Recent publications authored by WCER researchers include:
"The Effects of Doctoral Teaching Development on Early-Career STEM Scholars’ College Teaching Self-efficacy," Mark R. Connolly, You-Geon Lee and Julia N. Savoy, CBE-Life Sciences Education, 2018.
"Using Epistemic Network Analysis to Identify Targets for Educational Interventions in Trauma Team Communication," Sarah Sullivan, Charles Warner-Hillard, Brendan Eagan, Ryan J Thompson, Andrew Ruis, Krista Haines, Carla Pugh, David Williamson Shaffer, Hee Soo Jung. Surgery, 2018.
"Using Collaborative Approaches with a Multi-method, Multi-site, Multi-target Intervention: Evaluating the National Research Mentoring Network," Lourdes R. Guerrero, Jennifer Ho, Christina Christie, Eileen Harwood, Christine Pfund, Teresa Seeman, Heather McCreath and Steven P. Wallace. BMC Proceedings, 2017.
"Tracking Health Inequalities from High School to Midlife," Jamie M. Carroll, Chandra Muller, Eric Grodsky, John Robert Warren, Social Forces, December 2017.
"Sequencing Support for Sense Making and Perceptual Induction of Connections Among Multiple Visual Representations,"
Martina Rau, Journal of Educational Psychology, Dec 21, 2017.
"Momentum Through Course-Completion Patterns Among 2-Year College Students Beginning in STEM: Variations and Contributing Factors," Hsun-Yu Chan, Xueli Wang, Research in Higher Education, 2017.
"Gaining Insight by Transforming Between Temporal Representations of Human Interaction," Kristine Lund, Mattieu Quignard, David Williamson Shaffer, Journal of Learning Analytics, 2017.
"A new approach to mentoring for research careers: the National Research Mentoring Network," Christine Pfund and colleagues, BMC Proceedings, 2017.
"Using collaborative approaches with a multi-method, multi-site, multi-target intervention: Evaluating the National Research Mentoring Network," Christine Pfund and colleagues. BMC Proceedings, 2017.
"The Hands and Head of a Surgeon: Modeling Operative Competency with Multimodal Epistemic Network Analysis," Andrew Ruis, David Williamson Shaffer, et al., The American Journal of Surgery, 2017.
"Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter," Jennifer L. Cooper, Pooja G. Sidney, Martha W. Alibali. Applied Cognitive Psychology, 2017.
Making Connections Among Multiple Visual Representations: How Do Sense-making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?, Martina Rau, Instructional Science, 2017.
"Teachers’ Gestures and Students’ Learning: Sometimes “Hands Off” is Better," Amelia Yeo, Iasmine Ledesma, Mitchell J. Nathan, Martha W. Alibali, R. Breckinridge Church, Cognitive Research: Principles and Implications, 2017.
“The Future of Graduate and Postdoctoral Training in the Biosciences,” Christine Pfund and colleagues, eLife Sciences, 2017.
"An Emoji Is Worth a Thousand Variables," Tony McCaffrey and Percival G. Matthews, The Mathematics Teacher, 2017.
"Does Presentation Format Modulate Adults’ Automatic Processing of Proportions?," Rui Meng & Percival Matthews, 2017.
"Relations Between Patterning Skill and Differing Aspects of Early Mathematics Knowledge," Emily R.Fyfe, Julia L.Evans, Lauren Eisenband Matz, Kayla M. Hunt & Martha W.Alibali, Cognitive Development, 2017.
"Pulling PreK into a K-12 Orbit: the Evolution of PreK in the Age of Standards," M. Elizabeth Graue, Sharon Ryan, Amato Nocera, Kaitlin Northey and Bethany Wilinski, Early Years: An International Research Journal, 2017.
"Portraits of Principal Practice: Time Allocation and School Principal Work," James Sebastian, Eric M. Camburn, James P. Spillane, Educational Administration Quarterly, 2017.
"Creating a Context for Learning: Activating Children’s Whole Number Knowledge Prepares Them to Understand Fraction Division," Martha Alibali, Journal of Numerical Cognition, 2017.