Journal Articles

Perry, L. (2019). Development of an early grade relational reasoning subtask: Collecting validity evidence on technical adequacy and reliability. International Journal of Science and Mathematics Education (IJRES), 1-21. DOI: 10.1007/s10763-019-09968-1

Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., Yovanoff, P. (2019) Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments, Measurement: Interdisciplinary Research and Perspectives, 17:1, 1-22, DOI: 10.1080/15366367.2018.1479087
 
Ketterlin-Geller, L.R., Perry, L., Adams, E.L. (2019) Integrating Validation Arguments With the Assessment Triangle: A Framework for Operationalizing and Instantiating Validation, Applied Measurement in Education,32:1,60-76, DOI: 10.1080/08957347.2018.1544136
 
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, 5(3), 82-105.
 
Sitabkhan, Y., Platas, L., & Ketterlin-Geller, L. R. (2018). Capturing children’s mathematical knowledge: An assessment framework. Global Education Review, 5(3), 106-124.
 
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.
 
Perry, L. (2018). Different analyses, different validity conclusions? Evidence from the EGMA Spatial Reasoning subtask. Global Education Review, 5(3), 125-142.
 
Eichhorn, M.S., Perry, L.E., & Brombacher, A. (2018). Students' early grade understanding of the equal sign and non-standard equations in Jordan and India. International Journal of Research in Education and Science (IJRES), 655-669. DOI: 10.21890/ijres.432520

Perry, L., (accepted). Promoting algebraic reasoning in the early years? Yes, we can! Young Children. 

Woods, D., Ketterlin-Geller, L.R., & Basaraba, D. (2017) Supporting numeracy development in kindergarten using number lines. Intervention in School and Clinic, 53(4), 229-236. 

Platas, L.M., Ketterlin-Geller, L.R., & Sitabkhan, Y. (2016). Using an assessment of early mathematical knowledge and skills to inform policy and practice: Examples from the early grade mathematics assessment. International Journal of Education in Mathematics, Science and Technology, 4(3), 163-173. DOI:10.1844/ijemst.20881

Ketterlin-Geller, L.R., Gifford, D., & Perry, L., (2015). Measuring middle school students' algebra readiness: Examining validity evidence for experimental measures. Assessment for Effective Intervention, 41, 28-40. 

Jamgochian, E., & Ketterlin-Geller, L.R. (2015). The 2% transition: Supporting access to mathematics for students with moderate disabilities using accommodations. TEACHING Exceptional Children.

Baker, D. L., & Basaraba, D. (submitted). Effective instruction to support a diverse population of English learners. Educational Leadership.

Baker, D. L., Basaraba, D., Cole, R., Richardson, U., & Lyytinen, H. (submitted). Using computer-assisted instruction to advance the decoding skills of first grade students in English and in Spanish. Reading and Writing; An Interdisciplinary Journal.

Basaraba, D., Ketterlin-Geller, L.R., Yovanoff, P., & Shivraj, P. (in preparation). Designing a stopping rule for diagnostic assessments: Implications for measurement. 

Basaraba, D., Shivraj, P., Yovanoff, P., & Ketterlin-Geller, L.R. (in preparation). Examining the role of cognitive engagement in students’ mathematical understanding.

Ketterlin-Geller, L.R., Shivraj, P., & Basaraba, D. (in preparation). Designing instruction based on learning progressions: Teachers’ use of diagnostic assessments to support struggling students.

Shivraj, P., Yovanoff, Y., & Ketterlin-Geller, L.R. (in preparation). Different approaches to analyzing distractor functioning.

Walkington, C., Clinton, V., & Shivraj, P. (in preparation). How readability factors differentially impact students of different backgrounds when solving mathematics word problems.

Ketterlin-Geller, L.R., Gifford, D., & Shivraj, P. (in preparation). Visual representations in mathematics: Accessibility feature or accessibility barrier?

Nelson-Walker, N., Ketterlin-Geller, L.R., Jamgochian, E., Copeland, H., Park, J., & Jungjohann, K. (in preparation). Improving teachers’ content knowledge: Does targeted professional development work?

Platas, L. M., Ketterlin-Geller, L. R., Brombacher, A., & Sitabkhan, Y. (2013). Core early grade mathematics assessment (Core EGMA) Toolkit. Research Triangle Park, NC: RTI International.

Ketterlin-Geller, L.R., & Schielack, J. (under review). The design and implementation of a universal screening system for algebraic readiness, grades 5-8. 

Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., & Yovanoff, P. (revise and resubmit). Test design considerations for using mathematical learning progressions to design diagnostic assessments.

Ketterlin-Geller, L.R., Gifford, D., & Perry, L. (revise & resubmit). Measuring middle school students’ algebra readiness: Examining validity evidence for experimental measures. 

Ketterlin-Geller, L.R., Baumer, P., & Lichon, K. (2014): Administrators as advocates for teacher collaboration. Intervention in School and Clinic.

Ketterlin-Geller, L.R., Crawford, L., & Huscfoft-D'Angelo, J.N. (2014): Screening to assign accommodations: Using data to make decisions. Learning Disabilities: A Multidisciplinary Journal, 20(2), 61-74.  

Ketterlin-Geller, L.R., Yovanoff, P., Jung, E., Liu, K., & Geller, J. (2013). Construct definition using cognitive-based evidence: A framework for practice. Educational Assessment, 18, 122-146. DOI: 10.1080/10627197.2013.790207

Platas, L.M., Ketterlin-Geller, L.R., Brombacher, A., & Sitabkhan, Y. (2013): Core early grade mathematics assessment Core EGMA) Toolkit. Research Triangle, NC: RTI International.

Crawford, L., & Ketterlin-Geller, L. R. (2012). Middle School Teachers' Assignment of Test Accommodations. The Teacher Educator, 48(1), 29-45. 

Ketterlin-Geller, L. R., Jamgochian, E., Nelson-Walker, N., & Geller, J. (2012). Disentangling mathematics target and access skills: Implications for accommodation assignment practices. Learning Disabilities Research and Practice, 27(4), 178-188. 

Ketterlin-Geller, L. R., & Chard, D. J. (2011) Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number. Australian Journal of Learning Disabilities, 16(1), 65-78. 

Archived Journal Articles

Chapters

Walkowiak, T. A., Adams, E. L., & Berry, R. Q. (2019). Validity arguments for instruments that measuremathematics teaching practices: Comparing the M-Scan and IPL-M. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in mathematics education contexts: Theoretical frameworks and new directions. New York, NY: Routledge  

Perry, L., Ketterlin-Geller, L. R., & Hatfield, C. (2019). Substantiating claims about students’ algebraic reasoning with evidence: Initial evidence based on response processes and internal structure. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.  

Ketterlin-Geller, L. R. (2016). Understanding and improving accessibility for special populations. In A. Rupp & J.P. Leighton (Eds.), Handbook of Cognition and Assessment (pp. 198-225). Hoboken, NJ: Wiley-Blackwell. 

Ketterlin-Geller, L.R. (in preparation). Cognitively-grounded assessment for special populations. In A. Rupp & J. P. Leighton (Eds.), Handbook of Cognition and Assessment. Wiley-Blackwell.

Ketterlin-Geller, L. R., Johnstone, C., & Thurlow, M. (in press). Universal design of assessment. In S. Burgstahler and R. Cory (Eds), Universal Design in Postsecondary Education: From Principles to Practice, 2nd Edition, pp. XX-XX. Boston, MA: Harvard Education Press.

Zannou, Y., Ketterlin-Geller, L.R., & Shivraj, P. (2013). Best practices in mathematics instruction and assessment in secondary settings. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology: Data-based and collaborative decision-making (6th ed.) (pp. 233-246). Bethesda, MD: National Association of School Psychologists.

Ketterlin-Geller, L. R., & Jamgochian, E. M. (2012). Instructional Accommodations and Modifications that Support Accessible Instruction. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), The Handbook of Accessible Achievement Tests for All Students: Bridging the Gap Between Research, Practice, and Policy, pp. 131-146. New York: Springer.

Scalise, K., & Ketterlin-Geller, L. R. (2012). Reciprocal Leading: Improving Instructional Designs in E-Learning. In P. Ghislandi (Ed.), e-Learning: Theories, Design, Software and Applications, pp. 73-90. Rijeka, Croatia: InTech Open Access Publisher (http://www.intechopen.com/articles/show/title/reciprocal-leading-improving-instructional-designs-in-e-learning).

