Academic Affairs Digest 2018

Applied Physiology and Sport Management

David W. Bertrand, Clinical Assistant Professor

Awards and Honors

First Place Poster Award, Harvard Institute of Coaching, Scholarship/Research, National. (September 29, 2018).
The practice of executive coaching to improve leadership capacity in academic deans at American higher education institutions

Publications

Bertrand, D. W. (2018). The practice of executive coaching to improve leadership capacity in academic deans at American higher education institutions. Coaching: An International Journal of Theory, Research, and Practice. https://www.tandfonline.com/doi/full/10.1080/17521882.2018.1545136

Eric G. Bing, Professor

Awards and Honors

Doctorate of Education (honorary), Wheelock College, Boston, MA, Leadership, National. (May 18, 2018).
Honorary doctorate recipient at Wheelock College, Boston MA for excellence in research, service and teaching and improving lives in disadvantaged communities throughout the world.

Publications

Bing, E. G., Parham, G., Cuevas, A., Fisher, B. J., Skinner, J. F., Mwanahamuntu, M., Sullivan, R. Using low cost virtual reality simulation to build surgical capacity for cervical cancer treatment. Journal of Global Oncology. http://ascopubs.org/toc/jgo//5

Research

Skinner, J. F. (Supporting), Fisher, B. J. (Supporting), Cuevas, A. (Co-Principal), Bing, E. G. (Principal), Sponsored Research, "Using Low-Cost Virtual Reality Simulation to Build Surgical Capacity for Cervical Cancer Treatment", SMU, UNC, Kings College UK, Other, Funded. (July 2018 - July 2019).

Cuevas, A. (Co-Principal), Bing, E. (Principal), Grant, "Virtual Reality Surgery Simulator", Medical Research Council (UK), Other, $659,000.00, Funded. (April 1, 2017 - April 1, 2019).

Scott L. Davis, Associate Professor

Awards and Honors

President's Associates Outstanding Faculty Award 2016-2017, Southern Methodist University, Scholarship/Research, University. (January 24, 2018).
This award is given annually to honor tenured faculty who have sustained high achievement as teachers and whose scholarship makes a meaningful contribution to student learning.

Publications

Christogianni, A., Bibb, R., Davis, S. L., Jay, O., Barnett, M., Evangelou, N., Filingeri, D. (2018). Temperature sensitivity in multiple sclerosis: An overview of its impact on sensory and cognitive symptoms. Temperature, 5(3), 208-223.

Davis, S. L., Jay, O., Wilson, T. E. (2018). Thermoregulatory dysfunction in multiple sclerosis. Handbook of clinical neurology, 157, 701-714.

Professional Offices

American College of Sports Medicine - Texas Chapter, Officer, President/Elect/Past, Texas, USA, Yes, elected, Pro Bono, Regional, Organized and administered the 2020 Texas ACSM Annual meeting held in Waco, TX. (700 attendees, Budget = ~$70,000). (February 2018 - February 2020).
American College of Sports Medicine is a multi-disciplinary professional and scientific society dedicated to the generation and dissemination of knowledge concerning the motivations, responses, adaptations and health aspects of persons engaged in sport and exercise. The purpose of Texas ACSM is to fulfill the objectives and purposes of ACSM as appropriate at the regional level.

Research

Davis, S. L. (Co-Principal), Jay, O. (Principal), Grant, "Novel approaches to mitigating heat-related fatigue in individuals with multiple sclerosis", MS Research Australia, Private, $176,000.00, Funded. (January 2018 - December 2021).

Lynn R. Jacobs, Professor

Awards and Honors

Honored by Chi Omega Sorority as an outstanding professor, Chi Omega Sorority, Teaching, University. (November 13, 2018).
Was invited to an event at the Chi Omega House to be honored

University Research Grant, SMU Research Office, Scholarship/Research, Local. (January 19, 2018).
Awarded $2340 – SMU URC funding for a research project- “The Effects of Exercise on Student Cognitive Skills." This project will take place at one of the DISD high school this spring semester. WE will measure cognition before and after exercise

Megan N. Murphy, Clinical Associate Professor

Research

Murphy, M. N. (Principal), Sponsored Research, Denton County Public Health Department, $0.00, Funded. (January 31, 2018 - January 2020).

