MSE Faculty and Student Publications and Projects
The sortable table below provides information on the scholarly influences on our faculty and students in the Mathematics and Science Education Ph.D. program at MTSU.
|Recent Publications||Project Affiliations|
|Lovett, Jennifer||MATHEMATICS||Faculty||Lovett, J. N. & Lee, H. S. (2017). New standards require teaching more statistics:
Are preservice secondary mathematics teachers ready? Journal of Teacher Education, 68(3), 299-311.
Lovett, J. N., Dick, L. K., McCulloch, A. W., Sherman, M. F., Edgington, C., Wanner, C. A., & Reed, S. D. (In Press). Eliciting preservice mathematics teachers technological pedagogical function knowledge. Cases of developing teachers’ technological pedagogical content knowledge (TPACK) in the digital age.
Preparing to Teach Mathematics with Technology - Examining Student Practices
|cindi smith-walters||BIOLOGY||Faculty|| Parrish, J. C., Gardner, G. E., & Smith-Walters, C. (in Press). Using examples of
student thinking to improve ure of Science in Science Education-Rationales & Strategies,
2nd Edition. Springer.
Reid, J. W.*, Smith-Walters, C., Mangione, K. A., Dorris, A., & Tharp, T. (in press). Supporting English language learners through inquiry-based science: Three strategies for your classroom. In A. W. Oliveira, R. Kenney, L. de Oliveira, & K.M.
Obenchain (Eds.), Approaches to teaching the content areas to English language learners in secondary schools.
Owens, D. C.*, Sadler, T. D., Barlow, A. T., & Smith-Walters, C. (2017). Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices. Research in Science Education, 1-25.
Smith-Walters, C. (2017) Ecology: The way the world works. In Rillero, P. & Eddis, S. (eds). Mastering the Science Content of the NES General Science Exam (Kindle). Anthem, AZ: Independent Variable (ISBN: 978-0-9988127-0-0).
|TAMP (TN Amphibian Monitoring Program) from TN WiIdlife Resources Agency, PI - this is NOT an education grant but is environmentally focused as part of the MTSU Center for Environmental Education|
|Gregory T. Rushton||CHEMISTRY||Faculty||
Shah, L.; Schneider, J.; Fallin, R.; Linenberger Cortes, K.; Ray, HE.; Rushton, GT. (2018). What Prospective Chemistry Teachers Know about Chemistry: An Analysis of Praxis® Chemistry Subject Assessment Category Performance. Journal of Chemical Education. DOI: 10.1021/acs.jchemed.8b00365
Criswell, BA; Rushton, GT; Nachtigall, D; Staggs, S. (2018). Strengthening the Vision: Examining the Internalization of a Framework for Teacher Leadership Development by Experienced Science Teachers. Science Education. DOI: 10.1002/sce.21472
Alemdar, M; Cappelli, C; Criswell, B; Rushton GT. (2018). Evaluation of A Noyce Program: Development of Teacher Leaders in STEM Education. Evaluation and Program Planning. 71, 1-11. https://doi.org/10.1016/j.evalprogplan.2018.06.005
Polizzi, SJ; Head, M; Barrett-Williams, Donna; Ellis, J; Roehrig, G; Rushton, GT. (2018). The Use of Teacher Leader Roles in an Online Induction Support System. Teaching and Teacher Education, 75(10), 174-186. https://doi.org/10.1016/j.tate.2018.06.010
Shah, L.; Hao, J.; Rodriguez, C.; Fallin, R.; Linenberger-Cortes, K.; Ray, H.G.; Rushton, GT. (2018). Analysis of Praxis physics subject assessment examinees and performance: Who are our prospective physics teachers? Physical Review Physics Education Research, 14(1), 010126. DOI: 10.1103/PhysRevPhysEducRes.14.010126
Shah, L; Rodriguez, C.; Bartoli, M.; Rushton, GT. (2018). Analyzing the Impact of a Discussion-Oriented Curriculum on First-year General Chemistry Students’ Conceptions of Relative Acidity. Chemistry Education Research and Practice, 19, 543 - 557. DOI: 10.1039/C7RP00154A
Shah, L.; Hao, J.; Schneider, J.; Linenberger, K.; Ray, H.E.; Rushton, GT. (2018). Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis® Chemistry Subject Assessment Examinees and Scores. Journal of Chemical Education, 95, 700-708. DOI: 10.1021/acs.jchemed.7b00837
| PI: “PDConnect: A Scalable Community Approach to Improving Instruction in AP Chemistry
Nationwide”, Rushton, GT (Yaron, D.; Kulkarni, C.), Institute of Education Sciences
(IES) R305A180277, $1,398,358. 2018-2021.
PI: “Collaborative Research: Teacher Leadership (T-Lead): Investigating the Persistence and Trajectories of Noyce Master Teaching Fellows”, Rushton, GT. National Science Foundation (NSF) DUE-1758342, $282,065, 2018-2021.
PI: “Collaborative Research: A Research Study of Teacher Retention and Network Formation in Noyce Communities of Practice”, Rushton, GT (Roehrig, G.; Ofem, B.; Sheppard, K.; Beeth, M.) National Science Foundation (NSF) DUE-1660736, $1,026,374, 2017-2020.
Co-PI: “HHMI Inclusive Excellence at Stony Brook University”. Ross Nehm (Rushton, GT, London, B, Southerland, S.). HHMI, $1,000,000, 2017-2022.
|Tasha Frick||CHEMISTRY||Student|| Barlow, A. T., Frick, T. M., Barker, H. L., & Phelps, A. (2014). Modeling instruction:
The impact of professional development on instructional practices. Science Educator.
|Sarah Bleiler-Baxter||MATHEMATICS||Faculty|| Yee, S. P., Boyle, J. D., Ko, Y.-Y., & Bleiler-Baxter, S. K. (2018). Effects of constructing,
critiquing, and revising arguments within university classrooms. Journal of Mathematical
Behavior, 49, 145-162.
Bleiler-Baxter, S. K., & Pair, J. D. (2017). Engaging students in roles of proof. Journal of Mathematical Behavior, 47, 16-34.
Otten, S., Bleiler-Baxter, S. K., & Engeldowl, C. (2017). Authority and whole-class proving in high school geometry: The case of Ms. Finley. Journal of Mathematical Behavior, 46, 112-127.
|Principal Investigator (Subrecipient), “NSF INCLUDES: South East Alliance for Persons with Disabilities in STEM (SEAPD-STEM).” October 2016 - March 2019. Subaward funded through the National Science Foundation (Federal Award No. 1649344). Funded at MTSU for $16,622. [Pass-through Entity Principal Investigator: Overtoun Jenda, Auburn University.]|