Chen, L., Xu, Y., & Perfetti, C. (2023). A character-word dual function model of reading Chinese: evidence from reading Chinese compounds. Springer Link.
Coutanche, M.N., Sauter, J., Akpan, E., Buckser, R., Vincent, A., & Caulfield, M.K. (2023). Novel approaches to functional lateralization: Assessing information in activity patterns across hemispheres and more accurately identifying structural homologues. Neuropsychologia.
Crosson, A., C., Correnti, R., Matsumura, L., C., & McKeown, M., G. (2023). Effects of the Triple Q intervention on argument writing: Findings from a small-scale cluster-randomized controlled trial. Journal of Research on Educational Effectiveness.
DeAngelo, L., . . . E. T., Binning, . . . Schunn, C. D., . . ., Conrique, et al. (2023). Board 404: The process of building faculty buy-in for course-based adaptations of an ecological belonging intervention to transform engineering representation at scale. In 2023 ASEE Annual Conference & Exposition.
Godwin, A., Perkins, H., DeAngelo, L., McChesney, E. T., Kaufman-Ortiz, K., Dorve-Lewis, G., & Conrique, B.(2023). Belonging in engineering for Black, Latinx, and Indigenous students: Promising results from an educational intervention in an introductory programming course. In IEEE Transactions on Education.
Kalinowski, S. T., & Pelakh, A. (2023). A hypothetico-deductive theory of science and learning. Journal of Research in Science Teaching.
Leyva, D., Yeomans-Maldonado, G., Weiland, C., Shapiro, A., & Leech, K., Pilot, I., & Wolf, S. (2023). Literacy measures that leverage Spanish-speaking Latino children’s strengths. Journal of Literacy Research.
Malespina, A., Schunn, C., D., & Singh, C. (2023). Bioscience students’ internalized mindsets predict grades and reveal gender inequities in physics courses. Physical Review Physics Education Research.
Nur, A, A., Leibbrand, C., Curran, R, S., Votruba-Drzal, E., & Gibson-Davis, C. (2023). Managing and minimizing online survey questionnaire fraud: Lessons from the Triple C project. International Journal of Social Research Methodology.
Premo, A. E., & Goldstein, H. G. (2023). Developing exit tickets in an improvement network. Carnegie Foundation for the Advancement of Teaching. Research Brief.
Sherman, D., K., Gibbs, W., C., & Binning, K., R. (2023). Self-affirmation and intergroup biases: Changing the narrative and the potential for conflict reduction. Psychological Intergroup Interventions.
Steiner, M. A., Knutson, K., Crowley, K., Heller, N., McGill, B., Giarranti, L., Russell, J., & Nelson, T. (2023). Taking time to listen and learn: a museum partnership designed to engage rural audiences in climate change conversations. Museums & Social Issues.
*LRDC researchers' names appear in boldface