Counseling

Greta A. Davis, Clinical Assistant Professor

Publications

Davis, G. A. (2018). Ethical considerations of reading research. (2018th ed., vol. Spring , pp. 2). NCDA Career Development Magazine.

Professional Offices

National Career Development Association, Ethics Committee Member, Committee Chair, approximately 25 hours spent for the year, Yes, appointed, Pro Bono, National. (January 2006 - December 2018).
Served on professional ethics committee. Reviewed ethics inquiries and drafted responses/opinions in keeping with NCDA's professional code of ethics. Crafted articles for the Career Development's Magazine and edited numerous articles. Served as chair of the sample documents subcommittee to provide an electronic repository of resources and materials to current members.

Mario De La Garza Jr., Clinical Assistant Professor

Professional Offices

Association for Child and Adolescent Counseling, Officer, Treasurer, Yes, appointed, Pro Bono, National. (January 15, 2017 - June 2019).

Brandy Schumann, Clinical Associate Professor

Awards and Honors

University Fellow, School of Psychological and Clinical Sciences, Charles Darwin University, Australia, Teaching, International. (April 1, 2018).
Providing consultation and support for development of Play Therapy Program.

Publications

JoAnne, W. M., Carmen, C., Schumann, B. (2018). Intensive child-centered play therapy in a remote Australian indigenous community. International Journal of Play Therapy, 27(4), 242-255.

Schumann, B., Jennifer, M. (2018). 5 Ways to Keep your Sanity this Holiday Season (pp. 1). Love Joy, TX: Love Joy ISD Preschool PTA.

Schumann, B., Ritzi, R. (2018). I love you enough to try (6th ed., vol. 7, pp. 1). Love Joy, TX: Love Joy ISD Preschool PTA.

Colliflower, S., Schumann, B. (2018). Counseling Children on the Autism Spectrum. Clinical Interventions for Counseling Children and Adolescents: A Toolbox for School-Based Therapists and School Counselors (vol. 1). Columbia, SC: CreateSpace Publishing.

Hawkins, J., Schumann, B. (2018). Family First Resolutions (5th ed., vol. 7, pp. 1). Love Joy, TX: Love Joy ISD Preschool PTA.

Education Policy & Leadership

Dominique J. Baker, Assistant Professor

Awards and Honors

National Academy of Education and Spencer Foundation Postdoctoral Fellowship Semifinalist, National Academy of Education and Spencer Foundation, Scholarship/Research, International. (May 1, 2018).

Publications

Flores, S. M., Park, T. J., Baker, D. J. (2018). Accountability across the educational pipeline: The contribution of unequal high schools on college completion. College Opportunity and Accountability: The Civil Rights Dimension. Cambridge, MA: Harvard Education Press.

Baker, D. J., Blissett, R. S. L. (2018). Beyond the incident: Institutional predictors of student collective action. The Journal of Higher Education, 89(2).

Commodore, F., Baker, D. J., Arroyo, A. (2018). Black women college students: A guide to student success in higher education.. Routledge.

Lockard, D., Baker, D. J. (2018). Postsecondary education for first-generation and low-income students in the Ivy League: Navigating policy and practice. [Review of the book of the same name, by K. H. Landers].. Teachers College Record.

Blissett, R. S., Baker, D. J. (2018). Seeing is more than believing: Visual media, social media, and anti-racism on college campuses. Public, 4(1).

Editorial Activities

Educational Researcher, Reviewer, Journal Article. (2017 - 2022).

Professional Offices

Association for the Study of Higher Education Program Committee, Committee Member. (November 2018 - November 2019).

Sondra N. Barringer, Assistant Professor

Publications

Barringer, S. N., Jaquette, O. (2018). The Moving Missions of Community Colleges: An Examination of Degree Granting Profiles Over Time. Community College Review, 46(4), 417-443.

