This collection contains the publications produced by faculty members in the College of Education- Department of Middle Grades and Secondary Education at Georgia Southern University.

This page represents a comprehensive collection of publications from the faculty of the Middle Grades and Secondary Education department. Works published prior to the merger with Armstrong Campus in 2018 are also available from the Teaching and Learning department collection at https://digitalcommons.georgiasouthern.edu/teaching-learning

Select a publication to browse the Georgia Southern University Middle Grades and Secondary Faculty Presentations in Digital Commons@Georgia Southern.

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Submissions from 2017

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Impacting Elementary In-Service Mathematics Teachers Content Knowledge, Georgia A. Cobbs and Gregory Chamblee

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Enhancing In-Service Elementary Mathematics Teachers’ Content Knowledge: A Discussion of Two U.S. MSP Projects, Georgia Cobbs, Gregory Chamblee, and John Luebeck

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Understanding African-American Students’ Problem-Solving Ability in the Precalculus and Advanced Placement Computer Science Classroom, Cristal Jones-Harris and Gregory Chamblee

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Language for Science: Pre-Service Teachers Develop Science Concepts Through Language Study, Alisa Leckie and Amanda Wall

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21st Century Pedagogical Content Knowledge and Science Teaching and Learning, Scott Slough and Gregory Chamblee

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21st Century Pedagogical Content Knowledge and Science Teaching and Learning, Scott Slough and Gregory Chamblee

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Envisioning Our Practice: Examining and Interpreting Pedagogical Visions of Four Early-Career Teacher Educators, Margaret Vaughn, Seth A. Parsons, Roya Q. Scales, and Amanda Wall

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Taking it to the Streets: Teaching Methods and Curriculum Courses On-Site with Partner Schools, Amanda Wall and Christine Draper

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Curriculum Integration: An Overview, Amanda Wall and Alisa Leckie

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Pre-Service Teachers’ Initial Thoughts about Motivation, Amanda Wall and Samuel D. Miller

Submissions from 2016

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Shifting Racialized Identities Among Mexican Heritage Women of the Rural South Brown Faces in Black and White Places, Scott A. Beck and Alma D. Stevenson

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Interactive Whiteboards Research and the Mathematics Classroom: A LearnTechLib Review, Gregory Chamblee

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Educator Development, Virginia Jagla, Kim Winter, Amanda Wall, Dana Bickmore, Heather R. Haverback, and Kriss Kemp-Graham

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Facilitating Middle Level Pre-Service Teachers’ Literacy Integration in Early Field Experiences, Alisa Leckie and Amanda Wall

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Quantitative Reasoning in Environmental Science: Rasch Measurement to Support QR Assessment, Robert Mayes, Kent Rittschof, Jennifer Forrester, Jennifer Schuttlefield Christus, Lisa Watson, and Franziska Peterson

Forcing the World to Fit Pre-Existing Prejudices: Why and How Global Education Has Failed in the State of Georgia, Michelle Reidel and Scott A. Beck

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Advisory Programs, Amanda Wall

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As I See It, Amanda Wall

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From the Roots Up: Building Students’ Vocabulary Knowledge through Latin and Greek, Amanda Wall

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Research to Guide Practice, Amanda Wall

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Review of "Adolescents Rewrite Their Worlds: Using Literature to Illustrate Writing Forms" by V. Yenika-Agbaw and T. Sychterz, Amanda Wall and Scott A. Beck

Submissions from 2015

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Migrants, Farming, and Immigration: Beginning a Dialogue in Agricultural Education, Scott A. Beck and Yasar Bodur

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Migrant Students Scaffolding and Writing their Own Stories: From Socio-Culturally Relevant Enabling Mentor Texts to Collaborative Student Narratives, Scott A. Beck and Alma D. Stevenson

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“Someday I’m going to have papers! - ¡Algún Día, Yo Voy a Tener Papeles!” Mixed-Status Families in the Rural South, Scott A. Beck and Alma D. Stevenson

