Ketterlin-Geller, L.R., Powell, S., Chard, D., & Perry, L. (2019). Teaching Math in Middle School: Using MTSS to Meet All Students’ Needs. Brookes Publishing.
Basaraba, D. L., Ketterlin-Geller, L. R., & Sparks, A. (2022). Addressing the need for Spanish literacy assessments within the context of bilingual MTSS: Investigating the technical adequacy of ISIP Español for Grades 3-5. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1986357
Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (in press). Promoting spatial orientation: Math activities for school and home learning. Teaching Young Children.
Platas, L., Perry, L., Piper, B., Sitabkhan, Y., & Ketterlin-Geller, L. R. (in press). School-Entry Predictors of Later Reading and Mathematics Achievement in Kenya. Research in Comparative and International Education.
Powell, S. R., Lembke, E. S., Ketterlin-Geller, L. R., Petscher, Y., Hwang, J., Bos, S.E, Hirt, S, Mason, E., Pruitt-Britton, T., Thomas, E., and Hopkins, S. (2021). Data-based individualization in mathematics to support middle-school teachers and their students with mathematics learning difficulty. Studies in Educational Evaluation, 69, 100-897. https://doi.org/10.1016/j.stueduc.2020.100897
Powell, S. R., Mason, E. N., Bos, S. E., Hirt, S., Ketterlin-Geller, L. R., & Lembke, E. S. (2021). A systematic review of mathematics interventions for middle-school students experiencing mathematics difficulty. Learning Disabilities Research and Practice, 36(4), 295–329. https://doi.org/10.1111/ldrp.12263
Basaraba, D., Yovanoff, P., Shivraj, P., & Ketterlin-Geller, L.R. (2020). A Framework for Evaluating Stopping Rules for Fixed-Form Formative Assessments: Balancing Efficiency and Reliability. Practical Assessment, Research, and Evaluation (25), 8. https://doi.org/10.7275/16754500
Clarke, B., Nelson, N. J., Ketterlin-Geller, L. R., Kosty, D., Smolkowski, K., Lesner, T., Furjanic, D., & Fien, H. (2020). Investigating the promise of a tier two sixth grade fractions intervention. Learning Disabilities Quarterly. https://doi.org/10.1177/0731948720972411
Ketterlin-Geller, L.R., & Ellis, M. (2020). Designing accessible learning outcome assessments for higher education through intentional test design. Creative Education, 11(7). https://doi.org/10.4236/ce.2020.117089
Ketterlin-Geller, L.R., Zannou, Y., Sparks, A., & Perry, L. (2020). Empirical recovery of learning progressions through the lens of educators. Journal of Mathematical Behavior, 60, 100-805. https://doi.org/10.1016/j.jmathb.2020.100805
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. https://doi.org/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),6 0-76. https://doi.org/10.1080/08957347.2018.1544136
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. https://doi.org/10.1007/s10763-019-09968-1
Shivraj, P., & Ketterlin-Geller, L. R. (2019). Interpreting reports from universal screeners: Roadblocks, solutions, and implications for designing score reports. Frontiers in Education. https://doi.org/10.3389/feduc.2019.00108
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
Ketterlin-Geller, L. R., Perry, L., Platas, L. M., & Sitbakhan, Y. (2018). Aligning test scoring procedures with test uses of the early grade mathematics assessment: A balancing act. Global Education Review, 5(3), 143-164.
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.
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.
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:10.18404/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.
Basaraba, D., Biancarosa, G., Carlson, S., & Shanley, L., (2014). What does it mean to "read like a historian"? ASCD Express, 9(13).
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.
Munter, C., Wilhelm, A., Cobb, P., & Condray, D. (2014): Assessing fidelity of implementation of a prescribed, diagnostic mathematics intervention. Journal of Research on Educational Effectiveness, 7(1), 83-113.
Wasserman, N. (2014). Bringing dynamic geometry to three dimensions: The use of SketchUp in mathematics education. Common Core Mathematics Standards and Implementing Digital Technologies. 68-99. https://doi.org/10.4018/978-1-4666-6497-5.ch004
Jackson, K.J., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013): Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 40(4), 646-682.
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. https://doi.org/10.1080/10627197.2013.790207
Perry, L. (2013). Review of formative assessment use and training in Africa. International Journal of School and Educational Psychology, 1(2).
