(P = Peer Reviewed; I = Invited)

  • Reyes, C., & Bishop, P. (2019, in press). What visualizing strategic reading means for young adolescents. Journal of Visual Literacy, 38(4). (P)
  • Bishop, P., & Downes, J.M. (2019). Optimizing teacher and learning in the middle grades. Remaking Middle School working paper series. Curry School of Education and Youth-Nex Center, University of Virginia. (I)
  • Olofson, M., & Bishop, P. (2018). Crossing MGLS with the Middle Grades Research Agenda: A Guide for Researchers.Middle Grades Review 4(2), 1-24. (P)
  • Bishop, P., Downes, J., Netcoh, S., DeMink-Carthew, J., Farber, K., LeGeros, L., & Stokes, T. (2018). Middle grades teachers’ dispositions in a personalized learning context. In P. Howell (Ed.), Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices. Volume X in The handbook of research in middle level education. American Educational Research Association’s Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.
  • Olofson, M. Downes, J., Smith, C., LeGeros, L., & Bishop, P. (2018). An Instrument to Measure Teacher Practices to Support Personalized Learning in the Middle Grades. RMLE Online, 41(7). https://www.tandfonline.com/doi/full/10.1080/19404476.2018.1493858. (P)
  • Farber, K. (2017). Learning by doing: Service learning as a means of personal growth in the middle grades. Current Issues in Middle Level Education, 22 (1), 1-9. (P)
  • Demink-Carthew, J., Olofson, M., LeGeros, L., Netsoh, S., & Hennessey, S. (2017). An analysis of approaches to goal setting in middle grades personalized learning environments. RMLE Online, 40(10), 1-11. https://www.tandfonline.com/doi/full/10.1080/19404476.2017.1392689. (P)
  • DeMink-Carthew, J., & Bishop, P. (2017). Passion is not enough: Preparing middle level preservice teachers to be advocates for change. Middle School Journal, 48(2), 14-23. (P)
  • Netcoh, S., Olofson, M., Downes J., & Bishop, P. (2017). Professional learning with action research in innovative middle schools. Middle School Journal, 48(3), 25-33.
  • Bishop, P., Downes, J., & Nagle, J. (2017). How personal learning Is working in Vermont. Educational Leadership, 74(6). Online only.
    Netcoh, S. (2017). Balancing freedom and limitations: A case study of choice provision in a personalized learning class. Teaching and Teacher Education, 66, 383-392.
  • DeMink-Carthew, J. (2017). Reform‐Oriented Collaborative Inquiry as a Pedagogy for Student Teaching in Middle School. MGRJ, 11(1), 13-27.
  • Olofson, M. W., Swallow, M. J. C., Neumann, M. (2016). TPACKing: A constructivist framing of TPACK to analyze teachers' construction of knowledge. Computers & Education, 95, 188-201.
  • Downes, J., Bishop, P., Swallow, M., Olofson, M.W., & Hennessey, S. (2015). Collaborative action research for middle grades improvement. Educational Action Research, 24(2), 194-215.
  • Downes, J.M. & Bishop, P.A. (2015). The intersection between 1:1 laptop implementation and the characteristics of effective middle level schools. Research in Middle Level Education Online 38(7), 1-16. (P)
  • Smith, C., Berland, M., & Martin, T. (2015). Playing robot: Exploring how students alternate perspectives in IPRO. In V. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 132-148). New York, NY: Routledge. (I)
  • Swallow, M. (2015). The year-two decline: Exploring the incremental experiences of a 1:1 Technology Initiative. Journal of Research on Technology in Education, 47(2), 122–137. (P)
  • Becker, R., & Bishop, P. (in press). Think bigger about science: Using Twitter for learning in the middle grades. Middle School Journal. (P)
  • Smith, C., & Kenlan, K. (in press). Project-based statistics supported by inventing activities. Mathematics Teaching in the Middle School. (P)
  • Smith, C., King, B., & González, D. The STEAM behind the scenes. Teaching Children Mathematics. 22 (1) 46-49.
  • Hennessey, S., Olofson, M.W., Swallow, M.J., & Downes, J.M. (2015). Evolving pedagogy and practice: The 1:1 mathematics classroom through a TPACK lens. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age. Hershey, PA: IGI Global. (P)
  • Smith, C., King, B., & Hoyte, J. (2014). Learning angles through movement: Critical actions for learning in an embodied activity. Journal of Mathematical Behavior, 36, 95-108. (P)
  • Smith, C., & Neumann, M. (2014). You just gotta scratch! Enhancing students’ mathematics learning. Teaching Children Mathematics, 21(3), 185-188. (P)
  • Downes, J., & Bishop, P. (2014). Building stronger teams through technology. AMLE Magazine, 1(5), 44-45. (I)
  • Bishop, P., & Downes, J. (2014). 21st century parent involvement. AMLE Magazine, 1(6), 42-44. (I)
  • Bishop, P., & Downes, J. (2013). Authentic assessment with technology. AMLE Magazine, 1(1), 44-45. (I)
  • Bishop, P., & Downes, J. (2013) Technology and learning in the middle grades. In P.G. Andrews (Ed.). Research to guide practice in middle grades education. 267-302. Westerville, OH: Association for Middle Level Education. (I)
  • Downes, J. M. (2013). From teacher-exclusive planning to teacher-student planning: The promise of partnering in a connected world. In R. P. Lipka & K. Roney (Eds.), Middle grades curriculum: Voices and visions of the self-enhancing school. Greenwich, CT: Information Age. (I)
  • Berland, M., Martin, T., Benton, T., Smith, C., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4), 564-599. (P)
  • Martin, T., Berland, M., Benton, T., & Smith, C. (2013). Learning programming with IPRO: The effects of a mobile, social programming environment. Journal of Interactive Learning Research, 24(3), 301-328. (P)
  • Smith, C., King, B., Hoyte, J. & Natkin, L. (2013). Developing angle concepts in a motion-controlled mathematics learning environment. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the Thirty-fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1209). Chicago, IL: University of Illinois at Chicago. (P)
  • Smith, C., & Natkin, L. (2013). Collaboration, behavior, and affect in a game-based learning environment. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the Thirty-fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 571). Chicago, IL: University of Illinois at Chicago. (P)
  • Smith, C. (2013). Technology enhanced mathematics learning environments. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings (Vol. 2, pp. 505-506). Madison, WI: International Society of the Learning Sciences. (P)
  • Downes, J., & Bishop, P. (2012). Responsive technologies for young adolescents. In F. Miller (Ed.). Transforming learning environments: Strategies to shape the global generation. Emerald Publishing, pp. 153-169. (I)
  • Downes, J., & Bishop, P. (2012). Engaging digital natives: Learning from young adolescents’ technology lives. Middle School Journal, 43(5), 6-15. (P)
  • Downes, J. M., Nagle, James, & Bishop, P. A. (2010). Integrating student consultation into teacher professional development: The Middle Grades Collaborative. Current Issues in Middle Level Education, 15(1), 36-44. (I)