Resources by Leadership Team

Journal Articles:

Sapkota, B., & Huffman Hayes, A. (2024). Preservice teachers’ mathematical knowledge for teaching: Focus on lesson planning and reflection. School Science and Mathematics, 1-17. https://doi.org/10.1111/ssm.12644

Mikeska, J. N., Howell, H., & Kinsey, D. (2023). Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science? Journal of Teacher Education, 74(5), 422-436. https://doi.org/10.1177/00224871221142842 

Mikeska, J. N., Howell, H., & Kinsey, D. (2023). Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences. Teaching and Teacher Education, 122, 103979. https://doi.org/10.1016/j.tate.2022.103979 

Sapkota, B., & Max, B. (2023). A conceptual synthesis on approximations of practice in mathematics teacher education. Research in Mathematics Education, 1-27. https://doi.org/10.1080/14794802.2023.2207088  

Bondurant, L. & Reinholz, D. (2023). “Rahul is a math nerd” and “Mia can be a drama queen”: How mixed-reality simulations can perpetuate racist and sexist stereotypes, Mathematics Teacher Educator, 11(3), 189-209. https://doi.org/10.5951/MTE.2021-0041. First Podcast Interview. Second Podcast Interview   

Lee, T. D., Lee, C. W., Newton, M. H., Vos, P., Dickerson, D. L. L., Gallagher, J. L., & C, R. (2023). Rehearsal contexts (peer-to-peer vs. virtual rehearsal simulation): Elementary teacher candidates' scientific discourse skills explored. Journal of Science Teacher Education.

Mikeska, J. N., Howell, H., & Kinsey, D. (2022). Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science? Journal of Teacher Education. https://doi.org/10.1177/00224871221142842 

Howell, H. & Mikeska, J.N. (2021). Approximations of practice as a framework for understanding authenticity in simulations of teaching, Journal of Research on Technology in Education, 53(1), 8-20, https://doi.org/10.1080/15391523.2020.1809033 

Mikeska, J. N., & Howell, H. (2021). Authenticity perceptions in virtual environments. Information and Learning Sciences, 122(7/8), 480-502. http://dx.doi.org/10.1108/ILS-10-2020-0234 

Lee, C.W., Lee, T., Dickerson, D., Castles, R., & Vos, P. (2021).  Comparison of Peer-to-Peer and Virtual Simulation Rehearsals in Eliciting Student Thinking through Number Talks. Contemporary Issues in Technology and Teacher Education.

Lee, C.W., Lee, T., Castles, R. Dickerson, D., Fales, H., & Wilson, C. (2018). Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course. Journal of Interdisciplinary Teacher Leadership. 2(1), 3-17.

Book Chapters:

Mikeska, J. N., Webb, J., Bondurant, L., Kwon, M., Imasiku, L., Domjan, H. N., & Howell, H. (2022). Using and adapting simulated teaching experiences to support preservice teacher learning. In Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era (pp. 46-78). IGI Global. https://doi.org/10.4018/978-1-7998-8298-5   

Bondurant L., & Amidon J. (2021) Virtual field experiences as an opportunity to develop preservice teachers’ efficacy and equitable teaching practice. In Hollebrands K., Anderson R., Oliver K. (Eds.). Online learning in mathematics education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80230-1_16 

Lee, C. W. & Freas, H. Utilizing Teaching Simulations for Small Group Mathematics Discussions in the Void of Field Placement Opportunities. In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/.

Schwartz, C., Lee, C.W., & Gonzalez, M., & Belford, L. Using Virtual Simulations and Videoconferencing to Rehearse and Enact Number Talks in Online Settings. In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/.

Proceedings:

Lee, C., Bondurant, L., Sapkota, B., Howell, H., & Lai, Y. (2023). Final report: Conceptualizing ethics, authenticity, and efficacy of simulations in teacher education. In T. Lamberg, & D. Moss (Eds.). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. University of Nevada, Reno. https://www.pmena.org/proceedings/ 

Sapkota, B., Lee, C., Bondurant, L., & Howell, H. (2023). Approximations of practice and equity: Surveying the spaces. In T. Lamberg, & D. Moss (Eds.). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. University of Nevada, Reno. https://www.pmena.org/proceedings/ 

Wilkerson, C.L., Bondurant, L., Lai, Y., Howell, H., Sapkota, B., & Kwon, M. (2022). Conceptualizing ethics, authenticity, and efficacy of simulations in teacher education. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University. https://www.pmena.org/proceedings/

Bondurant, L., Howell, H., Kwon, M., Wilkerson, C.L., Lai, Y., & Sapkota, B. (2022). Final report: Preservice teacher learning of practice through simulated teaching experiences before, during, and after COVID. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University. https://www.pmena.org/proceedings/  

Mikeska, J. N., Shekell, C., Maltese, A. V., Reich, J., Thompson, M., Howell, H., ... & Rogers, M. P. (2022, April). Exploring the Potential of an Online Suite of Practice-Based Activities for Supporting Preservice Elementary Teachers in Learning How to Facilitate Argumentation-Focused Discussions in Mathematics and Science. In Society for Information Technology & Teacher Education International Conference (pp. 2000-2010). Association for the Advancement of Computing in Education (AACE). https://cadrek12.org/sites/default/files/OPS_Product8_SITE_2022_conf_proceedings.pdf 

Bondurant, L., Howell, H., Kwon, M., Wilkerson, C.L., Lai, Y. (2021). Preservice teacher learning of practice through simulated teaching experiences before, during, and after COVID. In Olanoff, D., Johnson, K., & Spitzer, S. M. (2021). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA.. https://www.pmena.org/proceedings/  

Kwon, M., Webb, J., Howell, H., Mikeska, J., Bondurant, L., Imasiku, L., & Domjan, H. (2021). Designing and adapting simulated teaching experiences for preservice teacher learning of practice. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/219282/ 

Howell, H., Lai, Y., & Lee, C. (2019). Simulations of practice for the education of mathematics teachers. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri. https://www.pmena.org/proceedings/