Platas, L. M., Ketterlin-Geller, L. R., Brombacher, A., & Sitabkhan, Y. (2013). Core early grade mathematics assessment (Core EGMA) toolkit. RTI International.
Platas, L.M., Ketterlin-Geller, L.R., Brombacher, A., & Sitabkhan, Y. (2013): Core early grade mathematics assessment (Core EGMA) toolkit. RTI International.
Baker, D. L., Park, Y., Baker, S., K., Basaraba, D., Kame’enui, E. J., & Beck, C. T. (2012). Effects of a paired bilingual reading program on the performance of English learners in grades 1-3. Journal of School Psychology, 50(6), 737-758.
Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2012). Examining the underlying structure of reading comprehension: Do multiple levels of comprehension exist? Reading and Writing: An Interdisciplinary Journal, 26(3), 349-379.
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.
Perry, L., Ketterlin-Geller, L. R., Benson, S., Schielack, J., & Broadway, E. (2012). Supporting students’ algebra readiness: A response to intervention approach. Texas Mathematics Teacher, 59(2), 26-29.
Walkington, C., Sherman, M., & Petrosino, A. (2012). Playing the game of story problems: Coordinating situation-based reasoning with algebraic representation. Journal of Mathematical Behavior, 31(2), 174-195.
Wasserman, N., & Ham, E. (2012). Gaining perspective on success, support, retention, and student test scores: Listening to beginning teachers. Leaders of Learners, 5(3), 9-14.
Clarke, B., Smolkowski, K., Baker, S. K., Fien, H. Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier I core kindergarten program on the achievement of students at risk in mathematics. Elementary School Journal, 111, 561-584.
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.
Ketterlin-Geller, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(16). https://doi.org/10.7275/vxrk-3190
Ketterlin-Geller, L.R. (2008). Testing students with special needs: A model for understanding the interaction between assessment and student characteristics in a universally designed environment. Educational Measurement: Issues and Practice, 27(3), 3-16. http://dx.doi.org/10.1111/j.1745-3992.2008.00124.x
Ketterlin-Geller, L.R., Chard, D.J., & Fien, H. (2008). Making connections in mathematics: Conceptual mathematics intervention for low-performing students. Remedial and Special Education, 29(1), 33-45. https://doi.org/10.1177/0741932507309711
Ketterlin-Geller, L.R., & Tindal, G. (2008). Embedded technology: Current and future practices for increasing accessibility for all students. Journal of Special Education Technology, 22(4), 1-15.
Ketterlin-Geller, L.R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28(4), 194-206. https://doi.org/10.1177/07419325070280040101
Ketterlin-Geller, L.R., Yovanoff, P., & Tindal, G. (2007). Developing a new paradigm for accommodations research. Exceptional Children, 73(3), 331-347.
Ketterlin-Geller, L.R., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163-172.
Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2006). Using a concept maze to assess student understanding of secondary content. Assessment for Effective Intervention, 31(2), 39-50. https://doi.org/10.1177/073724770603100204
Ketterlin-Geller, L.R. (2005). Knowing what all students know: Procedures for developing universally designed assessments. Journal of Technology, Learning, and Assessment, 4(2). https://ejournals.bc.edu/index.php/jtla/article/view/1649
McCoy, J.D. & Ketterlin-Geller, L.R. (2004). Rethinking instructional delivery in a diverse age: Serving all learners with concept-based instruction. Intervention in School and Clinic, 40(2), 71-93. https://doi.org/10.1177/10534512040400020401
Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2003). How do critical thinking measures fit within standards-based reform? Assessment for Effective Intervention, 28(3&4), 37-48. https://doi.org/10.1177/073724770302800305
Twyman, T., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (2003). Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27(2), 333-348. https://doi.org/10.1080/15235882.2003.10162806
Adams, E. L., Ketterlin-Geller, L. R., Pierce, K., & Knox T. (2022). Teachers’ STEM beliefs and enacted instruction within an intensive STEM academy. In P. Jenlink (Ed.), STEM teacher preparation and practice for the 21st century: Research-Based insights. Information Age Publishing.
Adams, E. L., Trojanowski, A., Davis, J., Agramonte, F., Krumm, A., Bussey, L. H., Giarrizzo, A. (2021). Collaborative data visualization: A process for improving data use in schools. In A. J. Bowers (Ed.), Data visualization, dashboards, and evidence use in schools: Data collaborative workshop perspectives of educators, researchers, and data scientists. Academic Commons.