Barringer, S. N., Riffe, K. (2018). Not just figureheads: Trustees as microfoundations of higher education institutions. Innovative Higher Education, 43(3), 155-170.

Taylor, B. J., Barringer, S. N., Warshaw, J. B. (2018). Affiliated nonprofit organizations: Strategic action and research universities. The Journal of Higher Education, 89(4), 422-452.

Editorial Activities

Minerva, Reviewer, Journal Article, approximately 5 hours spent for the year. (2016 - 2019).

National Science Foundation, Reviewer, Grant Proposal, approximately 5 hours spent for the year. (2018).

Social Forces, Reviewer, Journal Article, approximately 5 hours spent for the year, No, neither, Pro Bono. (2016 - 2018).

Professional Offices

ASHE Annual Meeting, Discussant, Tampa, FL, United States, approximately 10 hours spent for the year, Pro Bono. (November 16, 2018).

Research

Barringer, S. N. (Co-Principal), Leahey, E. (Co-Principal), Grant, "Collaborative Research: University Commitment to Interdisciplinary Research: Scope, Causes, and Consequences", National Science Foundation Grant, Science of Science and Innovation Policy Program, Federal, $304,463.00, Funded. (July 1, 2015 - June 30, 2019).

Watt L. Black Jr., Clinical Professor

Awards and Honors

Nominee - Board of Trustees, Education Law Association, Scholarship/Research, International. (September 11, 2018).
Was a nominee to serve as member of Board of Trustees on Educational Law Association. Was not ultimately selected.

Michael S. Harris, Associate Professor

Publications

Harris, M. S., Ellis, M. K. (2018). Exploring involuntary presidential turnover in American higher education. Journal of Higher Education, 89(3), 294-317.

Holley, K. A., Harris, M. S. (2018). “The 400-Pound Gorilla”: The Role of the Research University in City Development. Innovative Higher Education, 43(2), 77-90.

Professional Offices

Association for the Study of Higher Education, Membership Committee, Committee Chair, approximately 20 hours spent for the year, Yes, appointed, Pro Bono, National. (2016 - 2018).
Serve as chair of the ASHE Membership Committee

Akihito Kamata, Professor

Publications

Baker, S., Kamata, A., Wright, P. A. (2018). Using Propensity Score Matching to Estimate Treatment Effects of After-school Programs on Third Grade Reading Outcomes. Journal of Community Psychology / Wiley. wileyonlineliberary.com/journal/jcop

Patarapilchayatham, C., Kamata, A. (2018). Evaluation of ability estimates under bi-factor testlet model. Journal of Graduate Studies/Valaya Alongkorn Rajabhat University, 11, 163-170. www.tci-thaijo.org/index.php/JournalGradVRU/issue/view/9769

Kamata, A., Kara, Y., Patarapichayatham, C., Lan, P. (2018). Evaluation of Analysis Approaches for Latent Class Analysis with Auxiliary Linear Growth Model. Frontiers in Psychology. www.frontiersin.org/journals/psychology

Professional Offices

WIDA Technical Advisory Committee / University of Wisconsin, Member, Madison, WI, U.S.A., approximately 30 hours spent for the year, Yes, appointed, Compensated, National. (January 11, 2018 - December 31, 2018).
Evaluate the quality of the technical aspect of the assessment program called ACCESS for ELL.

Florida Department of Education Technical Advisory Committee, Member, Tallahassee, Florida, U.S.A., approximately 20 hours spent for the year, Yes, appointed, Compensated, State. (January 1, 2018 - December 31, 2018).
Evaluate the quality of the technical aspect of the assessment program called Florida Standard Assessment (FSA) and Florida Standard Alternative Assessment (FSAA).

Prince Songkla University, Pattani Campus, Committee Member, Pattani, Pattani, Thailand, approximately 20 hours spent for the year, Yes, appointed, Pro Bono, International. (December 1, 2017 - December 31, 2018).
Provide advisory role for launching a new Ph.D. program on Educational Measurement at Prince Songkla University.