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Unthinkable Selves: Identity Boundary Work in a Summer Field Ecology Enrichment Program for Diverse Youth, Heidi B. Carlone, Lacey D. Huffling, Terry Tomasek, Tess A. Hegedus, Catherine E. Matthews, Melony Allen, and Mary C. Ash

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A Comparison of Web 2.0 Assessment Tools, Jeffery Hall, Lucy Bush, and Gregory Chamblee

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Quantitative Reasoning in Environmental Science: Rasch Measurement to Support QR Assessment, Robert L. Mayes, Kent Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa Watson, and Franziska Peterson

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Looking for Learners: The Legacy of Technological Content Knowledge (TCK), Scott Slough, Micahel Connell, and Gregory Chamblee

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Middle Grades Teachers' Use of Motivational Practices to Support Their Visions and Identities as Middle Grades Educators, Amanda Wall and Samuel D. Miller

Submissions from 2014

Mathematics and Computational Thinking., Robert Mayes, R. Lehrer, and G. Jones

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Discovery/Computational Science, Robert L. Mayes and Bryan Shader

Helpful Guidelines and Strategies for Explicit Vocabulary Instruction of Greek and Latin Morphemes, Amanda Wall

Submissions from 2013

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Interactive Whiteboards and Teaching: Are We Repeating History?, Gregory Chamblee

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Teaching Algebra and Geometry with GeoGebra: Preparing Pre-Service Teachers for Middle Grades/Secondary Mathematics Classrooms, Jeffery Hall and Gregory Chamblee

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An Analysis of Secondary Mathematics Teachers’ Observed Use of Interactive Whiteboards in the Classroom, Jeffery Hall, Gregory Chamblee, and Scott Slough

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An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution., Jeffery Hall, Gregory Chamblee, and Scott Slough

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Quantitative Reasoning in Environmental Science: A Learning Progression, Robert L. Mayes, Jennifer Forrester, Jennifer Cristus, Nissa Yestness, Franziska Peterson, and Rachel Bonilla

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Complex Adaptive Systems and Quantitative Reasoning in an Interdisciplinary STEM Mathematics Classroom, Robert L. Mayes and K. Greer

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Quantitative Reasoning in Mathematics and Science Education: Papers from an International STEM Research Symposium, Robert L. Mayes and L. Hatfield

Teaching Math and Science in the Context of Energy and Climate: Building Students Quantitative Reasoning Skills and Scientific Understanding, Robert L. Mayes, J. Myers, and Mark Lyford

Quantitative Reasoning in Environmental Science: Learning Progression for 6th to 12th Grades, Robert L. Mayes and Franziska Peterson

Quantitative Reasoning in Environmental Science: Learning Progression for 6th to 12th Grades., Robert L. Mayes and Franziska Peterson

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Quantitative Reasoning Learning Progressions for Environmental Science: Developing a Framework, Robert L. Mayes, Franziska Peterson, and Rachel Bonilla

Submissions from 2012

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Secondary Mathematics Teachers and IWB: Pedagogical and Practice Changes, Jeffery Hall and Gregory Chamblee

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Implications of Interactive Whiteboards Research for the Mathematics Classrooms, Jeffery Hall, Gregory Chamblee, and Scott Slough

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Overview and Acknowledgements, L. Hatfield and Robert L. Mayes

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Quantitative Reasoning and Mathematical Modeling: A Driver for STEM Integrated Education and Teaching in Context, Robert L. Mayes and L. Hatfield

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Exploring the Science Framework: Making connections in math with the Common Core Standards, Robert L. Mayes and Thomas Koballa

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Exploring the Science Framework: Making connections in math with the Common Core Standards, Robert L. Mayes and Thomas R. Koballa

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Quantitative Reasoning in Context, Robert L. Mayes ., Franziska I. Peterson, and Rachel Bonilla

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Quantitative Reasoning: Perspective from STEM Faculty, Robert L. Mayes and Bryan Shader

Submissions from 2011

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An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution, Jeffery Hall, Gregory Chamblee, and Scott Slough