Ketterlin-Geller, L. R., & Pinilla, R. (2021). The promise of learning progressions-based classroom assessments to improve instruction. In H. Jiao & R. Lissitz (Eds.), Enhancing effective instruction and learning using assessment data: Theory and practice. Information Age Publishing.
Walkington, C., Marder, M., & Adams, E. L. (2020). Developing the UTOP: A flexible STEM observation instrument based on UTeach principles. In J. Goodell & S. Koc (Eds.), Preparing STEM teachers: A replication model. Information Age Publishing.
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. Routledge.
Walkowiak, T. A., Adams, E. L., & Berry, R. Q. (2019). Validity arguments for instruments that measure mathematics 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. 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). Wiley-Blackwell.
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). 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). 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). InTech Open Access Publisher. http://www.intechopen.com/articles/show/title/reciprocal-leading-improving-instructional-designs-in-e-learning.
Carrizales, D., & Ketterlin-Geller, L. R. (2011). Alternate assessments based on modified achievement standards: Reflections on assessment design and implementation. In M. Russell, & M. Kavanaugh (Eds.), Assessing students in the margins: Challenges, strategies, and techniques. Information Age Publishing.
Ketterlin-Geller, L. R., & Crawford, L. (2011). Improving accommodations assignment: Reconceptualizing professional development to support accommodations decision making. In M. Russell, & M. Kavanaugh (Eds.), Assessing students in the margins: Challenges, strategies, and techniques. Information Age Publishing.
Chard, D. J., Ketterlin-Geller, L.R., Jungjohann, K., & Baker, S. (2010). Evidence-based math instruction: Developing and implementing math programs at the core, supplemental, and intervention levels. In Gimpel-Peacock, Ervin, Daly, and Merrell (Eds), Practical handbook of school psychology (pp. 287-299). Guilford Publications.
Chard, D. J., Ketterlin-Geller, L. R., & Jitendra, A. (2008). A model of instructional support to enhance mathematics learning for all students. In E. L. Grigorenko (Ed.), Educating individuals with disabilities: IDEA 2004 and beyond. Springer.
Ketterlin-Geller, L.R., Baker, S., & Chard, D. (2008). Assessment strategies for secondary mathematics. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 465-475). National Association of School Psychologists.
Thurlow, M., Johnstone, C., & Ketterlin-Geller, L. R. (2008). Universal design of assessment in higher education. In S. Burgstahler and R. Cory (Eds), Universal design in postsecondary education: From principles to practice. Harvard Education Press.
Alonzo, J., Ketterlin-Geller, L.R., & Tindal, G. (2007). Curriculum based assessment. In L. Florian (Ed), Handbook of special education (pp. 307-318). Sage Publications.
Tindal, G., & Ketterlin-Geller, L. (2007). Test accommodations research: Decision-Making, outcomes, and designs. In R. Kopriva (Ed), Validity and accommodations: Psychometric and policy perspectives. Lawrence Erlbaum Associates.
Beghetto, R., & Ketterlin-Geller, L.R., (2006). Instructional leadership, part 2: Monitoring progress. In S.C. Smith & P.K. Piele (Eds.), School leadership: Handbook for student learning. Scarecrow Publishers.
Duesbery, L., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (2006). A computer-adaptive mathematics test accommodates students with diverse needs. In S. L. Howell (Ed.), Online assessment and measurement, volume II: Case studies from higher education, K-12, and corporate (pp. 157-170). Idea Group Publishing.
Tindal, G., Duesbery, L., & Ketterlin-Geller, L.R., (2006). Managing data for decision-making. In S.C. Smith & P.K. Piele (Eds.), School leadership: Handbook for student learning. Scarecrow Publishers.
