Journal Articles: 2016
Faculty Articles in Refereed Journals: January through December 2016

Bailey, D.H., & Littlefield, A.K. (2016). Does reading cause later intelligence? Accounting for stability in models of change. Child Development. DOI:10.1111/cdev.12669

Bailey, D., Duncan, G.J., Odgers, C.L., & Yu, W. (2016). Persistence and fadeout in the impacts of child and adolescent interventions. Journal of Research on Educational Effectiveness. DOI:10.1080/19345747.2016.1232459

Bailey, D., Nguyen, T., Jenkins, J.M., Domina, T., Clements, D.H., & Sarama, J.S. (2016). Fadeout in an early mathematics intervention: Constraining content or preexisting differences? Developmental Psychology, 52(9). DOI:10.1037/dev0000188

Watts, T., Clements, D.H., Sarama, J., & Bailey, D. (2016). Does early mathematics intervention change the processes underlying children's learning? Journal of Research on Educational Effectiveness. DOI:10.1080/19345747.2016.1204640

Schenke, K., Lam, A.C., Rutherford, T., & Bailey, D.H. (2016). Construct confounding among predictors of mathematics achievement. AERA Open,2. DOI:10.1177/2332858416648930.

Stoet, G., Bailey, D.H., Moore, A.M., & Geary, D.C. (2016). Countries with higher levels of gender equality show larger national sex differences in mathematics anxiety and relatively lower parental mathematics valuation for girls. PLoS ONE 11(4). DOI:10.1371/journal.pone.0153857

Puts, D.A., Hill, A.K., Bailey, D.H., Walker, R.S., Rendall, D., Wheatley, J.R., Welling, L.L.M., Dawood, K., Cárdena, R., Burriss, R.P., Jablonski, N.G., Shriver, M.D., Weiss, D., Lameira, A.R., Apicella, C.L., Owren,  M.J.,  Barelli, C., Glenn, M. E., & Ramos–Fernandez, G. (2016). Sexual selection on male vocal fundamental frequency in humans and other anthropoid primates. Proceedings of the Royal Society of London B: Biological Sciences, 283. DOI:rpsb.20152830.

Baker, R. (2016). The effects of structured transfer pathways in community colleges. Educational Evaluation and Policy Analysis. DOI: 10.3102/0162373716651491

Baker, R.B., Evans, B., & Dee, T. (2016). A randomized experiment testing the efficacy of a scheduling nudge in a massive open online course (MOOC). AERA Open, 2(4). DOI:10.1177/2332858416674007

Evans, B.J., Baker, R.B., & Dee, T. (April 2016). Persistence patterns in Massive Open Online Courses (MOOCs). The Journal of Higher Education, 87(2), 206-242.

Reardon, S.F., Kasman, M., Klasik, D.J., & Baker, R.B. (2016). Student resources and stratification among colleges: An agent-based simulation of five mechanisms of the college sorting process. Journal of Artificial Societies and Social Simulation, 19(1), 8. DOI:10.18564/jasss.2993

Schuck, S., Emmerson, N., Ziv, H., Collins, P., Arastoo, S., Warschauer, M., Crinella, F., & Lakes, K. (2016). Designing an iPad App to monitor and improve classroom behavior for children with ADHD: iSelfControl feasibility and pilot studies. PLoS One 11(10): e0164229. DOI:10.1371/journal.pone.0164229.

Connor, C.M. (2016). A lattice model of reading comprehension. Child Development Perspectives, 10(4), 269-274. DOI:10.1111/cdep.12200

Day, S., & Connor, C.M. (2016). Examining the relations between self-regulation and achievement in third-grade students. Assessment for Effective Intervention. DOI:10.1177/1534508416670367

Sparapani, N., Connor, C.M., Day, S., Wood, T., Ingebrand, S.W., McLeigh, L., & Phillips, B.M. (2016). Profiles of foundational learning skills among first graders. Learning and Individual Differences. DOI:10.1016/j.lindif.2016.07.008

Connor, C.M., Day, S.L., Phillips, B., Sparapani, N., Ingebrand, S.W., McLean, L., Barrus, A., & Kaschak, M.P. (2016). Reciprocal effects of self-regulation, semantic knowledge, and reading comprehension in early elementary school. Child Development. DOI:10.1111/cdev.12570

McLean, L., Sparapani, N., Toste, J.R., & Connor, C.M. (2016). Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. Journal of School Psychology, 56, 45-58. DOI:10.1016/j.jsp.2016.03.004 

