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  1. ; ; ; (, Kent State University)
    Free, publicly-accessible full text available November 8, 2025
  2. ; ; ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, GA (Ed.)
    Free, publicly-accessible full text available November 7, 2025
  3. ; ; (, American Educational Research Association)
    The Teacher Preparation for Rural Teacher Persistence and Retention (TPR2) Noyce Track 4 Research grant was written in 2020 as a collaborative research grant with co-PIs at 14 rural institutions that house STEM educator preparation programs with the aim of investigating the impact of program features that address place and rurality on new teacher’s placement as teachers in rural schools. Throughout the progression of the collection of data, including interviews with STEM educator preparation program (EPP) administrators and faculty, collaborative focus groups, and reflection of the co-PIs, there has been a consistently emerging theme of reflective and change-inspired practice based on the new knowledge gained by each of the faculty serving as a co-PI. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; (, 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
  5. ; ; ; ; (, 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
  6. ; ; (, The Texas forum of teacher education)
    This study employed an ethnographic qualitative research approach to examine the experiences of Science, Technology, Engineering, or Math (STEM) faculty who participated in a supplementary mentoring network, the National Science Foundation Noyce Scholarship program, for STEM pre-service teachers. The findings highlight the ways in which mentoring programs can positively impact faculty and the preparation of STEM pre-service teachers. 
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    Accepted Manuscript Full Text Available
  7. ; ; ; ; (, Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning)
    Bateiha, S.; Cobbs, G. (Ed.)
    Recent research on instructional vision offers new insights into the challenges of systemic coherence when implementing educational innovations at scale. In this paper, we retrospectively examine the work of our statewide partnership of mathematics education leaders for implementing new state mathematics standards. we identify three categories of designs that improved coherence during implementation and highlight the role of instructional vision in each. 
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    Accepted Manuscript Full Text Available
  8. ; ; ; ; (, Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Accepted Manuscript Full Text Available
  9. ; ; ; ; (, Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kischka, A.; Dryer, E.; Jones, R.; Lovett, J.; Strayer, J.; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available
  10. ; ; ; ; (, Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A.; Dryer, E.; Jones, R; Lovett, J.; Strayer, J; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available