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   Myer, Rachel A. ; Shipley, Thomas F. ; Davatzes, Alexandra K. ( February 2018 , Journal of Geoscience Education)
2. Using student conceptions about groundwater as resources for teaching about aquifers

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   Arthurs, Leilani A. ( April 2019 , Journal of Geoscience Education)
3. Let's Talk about Sext: How Adolescents Seek Support and Advice about Their Online Sexual Experiences

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   Razi, Afsaneh ; Badillo-Urquiola, Karla ; Wisniewski, Pamela J. ( April 2020 , Let’s Talk about Sext: How Teens Seek Support and Advice for Online Sexual Interactions)

   We conducted a thematic content analysis of 4,180 posts by adolescents (ages 12-17) on an online peer support mental health forum to understand what and how adolescents talk about their online sexual interactions. Youth used the platform to seek support (83%), connect with others (15%), and give advice (5%) about sexting, their sexual orientation, sexual abuse, and explicit content. Females often received unwanted nudes from strangers and struggled with how to turn down sexting requests from people they knew. Meanwhile, others who sought support complained that they received unwanted sexual solicitations while doing so—to the point that adolescents gave advice to one another on which users to stay away from. Our research provides insight into the online sexual experiences of adolescents and how they seek support around these issues. We discuss how to design peer-based social media platforms to support the well-being and safety of youth.
4. Learning arbitrary stimulus-reward associations for naturalistic stimuli involves transition from learning about features to learning about objects

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5. Undergraduate Research in Mathematics Education: Using Qualitative Data About Children’s Learning to Make Decisions About Teaching

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   Groth, R. E. ; Bergner, J.A. ; Austin, J.W. ; Burgess, C.R. ; Holdai, V. ( January 2020 , Mathematics teacher educator)

   Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data.