Connor, C.M., & Morrison, F.J. (2016). Individualizing student instruction in reading implications for policy and practice. Policy Insights from the Behavioral and Brain Sciences, 3(1), 54-61. DOI:10.1177/2372732215624931

Terry, N.P., Connor, C.M., Johnson, L., Stuckey, A., & Tani, N. (2016). Dialect variation, dialect-shifting, and reading comprehension in second grade. Reading and Writing, 29(2), 267-295. DOI:10.1007/s11145-015-9593-9

Al Otaiba, S., Folsom, J.S., Wanzek, J., Greulich, L., Waesche, J., Schatschneider, C., & Connor, C.M. (2016). Professional development to differentiate Kindergarten tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?. Reading & Writing Quarterly, 32(5), 454-476. DOI:10.1080/10573569.2015.1021060

Connor, C M., Petscher, Y.M., Otaiba, A., & Dent, S. (2016). Psychometric analysis of the diagnostic evaluation of language variation assessment. Assessment for Effective Intervention, 37(4), 244-251. DOI: 10.1177/1534508411413760

Duncan, G.J., Magnuson, K., Votruba-Drzal, E. (in press). Moving beyond correlations in assessing the consequences of poverty. Annual Review of Psychology, 68(1). DOI:10.1146/annurev-psych-010416-044224

Nguyen, T., Watts, T., Duncan, G., Clements, D.H., Sarama, J.S., Wolfe, C., & Spitler, M.E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36. DOI:10.1016/j.ecresq.2016.02.003

Magnuson, K.A., Kelchen, R., Duncan, G., Schindler, H.S., Shager, H., & Yoshikawa, H. (2016).  Do the effects of early childhood education programs differ by gender? A meta-analysis. Early Childhood Research Quarterly, 36. DOI:10.1016/j.ecresq.2015.12.021

Grindal, R., Bowne, J.B., Yoshikawa, H., Schindler, H.S., Duncan, G., Magnuson, K., & Shonkoff, J.P. (2016). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70. DOI:10.1016/j.childyouth.2016.09.018

Duncan, G., Magnuson, K., Kalil, A., & Ziol-Guest, K. (2016). The importance of early childhood poverty. Social Indicators Research, 108(1), 1-12.

Riley, A.W., & Duncan, G.J. (2016). Completing a national birth cohort in the United States. JAMA Pediatrics, 170(9), 829-830. DOI:10.1001/jamapediatrics.2016.1760

Kessler, R.C., Duncan, G., Gennetian, L.A., Katz, L.F., Kling, J.R., Sampson, N.A., Sanvonmatsu, L., Zaslavsky, A.M., & Ludwig, J. 2016). Notice of retraction and replacement: Associations of housing mobility interventions for children in high-poverty neighborhoods with subsequent mental disorders during adolescence. JAMA. 2014; 311(9), 937-947. DOI:10.1001/jama.2016.6187

Kessler, R.C., Duncan, G., Gennetian, L.A., Katz, L.F., Kling, J.R., Sampson, N.A., Sanvonmatsu, L., Zaslavsky, A.M., & Ludwig, J. 2016). Notice of retraction and replacement: Associations of housing mobility interventions for children in high-poverty neighborhoods with subsequent mental disorders during adolescence. JAMA. 2014; 311(9), 937-947. DOI:10.1001/jama.2016.6187

Magnuson, K., Duncan, G., Lee, K.T.H., & Metzger, M.W. (2016). Early school adjustment and educational attainment. American Educational Research Journal 53(4), 1-31. DOI:10.3102/0002831216634658

Duncan, G., Magnuson, K., & Murnane, R.J. (2016). Reforming preschools and schools. Academic Pediatrics 16(3):S121-S127. DOI:10.1016/j.acap.2015.12.003

Garfield, C., Duncan, G., Peters, S., & Chase-Lansdale, P.L. (2016). Adolescent reproductive knowledge, attitudes, and beliefs and future fatherhood. Journal of Adolescent Health. DOI:10.1016/j.jadohealth.2015.12.010

Au, J., Buschkuehl, M., Duncan, G.J., & Jaeggi, S.M. (2016.). There is no convincing evidence that working memory training is NOT effective: A reply to Melby-Lervåg and Hulme. Psychonomic Bulletin & Review, 23(1), 331-337. DOI:10.3758/s13423-015-0967-4 

Moeller, J., Dietrich, J., Eccles, J.S., & Schneider, B. (in press). Passionate experiences in adolescence: Situational variability and long-term stability. Journal of Research on Adolescence.

