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• Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience

  Waters, S. & Russell, W. (2016). Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience. Research in Social Sciences and Technology, 1(1),.

• Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class

  Warren, A.N. (2018). Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class. International Journal of Multicultural Education, 20(2), 58-80.

• Examining Pre-Service Mathematics Teachers' Beliefs of TPACK during a Method Course and Field Experience

  Kartal, B. & Çinar, C. (2018). Examining Pre-Service Mathematics Teachers' Beliefs of TPACK during a Method Course and Field Experience. Malaysian Online Journal of Educational Technology, 6(3), 11-37.

• Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation

  Bissell, A. & Korteweg, L. (2016). Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation. Canadian Journal of Education, 39(3),.

• Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring

  Dorner, H. & Kumar, S. (2017). Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring. Online Learning, 21(4), 283-301.

• Exploring Prospective Teachers' Reflections in the Context of Conducting Clinical Interviews

  Taylan, R.D. (2018). Exploring Prospective Teachers' Reflections in the Context of Conducting Clinical Interviews. European Journal of Educational Research, 7(2), 349-358.

• The Impact of a Middle School Engineering Course on Students' Academic Achievement and Non-Cognitive Skills

  Alemdar, M., Moore, R.A., Lingle, J.A., Rosen, J., Gale, J. & Usselman, M.C. (2018). The Impact of a Middle School Engineering Course on Students' Academic Achievement and Non-Cognitive Skills. International Journal of Education in Mathematics, Science and Technology, 6(4), 363-380.

• Development of Teacher Beliefs through Online Instruction: A One-Year Study of Middle School Science and Mathematics Teachers' Beliefs about Teaching and Learning

  Wong, S.S. (2016). Development of Teacher Beliefs through Online Instruction: A One-Year Study of Middle School Science and Mathematics Teachers' Beliefs about Teaching and Learning. Journal of Education in Science, Environment and Health, 2(1), 21-32.

• Middle School Science and Mathematics Teachers' Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

  Wong, S.S., Firestone, J.B., Ronduen, L.G. & Bang, E. (2016). Middle School Science and Mathematics Teachers' Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction. International Journal of Research in Education and Science, 2(2), 469-482.

• Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers

  Aldrup, K., Klusmann, U. & Lüdtke, O. (2017). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction, 50(1), 21-30. Elsevier Ltd.

• Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience

  Farjon, D., Smits, A. & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130(1), 81-93. Elsevier Ltd.

• Giving up the lottery ticket: Finnish beginning teacher turnover as a question of discursive boundaries

  Lanas, M. (2017). Giving up the lottery ticket: Finnish beginning teacher turnover as a question of discursive boundaries. Teaching and Teacher Education: An International Journal of Research and Studies, 68(1), 68-76. Elsevier Ltd.

• The accommodation of contested identities: The impact of participation in a practice-based masters programme on beginning teachers’ professional identity and sense of agency

  Connolly, M., Hadfield, M., Barnes, Y. & Snook, J. (2018). The accommodation of contested identities: The impact of participation in a practice-based masters programme on beginning teachers’ professional identity and sense of agency. Teaching and Teacher Education: An International Journal of Research and Studies, 71(1), 241-250. Elsevier Ltd.

• Five beginning teachers' reflections on enacting New Zealand's national standards

  Smith, L.A., Anderson, V. & Blanch, K. (2016). Five beginning teachers' reflections on enacting New Zealand's national standards. Teaching and Teacher Education: An International Journal of Research and Studies, 54(1), 107-116. Elsevier Ltd.

• Japan's communal approach to teacher induction: Shokuin shitsu as an indispensable nurturing ground for Japanese beginning teachers

  Ahn, R. (2016). Japan's communal approach to teacher induction: Shokuin shitsu as an indispensable nurturing ground for Japanese beginning teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 420-430. Elsevier Ltd.

• Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program

  Arias, A.M. & Davis, E.A. (2017). Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program. Teaching and Teacher Education: An International Journal of Research and Studies, 66(1), 204-218. Elsevier Ltd.

• Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching

  Anderson, V., Young, S., Blanch, K. & Smith, L. (2018). Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching. Teaching and Teacher Education: An International Journal of Research and Studies, 69(1), 11-20. Elsevier Ltd.

• SimSchool: SPARCing New Grounds in Research on Simulated Classrooms

  Collum, D., Christensen, R., Delicath, T. & Johnston, V. (2019). SimSchool: SPARCing New Grounds in Research on Simulated Classrooms. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 733-739). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Integrated Behavior Model as a Framework for Teacher Technology Integration

  Ozo-Onyali, O. (2019). Integrated Behavior Model as a Framework for Teacher Technology Integration. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1239-1244). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Pre-Service Teachers' Technological Self-Efficacy - an Irish Perspective

  Egan, A., FitzGibbon, A., Johnston, K. & Oldham, E. (2019). Pre-Service Teachers' Technological Self-Efficacy - an Irish Perspective. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1803-1812). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).