Research

Kamata, A. (Principal), Little, D. (Co-Principal), Baker, S. (Co-Principal), Wright, A. (Supporting), Farmer, D. (Supporting), Grant, "A Research Partnership to Improve the Quality of Pre-K Classroom Practices", IES, U.S. Department of Education, Federal, $399,966.00, Funded. (July 1, 2018 - June 30, 2022).

Al Otaiba, S. (Principal), Allor, J. H. (Co-Principal), Yovanoff, P. (Co-Principal), Kamata, A. (Co-Principal), Grant, "Project FOCUS: Exploring RTI implementation with a focus on students receiving Tier 3 and special education.", Institute of Educational Sciences, US Dept of Education, Federal, $1,600,000.00, Funded. (2016 - June 30, 2020).

Kamata, A. (Co-Principal), Nese, J. (Principal), Grant, "Measuring Oral Reading Floency: Computerized Oral Reading Evaluation", IES - U.S. Department of Education, Federal, $1,599,990.00, Funded. (August 1, 2014 - July 31, 2019).

Leanne R. Ketterlin Geller, Professor

Awards and Honors

Advisory Board Member, talkSTEM, Service, Community. (October 1, 2018).

Publications

Ketterlin Geller, L. R., Perry, L., Platas, L., Sitbakhan, Y. (2018). Aligning test scoring procedures with test uses of the early grade mathematics assessment: A balancing act. Global Education Review.

Powell, A., Nielsen, N., Butler, M., Buxton, C., Johnson, O., Ketterlin Geller, L. R. (2018). Broadening Participation in K–12 STEM Education: Insights and Implications for Policy and Practice. Education Development Center.

Sitabkhan, Y., Platas, L., Ketterlin Geller, L. R. (2018). Capturing children’s mathematical knowledge: An assessment framework. Global Education Review.

Shivraj, P., Ketterlin Geller, L. R., Basaraba, D., Geller, J., Hatfield, C. (2018). Developing and refining usable, accessible, and culturally relevant materials to maximize parent-child interactions in mathematics. Global Education Review.

Powell, A., Nielsen, N., Butler, M., Buxton, C., Johnson, O., Ketterlin Geller, L. R., McCulloch, C. (2018). The Use of Theory in Research on Broadening Participation in PreK–12 STEM Education: Information and guidance for prospective DRK–12 grantees. Education Development Center.

Ketterlin Geller, L. R., Shivraj, P., Basaraba, D., Schielack, J. (2018). Universal Screening for Algebra Readiness in Middle School: Why, What, and Does It Work? Investigations in Mathematics Learning.

Editorial Activities

National Science Foundation, EHR Core Research, Reviewer, Grant Proposal. (2017 - 2018).

Global Education Review, Editor, Journal Editor, approximately 100 hours spent for the year, Yes, appointed, Pro Bono. (2016 - 2018).
Guest editor for special issue of the journal

Institute for Education Sciences, Special Education Research Scientific Review Panel, Reviewer, Grant Proposal. (2015 - 2018).

Global Education Review, Editor, Journal Editor, Pro Bono, International. (October 16, 2016 - May 1, 2018).
Guest editor for special issue addressing issues of global mathematics education. Selected from a competitive process.

Professional Offices

National Technical Assistance Center to Increase Participation and Improve Performance of Students with Disabilities on State and Districtwide Assessments, Committee Member, Minneapolis, MN, USA, Yes, appointed. (November 1, 2016 - October 31, 2021).
Technical work group member for USDOE funded center

National Council on Measurement in Education, Diversity Issues in Testing, Chairperson, approximately 50 hours spent for the year. (April 2018 - July 2020).

National Science Foundation DRK-12 Topical Group on Broadening Participation in STEM, Task Force Member. (2017 - 2019).

Research

Ketterlin Geller, L. R., Grant, "Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric and Spatial Reasoning", National Science Foundation, Federal, $2,549,000.00, Funded. (September 2017 - February 2025).

Ketterlin Geller, L. R. (Principal), Sponsored Research, "STEM Academies to support DISD Teachers", Texas Instruments, Private, $3,700,000.00, Funded. (March 2016 - August 2020).

