CISLL Publications

 

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Submissions from 2024

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How Mathematicians Characterize and Attempt to Develop Understanding of Concepts and Definitions in Proof-Based Courses, Rachel Rupnow and Timothy Fukawa-Connelly, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences

Submissions from 2023

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Norms of mathematical definitions: Imposing constraints, permitting choice, or both?, Rachel Rupnow and Brooke Randazzo, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences

Submissions from 2022

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Ecuadorian and Uruguayan Teachers' Perceptions and Experiences of Teaching Online during COVID, Ximena D. Burgin, Sheila Coli, and Mayra C. Daniel, Department of Curriculum and Instruction (CI)| Department of Educational Technology, Research and Assessment (ETRA)

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Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired., Nosheen Gul, Lindsay N. Harris, Alicia LaRouech, and Gracie Strohm

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Braille literacy as a human right: A challenge to the “inefficiency” argument against braille instruction, Lindsay N. Harris, Allison Gladfelter, Alecia M. Santuzzi, Iwona Barbara Lech, Rocío Rodriguez, Luis E. Lopez, Dawn Soto, and Ailing Li

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Culture is not destiny, for reading: highlighting variable routes to literacy within writing systems, Lindsay N. Harris and Elizabeth Hirshorn

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Sameness in Mathematics: A Unifying and Dividing Concept, Rachel Rupnow, Brooke Randazzo, Eric Johnson, and Peter Sassman, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences

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Sameness in Algebra: Views of Isomorphism and Homomorphism, Rachel Rupnow and Peter Sassman, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences

Submissions from 2021

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Preparing for Class: Actions and Resources of Introductory Biology Students, Tina M. Ballard, Sabah Sattar, Kendra D. Wright, Jaime L. Sabel, and Heather E. Bergan-Roller, Department of Biological Sciences

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Assessing How Students Value Learning Communication Skills in an Undergraduate Anatomy & Physiology Course, Heather E. Bergan-Roller, Nicole D. LaDue, Karen E. Samonds, Alecia M. Santuzzi, and Christina Cline, Department of Biological Sciences| Department of Geology and Environmental Geosciences| Department of Psychology

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Exploring How Public Libraries Can Build Situational Interest in Science, Amanda M. Durik, Sarah M. Post, Wanda Green, Audra P. Jensen, Joy S. Pawirosetiko, Cody Gibson, and Paul B. Dusenbery, Department of Psychology

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Mathematicians’ Beliefs, Instruction, and Students’ Beliefs: How Related are They?, Rachel Rupnow, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences

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How Mathematicians Assign Homework Problems in Abstract Algebra Courses, Rachel Rupnow, Meredith Hegg, Timothy Fukawa-Connelly, Estrella Johnson, and Keith Weber, Center for the Interdisciplinary Study of Language and Literature| Department of Mathematical Sciences

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Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching, Rachel L. Rupnow, Department of Mathematical Sciences

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Mathematicians' beliefs, instruction, and students' beliefs: how related are they?, Rachel L. Rupnow, Department of Mathematical Sciences

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How mathematicians assign homework problems in abstract algebra courses, Rachel L. Rupnow, Meredith Hegg, Tim Fukawa-Connelly, Estrella Johnson, and Keith Weber, Department of Mathematical Sciences

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Establishing a Baseline of Science Communication Skills in an Undergraduate Environmental Science Course, Rashmi Shivni, Christina Cline, Morgan Newport, Shupei Yuan, and Heather E. Bergan-Roller, Department of Biological Sciences| Department of Communication

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A Framework & Lesson to Engage Biology Students in Communicating Science with Nonexperts, Jason Wack, Collin P. Jaeger, Shupei Yuan, and Heather E. Bergan-Roller, Department of Biological Sciences| Department of Communication

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Understanding and Improving Outcomes for Students in an Underserved Secondary School in Kenya: A School-Community-University Partnership, Teresa A. Wasonga, Ximena D. Burgin, and Mayra C. Daniel, Department of Leadership, Educational Psychology, and Foundations (LEPF)| Department of Curriculum and Instruction (CI)

Submissions from 2020

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Challenging Endocrinology Students with a Critical Thinking Workbook, Alexandra K. Daemicke, Nicholas J. Galt, Karen E. Samonds, and Heather E. Bergan-Roller, Department of Biological Sciences

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How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features, Allison Gladfelter and Kacy L. Barron, School of Allied Health and Communicative Disorders

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A perturbed system: How tenured faculty responded to the COVID-19 shift to remote instruction, Rachel L. Rupnow, Nicole D. LaDue, Nicole M. James, and Heather E. Bergan-Roller, Department of Chemistry and Biochemistry| Department of Biological Sciences| Department of Mathematical Sciences| Department of Geology and Environmental Geosciences

Submissions from 2017

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Public School Choice and Student Achievement: Evidence From Michigan’s Interdistrict Open Enrollment System, Josh Cowen and Benjamin Creed, Department of Leadership, Educational Psychology, and Foundations (LEPF)

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Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning, Lindsay N. Harris and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)

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Table Facilitators' Reflections Regarding their Interprofessional Core Competencies, Sherrill R. Morris, Catherine Vanetten-Kahl, and Nancy Prange, School of Allied Health and Communicative Disorders

Submissions from 2016

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Lexical Stress and Linguistic Predictability Influence Proofreading Behavior, Lindsay N. Harris and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)

Submissions from 2015

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Writing quality predicts Chinese learning, Connie Qun Guan, Lindsay N. Harris, Wanjin Meng, and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)

Submissions from 2014

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Student perspectives on self-directed learning, Carolinda Douglass and Sherrill R. Morris, School of Allied Health and Communicative Disorders

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Error-related negativities during spelling judgments expose orthographic knowledge, Lindsay N. Harris, Charles A. Perfetti, and Benjamin Rickles, Department of Leadership, Educational Psychology, and Foundations (LEPF)

Submissions from 2013

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Integrating and Differentiating Aspects of Self-Regulation: Effortful Control, Executive Functioning, and Links to Negative Affectivity, David Bridgett, Kate B. Oddi, Lauren Laake, Kyle Murdock, and Melissa Bachmann,

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Writing Affects the Brain Network of Reading in Chinese: A Functional Magnetic Resonance Imaging Study, Fan Cao, Marianne Vu, Derek Ho Lung Chan, Jason M. Lawrence, Lindsay N. Harris, Qun Guan, Yi Xu, and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)

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Improved vocabulary outcomes through student reflection: Report from an urban high school, Lindsay N. Harris, Department of Leadership, Educational Psychology, and Foundations (LEPF)

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Universal reading processes are modulated by language and writing system, Charles A. Perfetti and Lindsay N. Harris, Department of Leadership, Educational Psychology, and Foundations (LEPF)

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Bolstering the Impact of Online Professional Development for Teachers, Todd D. Reeves, Department of Educational Technology, Research and Assessment (ETRA)

Submissions from 2011

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Learning without awareness reconsidered: A replication of Williams (2005), Mandy Faretta-Stutenberg and Kara Morgan-Short

Submissions from 2010

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Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender., Sandra Yu Rueger, Christine K. Malecki, and Michelle K. Demaray,

Submissions from 2006

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Body Image and Expected Future Interaction, Alecia M. Santuzzi, P.L. Metzger, and J.B. Ruscher,

Submissions from 1995

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The Preschool Speech Intelligibility Measure, Sherrill R. Morris, School of Allied Health and Communicative Disorders