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.
Foster, P. D., Tseng, C., Adams, E. L., Ketterlin Geller, L.R. (2022). STEM+C Learning Standards Decomposition (Tech Rep. No 22-04). Dallas, TX: Southern Methodist University, Research in Mathematics Education.
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.
Tseng, C., Foster, P. D., Adams, E. L., Ketterlin Geller, L.R., Larson, E., Luo, V., Klinkert, L. Clark, C. (2022). Incorporating Teacher Voice in the Development of Game-Based Learning Environments (Tech Rep. No 22-03). 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.