Ketterlin Geller, L. R., Grant, "Spanish Assessments Validity Studies", istation: Imagination Station, Inc, Private, $475,000.00, Funded. (2017 - November 2018).

Research pending (submitted)

Larson, E. C., Ketterlin Geller, L. R., Clark, C., Grant, "181701 - Teaching machine learning and computational thinking with community", NSF, Federal, $1,803,477.00, Currently Under Review.

Dawson R. Orr, Clinical Professor

Professional Offices

Commissioner of Education Advisory Board, Discussant, Austin, TX, approximately 10 hours spent for the year, Yes, appointed, Pro Bono. (January 2016 - August 2018).
Former school superintendents serve as an advisory board on policy and programs to the State Commissioner of Education

Alex E. Pavlakis, Assistant Professor

Publications

Pavlakis, A. (2018). Reaching All Families Family, School, and Community Partnerships Amid Homelessness and High Mobility in an Urban District. Urban Education, 1-31.

Pavlakis, A. (2018). Spaces, places, and policies: Contextualizing student homelessness. Educational Researcher, 47(2), 134-141.

Pavlakis, A. (2018). Poverty and student homelessness in a growing suburb: Sensemaking among school and community leaders. Teachers College Record, 120(11). www.tcrecord.org/

Pavlakis, A., Pierce, M. (2018). Book Review: Young and homeless: Exploring the education, life experiences and aspirations of homeless youth. Teachers College Record.

Editorial Activities

Journal of Children and Poverty, Editorial Review Board Member, approximately 30 hours spent for the year. (January 1, 2018 - January 1, 2021).

The Urban Review, Reviewer, Journal Article. (May 1, 2018).

Meredith P. Richards, Assistant Professor

Publications

Papers submitted or under revision

Richards, M. P., Stroub, K. J. Metropolitan public school district segregation by race and income, 2000-2011.

Ashley A. Tull, Clinical Associate Professor

Editorial Activities

Journal of College Student Development, Reviewer, Ad Hoc Reviewer. (2014 - 2018).

Professional Offices

Student Affairs Assessment Leaders, Committee Member, Yes, appointed, Pro Bono, National. (August 2014 - August 2018).

Master Steward Lambda Chi Alpha, Workshop Organizer, Yes, appointed, Pro Bono, National. (July 2013 - July 2018).

Teaching & Learning

Stephanie Al Otaiba, Professor

Publications

Connor, C. M., Phillips, B. M., Kim, Y. G., Lonigan, C. J., Kaschak, M. P., Crowe, E., Dombek, J., Al Otaiba, S. (2018). Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties. Scientific Studies of Reading, 22(6), 462-484.

Parker, D., Burns, M., McMaster, K., Al Otaiba, S., Medhanie, A. (2018). Examining the relations between instructionsl-level data and intervention response in early writing. Assessment for Effective Intervention, 43(3), 157-168.

Puranik, C., Petscher, Y., Al Otaiba, S., Lemons, C. (2018). Improving Kindergarten Students’ Writing Outcomes Using Peer-Assisted Strategies. The Elementary School Journal, 118(4), 680-710.

Al Otaiba, S., Petscher, Y., Wanzek, J., Lan, P., rivas, b. (2018). Intensive intervention for fourth graders with poor comprehension. Learning Disabilities Research and Practice, 33, 156-167.

Lemons, C., King, S., Davidson, K., Puranik, C., Al Otaiba, S., Fidler, D. (2018). Personalized reading intervention for children with Down Syndrome. Journal fo School Psychology, 66, 67-84.

Allor, J. H., Gifford, D. B., Go, F., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., Cheatham, J. P. (2018). The Effects of a Text-Centered Literacy Curriculum for Students with Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 123(5), 474-494.

Kim, Y.-S., Gatlin, B., Al Otaiba, S., Wanzek, J. (2018). Theorization and an Empirical Investigation of the Compobnent-Based and Developmental Text Writing Fluency Construct. Journal of Learning Disabilities, 51(4), 320-335.

Al Otaiba, S., Rouse, A. G., Baker, K. L. (2018). Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia. Language, speech, and hearing services in schools, 49(4), 829-842.

