Journal Articles
Recent publications authored by WCER researchers include:
"Measuring returns to experience using supervisor ratings of observed performance: The case of classroom teachers," Courtney Bell, Jessalynn James, Eric S. Taylor, James Wyckoff, Journal of Policy Analysis and Management, March 7, 2024
"Setting the stage: A selected oral history of culturally responsive evaluation," Ayesha S. Boyce, Nicole R. Bowman, Melvin E. Hall, Leah C. Neubauer, New Directions for Evaluation, February 2, 2024
"What Do International School Teachers Believe About Multilingualism?" Samantha Olson-Wyman, Esther Bettney Heidt, The International Educator, January 2024
"Take a Page Out of the Community College Playbook: How a Community College Education Prepared Students to Meet Pandemic Challenges," Xueli Wang, Nicole Contreras-García, Kelly Wickersham, Teachers College Record, January 2024
"Surfacing Principals’ Beliefs About Instruction for Students With Disabilities: A Qualitative Analysis," Courtney Bell, Hannah Morris Mathews, Kristabel Stark, Nathan D. Jones, Exceptional Children, December 2023
"The Time Politics of Refugee Resettlement and Higher Education in the United States," Matthew Wolfgram, Paul Van Auken, Refuge: Canada's Journal on Refugees, December 2023
"Be(com)ing multilingual listeners: preparing (monolingual) teacher candidates to work with multilingual learners in mainstream classrooms," Gail Prasad, Esther Bettney Heidt, Language Awareness, November 2023
"From Testing to Teaching: Equity for Multilingual Learners in International Schools," Jon Nordmeyer, Teachers College Record, August 2023
"A Critical Examination of Language Ideologies and Policies in an International School in Colombia," Esther Bettney Heidt, Teachers College Record, August 2023
“Teacher Mindsets and Student Sense of Classroom Belonging,” Jaymes Pyne, Eric Grodsky, Katie Eklund, Pattie Schaefer, Elizabeth Vaade, The Journal of Early Adolescence, July 12, 2023
“A randomized controlled trial of an intervention to increase cultural diversity awareness of research mentors of undergraduate students,” Angela Byars-Winston, Jenna Griebel Rogers, Nancy Thayer-Hart, Sherilynn Black, Janet Branchaw, Christine Pfund, Science, May 24, 2023
“LGBTQ+-Inclusive Professional Development in Elementary Schools: Does It Matter to Schoolwide Discipline?” Mollie T. McQuillan, Erin K. Gill and Xue Gong, Journal of School Leadership, May 2023
“Universal tools activation in English language proficiency assessments: A comparison of Grades 1-12 English learners with and without disabilities,” Ahyoung Alicia Kim, Meltem Yumsek, Jason A. Kemp, Mark Chapman, and H. Gary Cook, Language Testing, February 2023
“‘Piling on the Stress’: Low-income Students’ Experiences in a Neoliberal Majoritarian University,” Matthew Wolfgram, Nancy Kendall, Anthropology & Education, March 2023
“LGBTQ+ Students’ Peer Victimization and Mental Health before and during the COVID-19 Pandemic,” Erin Gill, Mollie McQuillan, International Journal of Environmental Research and Public Health, September 2022
“Exploring Student Service Member/Veteran Social Support and Campus Belonging in University STEMM Fields,” Ross Benbow, You-Geon Lee, Journal of College Student Development, November-December 2022
“Autoethnographic engagement in participatory action research: Bearing witness to developmental transformations for college student activists,” MaiNeng Vang, Matthew Wolfgram, Bailey Smolarek, Lena Lee, Payeng Moua, Ariana Thao, Odyssey Xiong, Pa Kou Xiong, Ying Xiong, Lisa Yang, Action Research, December 2022
“Evaluation of a Culturally Responsive Mentorship Education Program for the Advisers of Howard Hughes Medical Institute Gilliam Program Graduate Students,” Christine Pfund, Fátima Sancheznieto, Angela Byars-Winston, Sonia Zárate, Sherilynn Black, Bruce Birren, Jenna Rogers, and David J. Asai, Life Sciences Education, July 2022
“Enhancing Research Mentors’ Cultural Awareness in STEM: A Mentor Training Intervention,” Sherilynn J. Black, Angela Byars-Winston, Ivan Cabrera, Christine Pfund, Understanding Interventions, May 2022
“Dissecting Learning Tactics in MOOC Using Ordered Network Analysis,” Yizhou Fan, Yuanru Tan, Mladen Rakovic, Yeyu Wang, Zhiqiang Cai, David Williamson Shaffer, Dragan Gasevic, Journal of Computer Assisted Learning, August 2022