Jones, J.D., Ehrlich, K.G., Brett, B.E., Gross, J.T., Mohr, J.J., Hopper, E.A., Dinh, J.V., Malanchuk, O., Peck, S.C., Brodish, A.B., Adam, E.K., Eccles, J.S., Kemeny, M.E., & Cassidy, J. (2016). Perceptions of parental secure base support in African American adolescents and young adults. Journal of Social and Personal Relationships. DOI:10.1177/0265407516670532

D’hondt, F., Eccles, J.S., Van Houtte, M., & Stevens, P.D.J. (2016). The relationships of teacher ethnic discrimination, ethnic identification, and host national identification to school misconduct of Turkish and Moroccan immigrant adolescents in Belgium. Deviant Behavior. DOI:10.1080/01639625.2016.1197004

Eccles, J.S. (2016). Engagement: Where to next? Learning and Instruction, 43, 71-75. DOI:10.1016/j.learninstruc.2016.02.003

Eccles, J.S., & Wang, M-T. (2016). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40(2), 100-106.

D’hondt, F., Eccles, J.S., Van Houtte, M., & Stevens, P.D.J. (2016). Perceived ethnic discrimination by teachers and ethnic minority students' academic futility: Can parents prepare their youth for better or for worse? Journal of Youth and Adolescence. DOI:10.1007/s10964-016-0428-z

Jiang, S., Schenke, K., Eccles, J.S., Xu, D., & Warschauer, M. (2016). Females' enrollment and completion in science, technology, engineering, and mathematics Massive Open Online Courses. Computers and Society.

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. DOI:10.1016/j.learninstruc.2016.07.001

Engel, M., Claessens, A., Watts, T., & Farkas, G. (June 2016). Mathematics content coverage and student learning in kindergarten. Educational Researcher, 45(5), 293-300. DOI:10.3102/0013189X16656841

Miller, E., Farkas, G., & Duncan, G. (2016). “Does Head Start differentially benefit children with risks targeted by the program’s service model?” Early Childhood Research Quarterly, 34, 1–12.

Morgan, P.L., Scheffner Hammer, C., Farkas, G., Hillemeier, M.M., Maczuga, S., Cook, M., & Morano, S. (2016). Who receives speech/language services by 5 years of age in the United States? American Journal of Speech-Language Pathology, 25, 183-199. DOI:10.1044/2015_AJSLP-14-0201

Morgan, P.L., Farkas, G., Hillemeier, M.M., & Maczuga, S. (2016). Who is at risk for persistent mathematics difficulties in the United States? Journal of Learning Disabilities, 49(3), 305-319. DOI:10.1177/0022219414553849

Morgan, P., & Farkas, G. (2016). Are we helping all the children that we are supposed to be helping? Educational Researcher, 45(3), 226-228.

Morgan, P.L., Li, H., Farkas, G., Cook, M., Pun, W.H., & Hillemeier, M.S. (2016). Executive functioning deficits increase kindergarten children's risk for reading and mathematics difficulties in first grade. Contemporary Educational Psychology. DOI:10.1016/j.cedpsych.2016.01.004

DuPaul, G.J., Morgan, P.L, Farkas, G., Hillemeier, M., & Maczuga S.A. (2016). Academic and social functioning associated with Attention-Deficit/Hyperactivity Disorder: Latent class analyses of trajectories from kindergarten to fifth grade. Journal of Abnormal Child Psychology. DOI:10.1007/s10802-016-0126-z

Morgan, P. L., Farkas, G., Hillemeier, M.M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18-35. DOI:10.3102/0013189X16633182

Morgan, P.L., & Farkas, G. (2016). Evidence and implications of racial and ethnic disparities in emotional and behavioral disorders identification and treatment. Behavioral Disorders. DOI:10.17988/0198-7429-41.2.122

Morgan, P.L., & Farkas, G. (2016). Evidence of minority under-representation in special education and its implications for school psychologists. NASP Communique, 44(6), 30-32.

Iloh, C. (2016). Exploring the for-profit experience: An ethnography of a for-profit college. American Educational Research Journal. DOI:10.3102/0002831216637338

Ramani, G.B., Jaeggi, S.M., Daubert, E., & Buschkuehl, M. (in press). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition.