Archived Chapters

Technical Reports

Sparks, A., Perry, L., Geller, J., Haider, M. Q., & Ketterlin-Geller, L. R. (2020). Numerical relational reasoning (NRR): Teacher survey administration (Tech. Rep. No. 20-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

 

Kuehnert, E., Geller, J., Perry, L., Hatfield, C., & Ketterlin-Geller, L.R., (2020). Numerical relational reasoning (NRR): Learning progressions development (Tech. Rep. No. 20-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

 

Kuehnert, E., Barton, T., Perry, L., & Ketterlin-Geller, L.R., (2020). Numerical relational reasoning cognitive interviews (NRR-CI): Protocol development (Tech. Rep. No. 20-04). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

 

Sparks, A., Adams, E. L., Mota, A., Burton, C., Hatfield, C., & Ketterlin-Geller, L. R. (2019). STEM academy for science teachers and leaders: 2019 teacher academy 2 evaluation (Tech. Rep. No. 19-10). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Pierce, K., Cox, C. T., Hatfield, C., & Ketterlin-Geller, L. R. (2019). STEM academy for science teachers and leaders: 2019 teacher academy 3 evaluation (Tech. Rep. No. 19-08). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Basaraba, D., Sparks, A., & Ketterlin-Geller, L. R. (2018). Imagination Station (Istation): Istation’s Indicators of Progress (ISIP) Espanol Validity Study Full Report (Tech. Rep. No. 18-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Adams, E. L., Hatfield, C., Cox. C. T., Mota, A., Sparks, A., & Ketterlin-Geller, L. R. (2018). STEM Academy for Sciences Teachers and Leaders: 2017 - 18 Coaching and PLC Evaluation (Tech. rep. No. 18-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education. 

Adams, E. L., Hatfield, C., Cox. C. T., & Ketterlin-Geller, L. R. (2018). STEM Academy for Science Teachers and Leaders: 2018 Teacher Academy I Evaluation (Tech. rep. No. 18-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education. 

Perry, L., Reeder, M. J., Brattain, K., Hatfield, C., & Ketterlin-Geller, L. R. (2017). STEM Academy for Teachers and Leaders: 2017 Academy Evaluation (Tech. Rep. No. 17-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.  

Shivraj, P., Perry, L., Zhao, M., Bell, J., Ketterlin-Geller, L.R. (2016) Imagination Station (Istation): Istation's Indicators of Progress (ISIP) math validity studies - overview of results (Tech. Rep. No. 16-06). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Hatfield, C., Perry, L., Hayata, C., Geller, J., Barasch, B., Ketterlin-Geller, L.R. (2016) Imagination Station (Istation): Algebra Readiness Progress Monitoring System Development for Grades 6-8 (Tech. Rep. No. 16-05). Dallas, TX: Southern Methodist University, Research in Mathematics Education. 

Ratliff, B., Hayata, C., Bell, J. & Ketterlin-Geller, L.R. (2016) Imagination Station( Istation): Universal Screener Instrument Development for Algebra 1 (Tech. Rep. No. 16-04) Dallas, TX: Southern Methodist University, Research in Mathematics Education.  

Geller, J.G., Shivraj, P. & Ketterlin-Geller, L.R. (2016) Parent Math Training Pilot in Jamaica: Cultural relevancy review of the Literacy Connection (Tech. Rep. No. 16-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Shivraj, P., & Ketterlin-Geller, L.R. (2016). Parent Math Training Pilot in Jamaica: Feasibility study report (Tech. Rep. No. 16-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Shivraj, P., & Ketterlin-Geller, L.R. (2016). Parent Math Training Pilot in Jamaica: Inception report (Tech. Rep. No. 16-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education. 

Shivraj, P., Bell, J., & Ketterlin-Geller, L.R. (2015). Learning from teachers’ use of MSTAR assessment data: A case study (Tech. Rep. No. 15-08). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Shivraj, P., Bell, J., & Ketterlin-Geller, L.R. (2015). The structural supports teachers require to implementing the MSTAR assessment system effectively (Tech. Rep. No. 15-09). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Basaraba, D., Shivraj, P., Yovanoff, P., & Ketterlin-Geller, L.R. (2014). Middle School Students in Texas Algebra Ready (MSTAR): Universal Screener alignment pilot study for grades 5-8 (Tech. Rep. No. 15-10). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Zannou, Y., Shivraj, P., Howell, E., Bell, J., & Ketterlin-Geller, L.R. (2014). Elementary School Students in Texas Algebra Ready (ESTAR): Learning Progressions verification survey (Tech. Rep. No. 15-04). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Ratliff, B., Hatfield, C., & Ketterlin-Geller, L.R. (2015) Imagination Station (Istation): Universal Screener Realignment for Grades 2-8 (Technical Report 15-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Hatfield, C., Ratliff, B. Axel, S., Basaraba, D., & Ketterlin-Geller, L.R. (2015) Imagination Station (Istation): Updates to Universal Screener Instrument Development for Grades 2-8 (Technical Report 15-02) Dallas, TX: Southern Methodist University, Research in Mathematics Education. 

