Mark Warschauer: 2018 Publications

Cung, B., Xu, D., Eichhorn, S., Warschauer, M. (in press). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education.

Jacob, S. R., & Warschauer, M. (2018). Computational thinking and literacy. Journal of Computer Science Integration, 1 (1), 1-19.

Jacob, S., Nguyen, H., Tofel-Grehl, C., Richardson, D., & Warschauer, M. (2018). Teaching computational thinking to English learners. NYS Tesol Journal, 5(2), 12-24. 

Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PLOS ONE, 13(9).

Lee, H., Warschauer, M., & Lee, J. H. (in press). Advancing CALL research via data-mining techniques: Unearthing hidden groups of learners in a corpus-based L2 vocabulary learning experiment. ReCALL. 

Lee, H., Warschauer, M., & Lee, J. H. (in press). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics. 

Park, J., Yu, R., Rodriguez, F., Baker, R., Smyth, P., & Warschauer, M. (2018). Understanding student procrastination via mixture models. Proceedings of the 11th International Conference on Educational Data Mining. Buffalo, New York, 187-197.  [Recipient of Best Paper Award]

Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M., (2018). Scaffolding learning of language structures with visual‐syntactic text formatting. British Journal of Educational Technology. 

Rodriguez, F., Yu, R., Park, J., Rivas, M. J., Warschauer, M., & Sato, B. K. (in press). Utilizing learning analytics to map students’ self-reported study strategies to click behaviors in STEM courses. Proceedings of the 9th International Learning Analytics and Knowledge Conference.

Rodriguez, F., Kataoka, S., Rivas, J., Kadandale, P., Nili, A., & Warschauer, M. (2018). Do spacing and self-testing predict learning outcomes? Active Learning in Higher Education. 

Rodriguez, F., Rivas, M. J., Matsumura, L. H., Warschauer, M., & Sato, B. K. (2018). How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students. PloS one, 13(7). 

Tate, T., & Warschauer, M. (2018).  Going Beyond “That Was Fun”:  Measuring Writing Motivation Journal of Writing Analytics, 2, 257-279.

Tate, T., Collins, P., Xu, Y., Yau, J., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (in press). Visual-Syntactic text format: Improving adolescent literacy. Scientific Studies of Reading.

Warschauer, M., & Tate, T. (2018). Digital divides and social inclusion. In K. Mills, A. Stornaiuolo, A. Smith, & J. Pandya (Eds.), Handbook of writing, literacies, and education in digital cultures (pp. 63-75): Routledge.

Warschauer, M., & Xu, Y. (2018). Technology and equity in Education 71. In J. Boog, G. Knezek, & R. Christensen (Eds.), Second handbook of information technology in primary and secondary education (pp. 1063-1079). Cham, Switzerland: Springer.

Xu, Y., & Warschauer, M. (in press) Young Children’s Reading and Learning with Conversational Agents. In Proceedings of CHI Conference on Human Factors in Computing Systems Extended Abstracts (CHI’19 Extended Abstracts), Glasgow, Scotland, UK. ACM. 

Yim, S., & Warschauer, M. (in press). Students initiating feedback: Potential of social media. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing, Second Edition. Cambridge. UK: Cambridge University Press.

Yim, S., Saito-Stehberger, D., & Warschauer, M. (2018). The long view. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Hoboken, NJ: John Wiley & Sons Inc.

Yim, S., Zheng, B., & Warschauer, M. (2018). Feedback and revision patterns in cloud-based writing environment: Variation across feedback source and task type. Writing and Pedagogy, 9(3), 487-524.

Yu, R., Jiang, D., & Warschauer, M. (2018). Representing and predicting student navigational pathways in online college courses. In Proceedings of the Fifth Annual ACM Conference on Learning at Scale (L@S '18). London, United Kingdom: ACM. 

Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61-67.

Zheng, B., & Warschauer, M. (2018). Language development and epistemic engagement among upper elementary students in synchronous computer-mediated communication. Journal of Educational Computing. 

Zheng, B., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Hoboken, NJ: John Wiley & Sons Inc.

Zhou, N. Richardson, D., & Warschauer, M. (2018) Promoting high school teachers' self-efficacy and the understanding of equity issues in CS classrooms. In Proceedings of the 2018 IEEE STCBP Conference on Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1-8. Baltimore, MD, USA.

Zinger, D., Krishnan, J., & Warschauer, M. (2019). Bridging student digital divides by bridging teacher digital divides. In A. Normore, & A. I. Lahera (Eds.), Crossing the bridges of the digital divide: A walk with global lead​leaders. Charlotte, NC: Information Age Publishing.