Maierova, L., Borisult, A., Scartezzini, J.L., Jaeggi, S.M., Schmidt, C., & Münch, M. (2016). Diurnal variations of hormonal secretion, alertness and cognition in extreme chronotypes under different lighting conditions. Scientific Reports, 6, Article # 33591. DOI:10.1038/srep33591

Colom, R., Martinez, K., Burgaleta, M., Roman, F.J., Garcia-Garcia, D., Gunter, J.L., Hua, X., Jaeggi, S.M., & Thompson, P. M. (2016). Gray matter volumetric changes with a challenging adaptive cognitive training program based on the dual n-back task. Personality and Individual Differences, 98, 127-132. DOI:10.1016/j.paid.2016.03.087

Colom, R., Hua, X., Martinez, K., Burgaleta, M., Roman, F. J., Gunter, J.L., Carmona, S., Jaeggi, S.M., & Thompson, P.M. (2016). Brain structural changes following adaptive cognitive training assessed by Tensor-Based Morphometry (TBM). Neuropsychologia, 91, 77-85. DOI:10.1016/j.neuropsychologia.2016.07.034

Au, J., Katz, B., Buschkuehl, M., Bunarjo, K., Senger, T., Zabel, C., Jaeggi, S.M., & Jonides, J. (2016.). Enhancing working memory training with transcranial direct current stimulation. Journal of Cognitive Neuroscience, 28(9), 1419-1432. DOI:10.1162/jocn_a_00979

Slevc, L.R., Davey, N.S., Buschkuehl, M., & Jaeggi, S.M. (2016). Tuning the mind: Exploring the connections between musical ability and executive functions. Cognition, 152, 199-211.  DOI:10.1016/j.cognition.2016.03.017

Román, F.J., Lewis, L.B., Chen, C.-H., Karama, S., Burgaleta, M., Martínez, K., Lepage, C., Jaeggi, S.M., Evans, A.C., Kremen, W.S., & Colom, R. (2016). Gray matter responsiveness to adaptive working memory training: A surface-based morphometry study. Brain Structure and Function, 221(9), 4369-4382. DOI:10.1007/s00429-015-1168-7

Fortner, C.K., & Jenkins, J.M. (in press). Kindergarten redshirting: Motivations and spillovers using census-level data. Early Childhood Research Quarterly, 38(1), 44-56. DOI:10.1016/j.ecresq.2016.09.002

Jenkins, J.M., & Henry, G.T. (2016). Dispersed vs. centralized policy governance: The case of state early care and education policy. Journal of Public Administration Research and Theory, 26(4), 709-725. DOI:10.1093/jopart/muw003

Jenkins, J., Farkas, G., Duncan, G., Burchinal, J., & Vandell, D.L. (2016). Head Start at ages 3 and 4 versus Head Start followed by state Pre-K: Which is more effective? Educational Evaluation and Policy Analysis, 38(1), 88-112.

Thompson, J., Hagenah, S., Kang, H., Stroupe, D., Braaten, M., and Colley, C. (2016). Rigor and responsiveness in classroom activity. Teachers College Record, 118(5).

Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking: Instructional tasks and opportunities to learn. Journal of Research in Science Teaching, 53(5). DOI:10.1002/tea.21329 

Barnes, A.E., & Kim, Y.S. (2016). Low-skilled adult readers look like typically developing child readers: A comparison of reading skills and eye movement behavior. Reading and Writing. DOI:10.1007/s11145-016-9657-5

Kim, Y.S., & Schatschneider, C. (2016). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology. DOI:10.1037/edu0000129

Kim, Y.S., Petscher, Y., & Park, Y. (2016). Examining word factors and child factors for acquisition of conditional sound-spelling consistencies: A longitudinal study. Scientific Studies of Reading, 20(4), 1-18. DOI:10.1080/10888438.2016.1162794

Kim, Y.S. (2016). Do live versus audio-recorded narrative stimuli influence young children's narrative comprehension and retell quality? Language Speech and Hearing Services in Schools, 47(1), 1. DOI: 10.1044/2015_LSHSS-15-0027

Kim, Y.S., Qian, G., Liu, L., & Yang, L. (2016). Does previewing answer-choice options improve performance on a reading test? Reading and Writing: An Interdisciplinary Journal, 29, 745.

