Book/Book Chapters: 2016
Books and Book Chapters: January through December 2016

Books

Connor, C.M. (Ed.) The cognitive development of reading and reading comprehension. New York: Routledge.

Gottfried, M., Conchas, G.Q. (2016). When school policies backfire: How well-intentioned measures can harm our most vulnerable students. Boston: Harvard Educational Press.

Finocchio, S., Najmanovich, D., & Warschauer, M. (2016). Los diversos mundos en el mundo de la escuela [Diverse worlds in the world of schooling.] Buenos Aires: Gedisa.


Book Chapters

Evans, B.J., & Baker, R.B. (2016). MOOCs and persistence: Definitions and predictors. In S. Blackmon & C. Major (Eds.), New directions for institutional research special issue: MOOCs and higher education: Implications for institutional research (167, pp. 69-85). Wiley Online Library. DOI: 10.1002/ir.20155 

Connor, C.M. (2016). Using cognitive development research to inform literacy instruction and improve practice in the classroom. In C.M. Connor (Ed.) The cognitive development of reading and reading comprehension (pp. 166-185), New York: Routledge.

Connor, C.M., Mansion, A.D., & Duncan, G. (2016). Policy and community influences on learning to read. In C.M. Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 149-165). New York: Routledge. 

Connor, C.M., & Weston, J. (2016). Introduction to the cognitive development of reading. In C.M. Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 1-13), New York: Routledge.

Russell, D., & Connor, C.M. (2016). Memory and learning to read. In C.M. Connor (Ed.) The cognitive development of reading and reading comprehension (pp. 53-66), New York: Routledge.

Wynne, H., & Connor, C.M. (2016). Self-perception and perspective taking: How beliefs about oneself and others may influence reading. In C.M. Connor (Ed.) The cognitive development of reading and reading comprehension (pp. 100-110), New York: Routledge.

Iloh, C. (2016). For-profit universities. In K. Lomotey (Ed.), Education K-12 and higher education, (volume in the series People of color in the United States: Contemporary issues in education, work, communities, health, and immigration). Santa Barbara, CA: ABC-CLIO/Greenwood Press.

Katz, B., Jones, M., Shah, P., Buschkuehl, M., & Jaeggi, S.M. (2016). Individual differences and motivational effects. In T. Strobach & J. Karbach (Eds.), Cognitive training: An overview of features and applications (pp. 157-166). Berlin: Springer.

Tsai, N., Au., J., & Jaeggi, S.M. (2016). Working memory, language processing, and implications of malleability for second language acquisition. In G. Granena, D. O. Jackson, & Y. Yilmaz (Eds.), Cognitive individual differences in second language processing and acquisition (pp. 69-88). Amsterdam: John Benjamins. DOI:10.1075/bpa.3.04tsa

Kim, Y.-S.G., & Pilcher, H. (2016). What is listening comprehension and what does it take to improve listening comprehension? In R. Schiff & M. Joshi (Eds.), Handbook of interventions in learning disabilities (pp. 159-174). New York: Springer.

Reich, S.M., Bishop, B., Carolissen, R., Dzidic, P., Portillo, N., Sasao, S., & Stark, W. (2016). Catalysts and connections: The (brief) history of community psychology throughout the world. In Handbook of community psychology. Washington, DC: American Psychological Association.

Santagata, R., Jovel, J., & Yeh, C. (2016). Learning to unpack standards-based mathematics teaching through video-based group conversation. In P.G. Rossi & L. Fedeli (Eds.), Integrating video into pre-service and in-service teacher training (pp.115-127). Hershey, PA: IGI Global.

Lin, A.R., Ettekal, A., & Simpkins, S. (2016). Expectancy value models. In R.J.R. Levesque (Ed.), Encyclopedia of adolescence (pp.1-8). New York: Springer.

Kern, R., Ware, P., & Warschauer, M. (in press).  Network-based language teaching. In N.V. Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education, 4th Ed., Vol. 4: Second and foreign language education. New York: Springer. [Revised and updated of earlier entry from 2009.]

Warschauer, M. (2016). Addressing the social envelope: Education and the digital divide. In C. Greenhow, J. Sonnevend, & A. Agur (Eds.) Education and social media (pp. 29-48). Cambridge MA: MIT Press.

Yim, S., & Warschauer, M. (2016). CALL and electronic media. In K. Hyland & P. Shaw (Eds.), Routledge handbook of English for academic purposes (pp. 592-607). London: Routledge.

Kern, R., Ware, P., & Warschauer M. Computer-mediated communication and language learning (2016). In G.S. Hall (Ed.), Routledge handbook of English language teaching (pp. 542-555). New York: Routledge. DOI: 10.1007/978-3-319-02323-6_30-1

Xu, D., & Fletcher, J. (2016). Understanding the relative value of alternative pathways in postsecondary education: Evidence from the State of Virginia. In M. Shah & G. Whiteford (Eds.), Bridges, pathways, and transitions: International innovations in widening participation (pp.227-259). Cambridge, MA: Chandros Publishing.