Kim, Y. J., Petscher, Y., Wanzek, J., Al Otaiba, S. (2018). Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6. Reading and writing, 31(7), 1591-1618.

Kim, Y. J., Gatlin, B., Al Otaiba, S., Wanzek, J. (2018). Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. Journal of learning disabilities, 51(4), 320-335.

Daucourt, M.C., Schatschneider, C., Connor, C.M., Al Otaiba, S., Hart, S.A. (2018). Inhibition, updating working memory, and shifting predict reading disability symptoms in a hybrid model: Project KIDS. Frontiers in Psychology, 9, 238. https://doi.org/10.3389/fpsyg.2018.00238

Publications accepted

Al Otaiba, S., Ortiz, M. B., Hougan, M. (in press). Phonological awareness: A critical foundation for beginning reading. The Fundamentals of Literacy Assessment and Instruction, Second Edition. Baltimore, MD: Brookes.

Clemens, N., Al Otaiba, S., Hsaio, Y.Y., Simons, L.E., Kwok, O.M., Greene, E., SooHoo, M. (in press). The predictive validity of kindergarten progress monitoring measures across the school year: An application of dominance analysis. To appear in Assessment for Effective Intervention.

Editorial Activities

Spencer Foundation, Reviewer, Grant Proposal. (2017 - 2020).

US Dept. of Education, Institute for Educational Science, Early Childhood Programs, Reviewer, Grant Proposal. (2012 - 2020).

Professional Offices

Council for Exceptional Children, Div. for Learning Disabilities, Officer, President/Elect/Past. (2016 - 2018).

Research

Al Otaiba, S. (Co-Principal), Wanzek, J. (Principal), Grant, "Evaluating Mindset as a Pathway to Enhance Students' Response to Reading Intervention", National Institute of Health, Federal, $2,874,579.00, Funded. (2017 - 2022).

Al Otaiba, S. (Principal), Allor (Supporting), Yovanoff (Supporting), Grant, "National Center on Leadership in Intensive Intervention", Office of Special Education Programs, US Dept of Education, Federal, $7,500,000.00, Funded. (2015 - December 2020).

Al Otaiba, S. (Co-Principal), Allor, J. H. (Principal), Yovanoff, P. (Co-Principal), Grant, "Project Intensity: The Development of a Supplemental Literacy Program Designed to Provide Extensive Practice with Multiple-Criteria Text for Students with Intellectual Disabilities.", Institute of Educational Sciences, US Dept of Education, Federal, $1,500,000.00, Funded. (2013 - 2018).

Jill H. Allor, Professor

Publications

Lemons, C. J., Allor, J. H., Al Otaiba, S., LeJeune, L. M. (2018). Ten research-based tips for enhancing literacy instruction for children and adolescents with intellectual disability. Teaching Exceptional Children, 50, 220-232.

Allor, J. H., Gifford, D. B., Go, F., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., Cheatham, J. P. (2018). The effects of a text-centered literacy curriculum for students with intellectual disability. American Journal for Intellectual and Developmental Disabilities, 123, 474-494.

Allor, J. H., Cheatham, J. P., Al Otaiba, S. (2018). Friends on the Block Lessons and Readers. Dallas, TX: Friends on the Block (self-published):.

Research

Tony Cuevas, Clinical Professor

Research

Cuevas, A. (Co-Principal), Bing, E. (Principal), Grant, "Virtual Reality Surgery Simulator", Medical Research Council (UK), Other, $659,000.00, Funded. (April 1, 2017 - April 1, 2019).

Diane B. Gifford, Clinical Assistant Professor

Awards and Honors

XPrize for Adult Literacy, Barbara Bush Foundation and Dollar General, Service, Community, International. (June 30, 2018).
Became one of five finalists in the competition to combat adult illiteracy. Winners will be announced in Miami, FL, on February 7, 2019

Francesca Go, Clinical Assistant Professor

Publications

Al Otaiba, S., Jones, F. G., Levy, D., Rivas, B., Wanzek, J. (2018). Building a growth mindset within data-based individualization: A case study of two students with learning disabilities learning to learn. Handbook of Multi-Tiered Systems of Support and Response to Intervention.