Kim, Y.S., & Phillips, B. (2016). Five minutes a day to improve comprehension monitoring in oral language contexts: An exploratory intervention study with Prekindergartners from low-income families. Topics in Language Disorders, 36(4), 356-367. DOI:10.1097/TLD.0000000000000103

Kim, Y.-S.G., & Petscher, Y. (2016). Prosodic sensitivity and reading: An investigation of pathways of relations using a latent variable approach. Journal of Educational Psychology, 108, 630-645.

Kim, Y.-S.G. (2016). Direct and mediated effects of language and cognitive skills on comprehension or oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101-120. DOI:10.1016/j.jecp.2015.08.003

Lawrence, J., Francis, D.J., Pare-Blagoev, J., & Snow, C.E. (2016). The poor get richer: Heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness. DOI:10.1080/19345747.2016.1237596

Lawrence, J.F., Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 19(3), 201-221. DOI:10.1515/plc-2015-0012

Grøver, V., Lawrence, J.F., & Rydland, V., (2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism. DOI:10.1177/1367006916666389

Hwang, J.K., Lawrence, J.F., Snow, C.E., & Collins, P. (2016). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly. DOI:10.1002/tesq.346

Hwang, J.K., Lawrence, J.F., & Snow, C.E. (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing. DOI:10.1007/s11145-016-9703-3

Lin, A.R., Lawrence, J.F., Snow, C.E., & Taylor, K. (January 2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44(3), 316-343. DOI:10.1080/00933104.2016.1203852

Missakian, I., Olson, C.B., Black, R., & Matuchniak, T. (2016), Writing center efficacy at the community college: How students, tutors concur and diverge in their perception of services. Teaching English in the Two-Year College, 44(1), 57-78.

Olson, C.B., Matuchniak, T., Chung, H.Q., Stumpf, R., & Farkas, G. (2016). Reducing achievement gaps in academic writing for Latinos and English Learners in grades 7-12. Journal of Educational Psychology. DOI:10.1037/edu0000095

Olson, C.B., Scarcella, R., & Matuchniak, T. (2016). The write stuff. Educational Leadership, 73(5), 38-44.

Penner, E. (2016). Teaching for all? Teach for America's effects across the distribution of student achievement. Journal of Research on Educational Effectiveness, 9(3), 259-282. DOI:10.1080/19345747.2016.1164779

Dee, T.S., & Penner, E.K. (2016). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 1-40. DOI:10.3102/0002831216677002

Domina, T., Penner, A.M., & Penner, E. (2016). “Membership has its privileges”: Status incentives and categorical inequality in education. Sociological Science, 3, 264-295. DOI:10.15195/v3.a13

Reich, S.M., Yau, J.C. & Warschauer, M. (2016). Tablet-based eBooks for young children: What does the research say? Journal of Developmental and Behavioral Pediatrics, 37(7), 585-591. DOI:10.1097/DBP.0000000000000335.

Lin, J., & Reich S.M. (2016). Mothers’ Perceptions of neighborhood disorder are associated with children's home environment quality. Journal of Community Psychology, 44(6), 714-728. DOI:10.1002/jcop.21796

Mark, G., Wang, Y., Niiya, M., & Reich, S.M. (2016). Sleep debt in student life: Online attention focus, Facebook, and mood. Computer-Human Interaction (CHI), 5517-5528. DOI:10.1145/2858036.2858437 

Reich, S.M. (2016). Connecting offline social competence to online peer interactions. Psychology of Popular Media Culture. Advance online publication.

Sandholtz, J.H., Ringstaff, C., & Matlen, B. (2016). Temporary fix or lasting solution? Investigating the longitudinal impact of teacher professional development on K-2 science instruction. The Elementary School Journal, 117(2). DOI:10.1086/688920

Sandholtz, J.H., & Ringstaff, C. (2016). The influence of contextual factors on the sustainability of professional development outcomes. Journal of Science Teacher Education, 27(2). DOI:10.1007/s10972-016-9451-x

Santagata, R., & Yeh, C. (2016). Characterizing beginning teachers’ competence and its role in professional decisions and practices.  ZDM, the International Journal of Mathematics Education, 48(1), 153-165.

