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• The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States

  Parks, R.A., Oliver, W. & Carson, E. (2016). The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States. Journal of Online Learning Research, 2(2), 79-101. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Developing a Multidimensional Checklist for Evaluating Language-Learning Websites Coherent with the Communicative Approach: A Path for the Knowing-How-To-Do Enhancement

  Linares, S. & Romero, A. (2016). Developing a Multidimensional Checklist for Evaluating Language-Learning Websites Coherent with the Communicative Approach: A Path for the Knowing-How-To-Do Enhancement. Interdisciplinary Journal of E-Learning and Learning Objects, 12(1), 57-93. Informing Science Institute.

• The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers

  Ferdig, R.E., Pytash, K.E., Kosko, K.W., Memis, R., Ryan, K. & Dunlosky, J. (2017). The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers. Journal of Interactive Learning Research, 28(4), 341-357. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Preparing Teachers to Use New Media Visual Communications in Education

  Yarkova, T., Cherkasova, I., Timofeeva, A., Cherkasov, V. & Yarkov, V. (2017). Preparing Teachers to Use New Media Visual Communications in Education. International Journal of Emerging Technologies in Learning (iJET), 12(2), 4-15. Kassel, Germany: International Journal of Emerging Technology in Learning.

• MOOC Makers: Professors’ Experiences With Developing and Delivering MOOCs

  Blackmon, S. (2018). MOOC Makers: Professors’ Experiences With Developing and Delivering MOOCs. The International Review of Research in Open and Distributed Learning, 19(4),. Athabasca University Press.

• Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting

  Larkin, I.M., Brantley-Dias, L. & Lokey-Vega, A. (2016). Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting. Journal of Asynchronous Learning Networks, 20(3), 26-51.

• E-Mentoring for Professional Development of Pre-Service Teachers: A Case Study

  Kahraman, M. & Kuzu, A. (2016). E-Mentoring for Professional Development of Pre-Service Teachers: A Case Study. Turkish Online Journal of Distance Education, 17(3),.

• Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts

  Scoppio, G. & Covell, L. (2016). Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts. Canadian Journal of Higher Education, 46(2), 127-147.

• The Sandplay and the Written of Itself: revealing the eco-formative journey of an teacher

  Schulz, L. (2018). The Sandplay and the Written of Itself: revealing the eco-formative journey of an teacher. Alteridad, 13(1), 132-145. Quito, Ecuador: Universidad Politécnica Salesiana of Ecuador.

• A Flipped Classroom-Based Education System for College English Teaching

  Zhang, H. (2019). A Flipped Classroom-Based Education System for College English Teaching. International Journal of Emerging Technologies in Learning (iJET), 14(16), 120-129. Kassel, Germany: International Journal of Emerging Technology in Learning.

• STEM Teacher Efficacy in Flipped Classrooms

  Kelly, D. & Denson, C. (2017). STEM Teacher Efficacy in Flipped Classrooms. Journal of STEM Education, 18(4),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Multimodal Composing with GoAnimate

  Oliver, K. & Pritchard, R. (2016). Multimodal Composing with GoAnimate. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1611-1616). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Discipline Literacy in Science and Math Education: Utilizing Mobile Technologies and Educational Apps in an Inquiry-based Learning Environment

  Hagevik, R. & Cherner, T. (2016). Discipline Literacy in Science and Math Education: Utilizing Mobile Technologies and Educational Apps in an Inquiry-based Learning Environment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2058-2064). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Pre-service Language Teachers’ Instructional Use of Technology: Factors and Barriers

  Liu, H., Lin, C.H., Zhang, D. & Zheng, B. (2016). Pre-service Language Teachers’ Instructional Use of Technology: Factors and Barriers. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2158-2163). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States

  Parks, R., Oliver, W. & Carson, E. (2017). The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2236-2242). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of one Urban STEM Program

  Rosenberg, J.M., Greenhalgh, S.P., Graves Wolf, L. & Koehler, M.J. (2017). Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of one Urban STEM Program. Journal of Computers in Mathematics and Science Teaching, 36(3), 255-267. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Design Principles for Promoting Intergroup Empathy in Online Environments

  Shapira, N., Kupermintz, H. & Kali, Y. (2016). Design Principles for Promoting Intergroup Empathy in Online Environments. Interdisciplinary Journal of E-Learning and Learning Objects, 12(1), 225-246. Informing Science Institute.

• Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

  Larkin, I., Lokey-Vega, A. & Brantley-Dias, L. (2018). Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover. Journal of Online Learning Research, 4(1), 53-85. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• K-12 STEM Educator Autonomy: An Investigation of School Influence and Classroom Control

  Ernst, J., Williams, T., Clark, A., Kelly, D. & Sutton, K. (2018). K-12 STEM Educator Autonomy: An Investigation of School Influence and Classroom Control. Journal of STEM Education, 18(5),. Laboratory for Innovative Technology in Engineering Education (LITEE).

• Initial Teacher Training and the National Plan for Digital Education (NOP - ESF)

  Calzone, S., Di Gioia, R. & Pappalardo, V. (2018). Initial Teacher Training and the National Plan for Digital Education (NOP - ESF). Journal of e-Learning and Knowledge Society, 14(2),. Italian e-Learning Association.