Jones, F., Gifford, D., Yovanoff, P., Al Otaiba, S., Levy, D., Allor, J. (2018). Alternate assessment formats for progress monitoring students with intellectual disabilities and below average intellectual quotients: An exploratory study. Focus on Autism and Developmental Disabilities.

Allor, J. H., Gifford, D. B., Jones, F. G., Yovanoff, P. (2018). The effects of a text-centered supplemental curriculum for students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(5), 474-495.

Wilhelm, A., Rouse, A. G., Go, F. (2018). Exploring differences in measurement and reporting of classroom observation inter-rater reliability. Practical Assessment, Research and Evaluation, 23(4), 16.

Research

Roman, D. X., Go, F., Grant, "Exploring Visual Representations about Human Impact on the Environment in Middle School Science and Social Studies Textbooks", University Research Council Grant, Southern Methodist University, $3,500.00, Funded. (March 2017 - May 2018).

Jan E. Mallett, Clinical Assistant Professor

Research

Mallett, J. E. (Principal), Grant, "Measuring Lumin Success", Lumin Education/Wend Ventures, Local, $280,000.00, Funded. (February 18, 2018 - January 31, 2022).

Abby A. Pruitt, Clinical Professor

Awards and Honors

Football Faculty Appreciation Dinner, SMU Football Program, Teaching, University. (April 10, 2018).

Amy M. Richardson, Clinical Assistant Professor

Research

Ware, P. (Principal), Ferrell, A. (Co-Principal), Grant, "Raising Texas Teachers", Raise Your Hand Texas Foundation, State, $200,000.00, Funded. (August 1, 2017 - 2021).

Amy G. Rouse, Assistant Professor

Publications

Al Otaiba, Stephanie, Rouse, A. G., Baker, K. L. (2018). Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia. LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS, 49(4), 829-842.

Rouse, A. G., Moorshead Sandoval, A. M. (2018). Writing interventions for students with learning disabilities: Characteristics of recent research (2008-2017). Learning Disabilities: A Multi-disciplinary Journal, 23(2), 1-17.

Graham, S., Rouse, A. G., Harris, K. (2018). Scientifically supported writing practices. Oxford handbook of educational psychology.

Candace A. Walkington, Associate Professor

Publications

Walkington, C. A., Chelule, G., Woods, D., Nathan, M. (2018). Collaborative Gesture as a Case of Distributed Mathematical Cognition (vol. 1). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences.

Clinton, V., Basaraba, D., Walkington, C. A. (2018). English learners and mathematical word problem solving: A systematic review. Second Language Acquisition: Methods, Perspectives and Challenges. Nova Science.

Walkington, C. A., Clinton, V., Shivraj, P. (2018). How Readability Factors Are Differentially Associated With Performance for Students of Different Backgrounds When Solving Mathematics Word Problems. AMERICAN EDUCATIONAL RESEARCH JOURNAL, 55(2), 362-414.

Nathan, M., Walkington, C. A. (2018). Insight out: Embodied game play improves mathematical insight and proof. Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences.

Walkington, C. A., Bernacki, M. L. (2018). Personalization of Instruction: Design Dimensions and Implications for Cognition. JOURNAL OF EXPERIMENTAL EDUCATION, 86(1), 50-68.

Walkington, C. A. (2018). Personalizing Algebra to Students’ Interests: How Student Funds of Knowledge Moderate Outcomes. International Journal of Artificial Intelligence in Education.

Cayton, C., Sherman, M., Walkington, C. A., Funsch, A. (2018). Technology integration in secondary mathematics textbooks. Greenville, SC: Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Walkington, C. A., Woods, D., Nathan, M., Chelule, G., Wang, M. (2018). The Effect of Inhibiting Hand Gestures on Mathematical Reasoning (vol. 3). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences.

Bernacki, M., Walkington, C. A. (2018). The Role of Situational Interest in Personalized Learning. Journal of Educational Psychology, 110(6), 864-881.