Lin, A.R., Simpkins, S., Gaskin, E., & Menjivar, C. (2016). Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-Origin parents’ perspectives in Arizona. Applied Developmental Science, 1-21. DOI:10.1080/10888691.2016.1224669

Simpkins, S., Riggs, N.R., Ngo, B., & Okamoto, D. (2016). Designing culturally responsive organized after-school activities. Journal of Adolescent Research, 1-26. DOI: 10.1177/0743558416666169

Delgado, M., Ettekal, A.V., Simpkins, S., & Schaefer, D. (2016). How do my friends matter? Examining Latino adolescents' friendships, school belonging, and academic achievement. Journal of Youth and Adolescence, 45(6), 1110-1125.

Tunney, J.W., & van Es, E.A. (2016). Using video for teacher educator professional development. The New Educator, 12(1), 105-127.

Vandell, D.L., Burchinal, M., & Pierce, K.M. (2016). Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 52(10), 1634-1645. DOI: 10.1037/dev0000169

Vandell, D.L., & Lao, J. (2016). Building and retaining a high quality professional staff for extended education. International Journal of Research on Extended Education, 4(2), 42-65.

Vandell, D.L., Simzar, R., O’Cadiz, P., & Hall, V. (2016). Findings from an afterschool STEM learning initiative. Journal of Expanded Learning Opportunities, 1(3), 7-26.

Casasola, T.S., Schenke, K., Nguyen, T., & Warschauer, M. (in press). Can flipping the classroom work? Evidence from undergraduate chemistry. The International Journal of Teaching and Learning in Undergraduate Education.

Yim, S., & Warschauer, M. (in press). Web-based collaborative writing in second language (L2) contexts: Methodological insights from text mining. Language, Learning, and Technology.

Park, Y., & Warschauer, M. (2016). Syntactic enhancement and second language literacy: An experimental study. Language, Learning, & Technology, 20(3), 180-199.

Lee, H., Warschauer, M., & Lee, J.H. (in press). The effects of concordance-based electronic glosses on L2 vocabulary learning. Language, Learning, & Technology

Newhart, V., Warschauer, M., & Sender, L. (2016). Virtual inclusion via telepresence robots in the classroom: An exploratory case study. International Journal of Technologies in Learning, 23(4), 9-25. DOI:10.18848/2327-0144/CGP/v23i04

Warschauer, M., & Newhart, V.A. (2016). Broadening our concepts of universal access. Universal Access in the Information society, 15(2), 183-188. DOI:10.1007/s10209-015-0417-0

Tate, T., Warschauer, M., & Abedi, J. (2016). The effects of prior computer use on computer-based writing: The 2011 NAEP writing assessment. Computers & Education, 101, 115-131. DOI:10.1016/j.compedu.2016.06.001

Warschauer, M. (2016). Leading the way for open access research. Language, Learning, and Technology, 20(2), 155-158. 

Reimer, L.C., Schenke, K., Nguyen, T., O'Dowd, D.K., Domina, T., & Warschauer, M. (2016).  Evaluating promising practices in undergraduate STEM lecture courses. The Russell Sage Foundation Journal of the Social Sciences, 2(1), 212–233.

Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 1-33. DOI:10.3102/0034654316628645

Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language, Learning and Technology, 20(201), 124-147.

Yim, S., Warschauer, M., & Zheng, B. (2016). Google Docs in the classroom: A district-wide case study. Teachers College Record, 118(9), 1-32.

Xu, D. (2016). Assistance or obstacle? The impact of different levels of English developmental education on underprepared students in community colleges. Educational Researcher. DOI: 10.3102/0013189X16683401

Gong, X., Xu, D., & Jan, W.-J. (2016). The effects of preschool attendance on adolescent outcomes in rural China. Early Childhood Research Quarterly, 37(4), 140-152.

Hodara, M., & Xu, D. (2016). Does developmental education improve labor market outcomes? Evidence from two states. American Educational Research Journal, 53(3), 781-813. DOI:10.3102/0002831216647790 

Jaggars, S.S., & Xu, D. (2016). How do online course design features influence student performance? Computers and Education, 95, 270-284. DOI: 10.1016/j.compedu.2016.01.014

Jaggars, S.S., & Xu, D. (2016). Examining the earnings trajectories of community college students using a piecewise growth curve modeling approach. Journal of Research on Educational Effectiveness, 9(3), 445-471. DOI:10.1080/19345747.2015.1116033

Xu, D., & Trimble, M. (2016). What about certificates? Evidence on the labor market returns to nondegree community college awards in two states. Educational Evaluation and Policy Analysis, 38(2), 272-292. DOI:10.3102/0162373715617827