Hatfield, C., Perry, L., Basaraba, D., Miller, S., Simon, E., & Ketterlin-Geller, L.R. (2014) Imagination Station (Istation): Universal screener instrument development for grades PK-1 (Tech. Rep. No. 15-01) Dallas, TX: Southern Methodist University, Research in Mathematics Education. 

Hatfield, C., Perry, L., Basaraba, D., Miller, S.J., Simon, E., Ketterlin-Geller, L.R. (2014) Imagination Station (Istation): Universal screener and inventory instruments interface development for grades PK-1 (Tech. Rep. No. 14-01) Dallas, TX: Southern Methodist University, Research in Mathematics Education. 

Basabara, D., Shivraj, P., Yovanoff, P., Bell, J., & Ketterlin-Geller, L. (2013).  Middle School Students in Texas Algebra Ready (MSTAR): Diagnostic Assessment Pilot Study for Grades 5-8.  (Tech. Rep. No. 13-11).  Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Basaraba, D., Yovanoff, P., Axel, S., & Ketterlin-Geller, L. (2013). Elementary School Students in Texas Algebra Ready (ESTAR): Universal Screener Pilot Study for Grades 2-4. (Tech. Rep. No. 13-10). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Richardson, B., Zannou, Y., Axel, S., Basaraba, D., Ketterlin-Geller, L. (2013). Middle School Students in Texas Algebra Ready (MSTAR): Universal Screener Instrument Development for Grades 5-8. (Tech. Rep. No. 13-09). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Richardson, B., Zannou, Y., Axel, S., Basaraba, D., Ketterlin-Geller, L. (2013). Middle School Students in Texas Algebra Ready (MSTAR): Universal Screener Blueprint Development. (Tech. Rep. No. 13-08). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Axel, S., Basaraba, D., Woods, D., & Ketterlin-Geller, L. (2013). Elementary School Students in Texas Algebra Ready (ESTAR): Universal Screener Instrument Development for Grades 2-4. (Tech. Rep. No. 13-07). Dallas, TX: Southern Methodist University, Research in Mathematics Education.


Woods, D., Miller, S., Basaraba, D., & Ketterlin-Geller, L. (2013). Elementary School Students in Texas Algebra Ready (ESTAR): Universal Screener Blueprint Development. (Tech. Rep. No. 13-06). Dallas, TX: Southern Methodist University, Research in Mathematics Education.


Basaraba, D., Zachary, S. C., Bell, J., & Ketterlin-Geller, L. (2013). Middle School Students in Texas Algebra Ready (MSTAR): Diagnostic Assessment Instrument Development for Grades 5-8. (Tech. Rep. No. 13-05). Dallas, TX: Southern Methodist University, Research in Mathematics Education.


Bell, J., & Ketterlin-Geller, L. (2013). Middle School Students in Texas: Algebra Ready (MSTAR): Diagnostic Assessment Reports Focus Group (Tech. Rep. No. 13-04). Dallas, TX: Southern Methodist University, Research in Mathematics Education.


Zachary, S. C., Zannou, Y., Basaraba, D., Wasserman, N., Hill, S., & Ketterlin-Geller, L. (2013). Texas Algebra Ready (TXAR): Learning Progressions Development (Tech. Rep. No. 13-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.


Bell, J., & Ketterlin-Geller, L. (2013). Middle School Students in Texas: Algebra Ready (MSTAR): Universal Screener Feasibility Test (Tech. Rep. No. 13-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education. 


Ketterlin-Geller, L. R. (2013). Numeracy Boost Assessment Tool: Technical Review (Tech. Rep). Westport, CT: Save the Children.


Ketterlin-Geller, L. R. (2013). Early Grade Mathematics Assessment: Psychometric Analysis of the Core Instrument(Tech. Rep). Research Triangle Park, NC: RTI International.


Archived Technical Reports

 

Descriptive Reports

Ratliff, B., Woods, D., Garrison Wilhelm, A., Ketterlin-Geller, L.R. (2016). Grand Prairie ISD secondary mathematics professional development descriptive report (Desc. Rep. 16-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.