Walkington, C. A., Marder, M. (2018). Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction. ZDM-MATHEMATICS EDUCATION, 50(3), 507-519.

Walkington, C. A., Cooper, J., Akinsiku, B., Williams-Pierce, C., Kalish, C. (2018). Middle school students’ and mathematicians’ representations of mathematical objects. Journal of Numerical Cognition, 4(1), 243-270.

Editorial Activities

Journal of Educational Psychology, Editorial Review Board Member, approximately 30 hours spent for the year, Pro Bono. (July 2018 - July 2021).

Research

Walkington, C. A. (Co-Principal), Nathan, M. (Principal), Grant, "How Dynamic Gestures and Directed Actions Contribute to Mathematical Proof Practices", Institute of Educational Sciences, Federal, $1,389,560.00, Funded. (July 1, 2016 - July 31, 2022).

Walkington, C. A., Bernacki, M. (Co-Principal), Heffernan, N. (Co-Principal), Perrera, H. (Co-Principal), Grant, "Collaborative (Strategies): Personalizing Mathematics to Maximize Relevance and Skill for Tomorrow's STEM Workforce", National Science Foundation, National, $1,037,248.00, Funded. (August 1, 2018 - June 30, 2022).

Walkington, C. A. (Co-Principal), Grant, "DCL: Synthesis and Design Workshop: The Future of Embodied Design for Mathematical Imagination and Cognition", National Science Foundation, Federal, $99,995.00, Funded. (2018 - 2019).

Paige D. Ware, Professor

Publications

Ware, P. D., del Rosal, K., Conry, J. M. (2018). Affordances and task design: A case study of online mentoring between practicing teachers and adolescent learners. In R. Kern and C. Develotte (Ed.), Screens and scenes: Multimodal communication in online intercultural encounters. New York: Routledge.

Ware, P. D. (2018). Automated writing assessment.

Ware, P. D., Liaw, M.-L. (2018). Multimodality and social presence in an intercultural exchange setting. In R. Kern and C. Develotte (Ed.), Screens and scenes: Multimodal communication in online intercultural encounters. Routledge.

Ware, P. D. (2018). Technology in kindergarten through 12th grade teaching.

Research

Ware, P. (Principal), Ferrell, A. (Co-Principal), Grant, "Raising Texas Teachers", Raise Your Hand Texas Foundation, State, $200,000.00, Funded. (August 1, 2017 - 2021).

Ware, P. D. (Principal), Roman, D. X. (Co-Principal), Grant, "Project CONNECT: Creating the Ongoing Network Needed to Engage Communities and Teachers", Office of English Language Acquisition (DOE), Federal, $2,500,000.00, Funded. (September 1, 2016 - 2021).

Annie Wilhelm, Assistant Professor

Publications

Jackson, K., Wilhelm, Munter, C. (2018). Specifying goals for students' mathematical learning and the development of teachers' knowledge, perspectives, and practice. Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 43-64). Cambridge, MA: Harvard Education Press.

Wilhelm, Cobb, P., Frank, K., Chen, I.-C. (2018). Teachers' advice networks. Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 135-148). Cambridge, MA: Harvard Education Press.

Wilhelm, Gillespie Rouse, Go, F. (2018). Exploring differences in measurement and reporting of classroom observation inter-rater reliability. Practical Assessment, Research & Evaluation.

Research

Wilhelm (Co-Principal), Grant, "Understanding how Elementary Teachers Take up Discussion Practices to Promote Disciplinary Literacy and Equity", James S. McDonnell Foundation, Private, $2,500,000.00, Funded. (January 1, 2018 - December 31, 2024).

Norris, S. A. (Co-Principal), Wilhelm, A. (Principal), Grant, "Building Capacity for a SMU Noyce Scholarship Program", NSF, Federal, $250,000.00, Funded. (July 1, 2018 - June 30, 2019).

Paul Yovanoff, Professor

Publications

Allor, J. H., Gifford, D. B., Go, F., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., Cheatham, J. P. (2018). The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability. AJIDD-AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES, 123(5), 474-494.