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Quantitative Reasoning and Mathematical Modeling in the Sciences: A Virtual Conversation, Robert L. Mayes

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Managing Technology and Change in U.S. Public High Schools: A Concerns-Based Adoption Model Approach, Scott Slough, Jeffery Hall, and Gregory Chamblee

Submissions from 2010

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Book Review: Where do I go from Here? Meeting the Unique Educational Needs of Migrant Students by Karen Vocke, Scott A. Beck and Denise Weems

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High School Mathematics Teachers and Interactive Whiteboards: A Longitudinal Study of 2 Users and 2 Future-Users, Year 3, Jeffery Hall and Gregory Chamblee

Submissions from 2009

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Teacher Perceptions of Interactive Whiteboards: A Comparison of Users and Future-Users in High School and Middle School Mathematics, Jeffery Hall and Gregory Chamblee

Submissions from 2008

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Measuring High School Mathematics Teachers' Concerns about Graphing Calculators and Change: A Yearlong Study, Gregory Chamblee, Scott Slough, and Gaye Wunsch

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Teacher Perceptions of Interactive Whiteboards: A Comparison of Users and Future-Users in High School and Middle School Mathematics, Jeffery Hall, Gregory Chamblee, and Tricia Hughes

Submissions from 2007

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Professional Development Summertime Readings, Gregory Chamblee

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Looking Beyond Short-Term Implementation and Low Level Concerns: Assessing the Full Impact of the Concerns-Based Adoption Model (CBAM), Scott W. Slough and Gregory Chamblee

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Technology as an Innovation in Science and Mathematics Teaching, Scott W. Slough and Gregory Chamblee

Submissions from 2005

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What Do Middle Grade and Secondary Mathematics Teachers Believe About Mathematics Teaching: An Analysis of a WebCT-Based Course, Gregory Chamblee

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A Synthesis of the Concerns-Based Adoption Model (CBAM) and Technology, Scott W. Slough and Gregory Chamblee

Submissions from 2004

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Using the Concerns-Based Adoption Model to Assess Changes in Technology Implementation: A Ten-Year Retrospective, Gregory Chamblee and Scott W. Slough

Submissions from 2003

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Measuring Mathematics and Science Teachers' Perceptions of Technology and Change: A Yearlong Study, Gregory Chamblee, Scott W. Slough, and Gaye Wunsch

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Reflections on a Two-Week Technology Immersion Workshop as Part of a Yearlong Professional Development Program, Scott W. Slough, Gregory Chamblee, and Gaye Wunsch

Submissions from 2002

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Graphing Calculators and Algebra I, Algebra II, IPC, and Chemistry Teachers’ Perceptions of Change, Gregory Chamblee and Scott W. Slough

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Implementing Technology in Secondary Science and Mathematics Classrooms: Is the Implementation Process the Same for Both Disciplines?, Gregory Chamblee and Scott W. Slough

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Science and Mathematics Teachers’ Perceptions of Graphing Calculators and Change, Scott W. Slough and Gregory Chamblee

Submissions from 2001

Cumberland Island: A Refuge for Unique Classroom Experiences, Marti Schriver and Gregory Chamblee

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Integrating Mathematics, Science, and Technology Education Goals: An Interdisciplinary Approach, Scott W. Slough, Gregory Chamblee, and Jon Aull

Submissions from 2000

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Grades 4 and 5 Teachers' Perceptions of Technology Implementation in Mathematics Instruction, Scott W. Slough and Gregory Chamblee

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Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change, Scott W. Slough and Gregory Chamblee

Submissions from 1999

The Minnesota Population Problem, Gregory Chamblee and Julie Silva

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Implementing Technology in Secondary Mathematics and Science Classrooms: Do We Have Common Goals? Barriers? Models for Change?, Julie Silva, Scott W. Slough, Cynthia Louden, and Gregory Chamblee

Submissions from 1998

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Assessing Concerns of Algebra Teachers During a Curriculum Reform: A Constructivist Approach, Ann R. Crawford, Gregory Chamblee, and Russell J. Rowlett