Hwang, J., Hirt, S. M., & Ketterlin-Geller, L. R. (2022). Project STAIR treatment teacher professional development satisfaction (Tech. Rep. No. 22-05). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Hwang, J., Mason, E. N., & Ketterlin-Geller, L. R. (2022). Project STAIR student pre/post-testing iowa algebra aptitude test (Tech. Rep. No. 22-10). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Hwang, J., Mason, E. N., & Ketterlin-Geller, L. R., (2022). Project STAIR student pre/post-testing algebra readiness progress monitoring (Tech. Rep. No. 22-12). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Thomas, E., Hirt, S., & Ketterlin-Geller, L. R. (2022). Project STAIR teacher coaching satisfaction (Tech. Rep. No. 22-06). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Thomas, E., Hopkins, S., & Ketterlin-Geller, L. R. (2022). Project STAIR teacher demographics (Tech. Rep. No. 22-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Thomas, E., Ketterlin-Geller, L. R., & Lembke, E.S. (2022). Project STAIR treatment teacher decision making (Tech. Rep. No. 22-21). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Barton, T., Sparks, A., McMurrer, J., & Ketterlin-Geller, L.R. (2021). TIER computations progress monitoring system: Cousin writing (Tech. Rep. No. 21-04). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Haider, M.Q., Sparks, A., McMurrer, J., & Ketterlin-Geller, L.R. (2021). TIER computations progress monitoring system: Item modeling (Tech. Rep. No. 21-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
McMurrer, J., Barton, T., Hatfield, C., & Ketterlin-Geller, L. R. (2021). MMaRS teacher advisory Panel: Teacher resource development (Tech. Rep. No. 21-06) Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Sparks, A., McMurrer, J., & Ketterlin-Geller, L.R. (2021). TIER computations progress monitoring system: Expert review (Tech. Rep. No. 21-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Sparks, A., Wellberg, S., Geller, J., Holder, S., Hatfield, C., & Ketterlin-Geller, L. (2021). Spatial reasoning: Home environment distribution and analysis (Tech. Rep. No. 21-05). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Adams, E. L., Pierce, K., Sparks, A., Hatfield, C., & Ketterlin-Geller, L.R. (2020). STEM academy for science teachers and leaders: Student survey results (Tech. Rep. No. 20-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Burton, C., Hatfield, C., Adams, E. L., & Ketterlin-Geller, L. (2020). STEM academy for science teachers and leaders: UTOP research observation procedures (Tech. Rep. No. 19-05). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Cox, C. T., Adams, E. L., Hatfield, C., & Ketterlin-Geller, L. (2020). STEM academy for science teachers and leaders: Teacher survey administration (Tech. Rep. No. 19-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Cox, C. T., Adams, E. L., & Ketterlin-Geller, L. R. (2020). STEM academy for science teachers and leaders: Teacher exit summary (Tech. Rep. No. 19-09). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Cox, T.C., Bos, S., Hwang, J., Hirt, S., Mason, E., Pruitt-Britton, T., Tipton, E., Ketterlin-Geller, L.R., Lembke, E., & Powell, S.R., (2020) Project STAIR: year 1 description and implementation (Tech. Rep. No. 20-17). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Geller, J., Wellberg, S., Pinilla, R.., Perry, L., Hatfield, C., & Ketterlin-Geller, L (2020). MMaRS assessment inventory development (Technical Report No. 20-27). Southern Methodist University, Research in Mathematics Education.
Haider, M. Q., Hatfield, C., Keuhnert, E., Perry, L., & Ketterlin-Geller, L. R. (2020). Numeric relational reasoning: Anticipated and unanticipated strategies (Technical Report No. 20-29) [Technical Report]. Southern Methodist University, Research in Mathematics Education.
Haider, M. Q., Perry, L., Hatfield, C., & Ketterlin Geller, L. R. (2020). Numeric relational reasoning: Locator test development and implementation (Technical Report No. 20-11) [Technical Report]. Southern Methodist University, Research in Mathematics Education.
Ketterlin-Geller, L. R., Hatfield, C., Adams, E. L., Mota, A., Sparks, A., Brattain, K., . . . Torres, A. (2020). STEM academy for science teachers and leaders 2017-2020 final report (Tech. Rep. No. 20-31). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Knox, T., Pierce, K., Hatfield, C., & Ketterlin-Geller, L. R. (2020). STEM perceptions, practices, and culture: Teacher qualitative analysis (Tech. Rep. No. 20-20). 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.
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.
McMurrer, J., Hatfield, C., Buttner, T., & Ketterlin-Geller, L. R. (2020). MMaRS technical advisory board report: 2020 summary (Technical Report No. 20-19) . Southern Methodist University, Research in Mathematics Education.
McMurrer, J., Mota, A., Pinilla, R., Hatfield, C., Ketterlin-Geller, L. R. (2020). Teacher advisory panel: Summer 2020 (Technical Report No. 20-22). Southern Methodist University, Research in Mathematics Education.
