollment Transitions. Journal of Postsecondary Education and Disability, 28(1), 57-72.

• Beneteau Article 17.2

  Raju, P. (2016). Beneteau Article 17.2. Journal of STEM Education, 17(2),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Salmun Article 17.2

  Raju, P. (2016). Salmun Article 17.2. Journal of STEM Education, 17(2),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Gilliam Article 17.2

  Raju, P. (2016). Gilliam Article 17.2. Journal of STEM Education, 17(2),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Hellman Article 17.2

  Raju, P. (2016). Hellman Article 17.2. Journal of STEM Education, 17(2),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Article #2001

  Raju, P. (2016). Article #2001. Journal of STEM Education, 17(3),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Article #1977

  Raju, P. (2016). Article #1977. Journal of STEM Education, 17(3),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy

  Neufeld, P. & Delcore, H. (2018). Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy. Journal of Information Technology Education: Research, 17(1), 1-38. Informing Science Institute.

• Engaging High School Girls in Native American Culturally Responsive STEAM Activities

  Kant, J., Burckhard, S. & Meyers, R. (2018). Engaging High School Girls in Native American Culturally Responsive STEAM Activities. Journal of STEM Education, 18(5),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• UDL in Online College Coursework: Insights of Infusion and Educator Preparedness

  Scott, L., Temple, P. & Marshall, D. (2015). UDL in Online College Coursework: Insights of Infusion and Educator Preparedness. Online Learning Journal, 19(5),.

• The Relationship between Instructor Servant Leadership Behaviors and Satisfaction With Instructors in an Online Setting

  Sahawneh, F. & Benuto, L. (2018). The Relationship between Instructor Servant Leadership Behaviors and Satisfaction With Instructors in an Online Setting. Online Learning Journal, 22(1),.

• Gender Differences in High School Student Dispositions Toward Science, Technology, Engineering, and Mathematics Careers

  Christensen, R., Knezek, G. & Tyler-Wood, T. (2015). Gender Differences in High School Student Dispositions Toward Science, Technology, Engineering, and Mathematics Careers. Journal of Computers in Mathematics and Science Teaching, 34(4), 395-408. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Engagement in Science and Engineering through Animal-Based Curricula

  Mueller, M., Byrnes, E., Buczek, D., Linder, D., Freeman, L. & Webster, C. (2018). Engagement in Science and Engineering through Animal-Based Curricula. Journal of STEM Education, 18(5),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Increasing Retention in STEM: Results from a STEM Talent Expansion Program at the University of Memphis

  Windsor, A., Bargagliotti, A., Best, R., Franceschetti, D., Haddock, J., Ivey, S. & Russomanno, D. (2015). Increasing Retention in STEM: Results from a STEM Talent Expansion Program at the University of Memphis. Journal of STEM Education, 16(2),. Laboratory for Innovative Technology in Engineering Education (LITEE).