McMurrer, J., Perry, L., & Ketterlin-Geller, L. R. (2020). MMaRS technical advisory board report: 2019 summary (Technical Report No. 20-12) . Southern Methodist University, Research in Mathematics Education.
Perry, L., McMurrer, J., & Ketterlin Geller, L. R. (2020). Technical advisory board report: 2018 summary (Technical Report No. 20-24) . Southern Methodist University, Research in Mathematics Education.
Perry, L., Pinilla, R., Geller, J., Hatfield, C., & Ketterlin-Geller, L. R. (2020). Spatial reasoning: Learning progressions development (Technical Report No. 20-06). Southern Methodist University, Research in Mathematics Education.
Pierce, K., Sparks, A., Adams, E., Cox, C.T., Hatfield, C., & Ketterlin-Geller, L. R. (2020). STEM academy teacher outcomes program evaluation: Cohorts 1 and 2 (Tech. Rep. No. 20-15). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Pierce, K., Sparks, A., Adams, E. L., Burton, C., Knox, T., Hatfield, C., & Ketterlin-Geller, L. R. (2020). STEM academy for teachers and leaders: 2019-20 Coaching and PLC evaluation (Tech Rep. No. 20-14). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Pierce, K, Adams, E. L., Sparks, A., Cox, T. C., Knox, T., Hatfield, C., & Ketterlin-Geller, L. R. (2020). STEM academy for science teachers and leaders: Leader academy and coaching evaluation (Tech. Rep. No. 20-13). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Pinilla, R., Castro-Faix, M., Hatfield, C., & Ketterlin-Geller, L. R. (2020). Spatial reasoning cognitive interviews: Narrative summaries of qualitative analysis (Technical Report No. 20-28) [Technical Report]. Southern Methodist University, Research in Mathematics Education.
Pinilla, R., Hatfield, C., Sparks, A., Haider, M. Q., Ketterlin-Geller, L. R. (2020). Spatial reasoning cognitive interviews: Qualitative data analysis (Technical Report No. 20-21) . Southern Methodist University, Research in Mathematics Education.
Pinilla, R., Sparks, A., Hatfield, C., & Ketterlin-Geller, L. R. (2020). Spatial reasoning: Cognitive interview administration (Technical Report No. 20-23) . Southern Methodist University, Research in Mathematics Education.
Pinilla, R., Perry, L., Hatfield, C., Sparks, A., & Ketterlin-Geller, L. R. (2020). Spatial reasoning: Cognitive interview protocol development (Technical Report No. 20-07). Southern Methodist University, Research in Mathematics Education.
Pruitt-Britton, T., Cox, T.C., Ketterlin Geller, Leanne R., Lembke, E., Powell, S.R., (2020) External review of STAIR core professional development (Tech. Rep. No. 20-16). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Sparks, A., Geller, J., Perry, L., & Ketterlin-Geller, L. R. (2020). Spatial reasoning: Home environment questionnaire phase 1 (Technical Report No. 20-09) . Southern Methodist University, Research in Mathematics Education.
Sparks, A., Geller, J., Perry, L., Hatfield, C., & Ketterlin-Geller, L. (2020). Spatial reasoning (SR): Teacher survey development and administration (Tech. Rep. No. 20-10). Southern Methodist University, Research in Mathematics Education.
Sparks, A., Haider, M. Q., Pinilla, R., & Ketterlin-Geller, L. R. (2020). Spatial reasoning cognitive interviews: Quantitative data analyses (Technical Report No. 20-08). Southern Methodist University, Research Mathematics Education.
Sparks, A., Hatfield, C., Knox, T., Simon, E., Adams, E. L., & Ketterlin-Geller, L. (2020). STEM academy for science teachers and leaders: Student survey administration (Tech. Rep. No. 19-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
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.
Sparks, A., Meador, A., Hatfield, C., & Ketterlin-Geller, L. R. (2020). Numeric relational reasoning (NRR) cognitive interviews: Properties qualitative analyses (Technical Report No. 20-26) . Southern Methodist University, Research in Mathematics Education.
Tseng, C., Ketterlin Geller, L.R., Clark, C., Larson, E. (2020). STEM+C educator advisory panel (Tech Rep. No 20-18). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Wellberg, S., Geller, J., McMurrer, J., Sparks, A., & Ketterlin-Geller, L.R. (2020). Spatial reasoning: Home environment questionnaire phase 2 (Technical Report No. 20-30). Southern Methodist University, Research in Mathematics Education.
Adams, E., Sparks, A., & Ketterlin-Geller, L. (2019). STEM teaching observational protocol (STEM TOP) exploratory factor analyses (Tech. Rep. No. 19-06). Dallas TX: Southern Methodist University, Research in Mathematics Education.
Barton, T., Knight, K., Hatfield, C., Perry, L., & Ketterlin-Geller, L. R. (2019). Teacher advisory panel technical report: Fall 2018 – summer 2019 (Technical Report No. 19-25) . Southern Methodist University, Research in Mathematics Education.
Burton, C., Hatfield, C., Adams, E., & Ketterlin-Geller, L. (2019). STEM academy for science teachers and leaders: Research observation administration procedures technical report (Tech. Rep. No. 19-05). Dallas TX: Southern Methodist University, Research in Mathematics Education.
Mota, A., Pierce, K., Hatfield, C., Adams, E., & Ketterlin-Geller, L. (2019). STEM academy for science teachers and teaders: Coach training and development (Tech. Rep. No. 19-04). Dallas TX: Southern Methodist University, Research in Mathematics Education.
Pierce, K., Adams, E., Sparks, A., Hatfield, C., & Ketterlin-Geller, L. (2019). STEM teacher observation protocol instrument development (Tech. Rep. No. 19-11). Dallas TX: Southern Methodist University, Research in Mathematics Education.
Sparks, A., Adams, E. L., Cox, C. T., Hatfield, C., & Ketterlin-Geller, L. R. (2019). STEM academy for science teachers and leaders: 2018-19 coaching and PLC evaluation (Tech. Rep. No. 19-07). 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.
Sparks, A., Hatfield, C., & Ketterlin-Geller, L. R. (2019). STEM academy for science teachers and leaders: 2018-2019 Student survey administration (Tech. Rep. No. 19-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Adams, E. L., Hatfield, C., & Ketterlin-Geller, L. R. (2018). STEM academy for science teachers and leaders: Participation interest survey February 2018 (Tech. Rep. No. 18-01). 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.
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 1 evaluation (Tech. rep. No. 18-02). 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.
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. 18-04). 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 for grades kindergarten through 5 (Tech. Rep. No. 18-05). 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 for pre-kindergarten (Tech. Rep. No. 18-06). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Pierce, K., Adams, E. L., Rhone, A. M., Hatfield, C., & Ketterlin-Geller, L. R. (2018). STEM academy for science teachers and leaders: 2018 teacher academy 2 evaluation (Tech. Rep. No. 18-07). 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.
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.
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.
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.
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., 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., 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.
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.
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.
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.
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.
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.
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.
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): Universal screener feasibility test (Tech. Rep. No. 13-02). 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.
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.
Perry, L., Basaraba, D., & Ketterlin-Geller, L. R. (2013). Imagination station (Istation): Universal screener instrument development for grade 2 (Tech. Rep. No. 13-01). 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.
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.
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.
Hill, S., Ketterlin-Geller, L. R., & Gifford, D. B. (2012). Imagination station (Istation): Universal screener instrument development for grade 3 (Tech. Rep. No. 12-04). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Shivraj, P., Perry, L., Gifford, D. B., & Ketterlin-Geller, L. R. (2012). Imagination station (Istation): Development of teacher resources for grades 3 – 8 (Tech. Rep. No. 12-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Shivraj, P., Ketterlin-Geller, L. R., & Gifford, D. B. (2012). Imagination station (Istation): Universal screener instrument development for grade 7 (Tech. Rep. No. 12-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Shivraj, P., Ketterlin-Geller, L. R., & Gifford, D. B. (2012). Imagination station (Istation): Universal screener instrument development for grade 8 (Tech. Rep. No. 12-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Ketterlin-Geller, L. R., & Gifford, D. B. (2011). Imagination station (Istation): Universal screener instrument development for grade 4 (Tech. Rep. No. 11-01). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Ketterlin-Geller, L. R., & Gifford, D. B. (2011). Imagination station (Istation): Universal screener instrument development for grade 5 (Tech. Rep. No. 11-02). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
Ketterlin-Geller, L. R., & Gifford, D. B. (2011). Imagination station (Istation): Universal screener instrument development for grade 6 (Tech. Rep. No. 11-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
