Staff Publications

Betser, S., Ambrose, R. and L. Martin. (2022). “Excited to crash the party”: Girls self-author their identities as makers in a girls-only design/build space. Equity & Excellence in Education. DOI 10.1080/10665684.2022.2131195.

Martin, L. and S. Betser. (2020). Learning through making: The development of engineering discourse in an out-of-school maker club. J. Engineering Education. DOI 10.1002/jee.20311.

Betser, S., Martin, L. and R. Ambrose. (2019). “They Don’t See Girls”: Construction of Identities in a Maker Program. 2019 ASEE Annual Conference & Exposition. DOI 10.18260/1-2--31925.

Martin, L., Dixon, C. and S. Betser. (2018). Iterative Design toward Equity: Youth Repertoires of Practice in a High School Maker Space. Equity & Excellence in Education 51(1), 36-47. DOI 10.1080/10665684.2018.1436997.

Jensen, J.L., Gallagher, M.A., Scrivner, S. and M.L. Mitchell. (2023). Preservice Teachers Equitably Attending to and Interpreting Multilingual Students’ Mathematical Thinking. School Science and Mathematics 123(8), 447-460.

Cruz, R.A., Firestone, A.R, Love, M. and E.M. Stone. (2025). “Inclusion is Great in Theory”: Applying the InCrit Conceptual Framework to Develop a Preservice Curriculum and Instruction Course. Amer. J. Educ.

Carpenter, S.L., Macias, M., Arevelo, E., Hansen, A.K.,  Stone, E.M. and J.A. Bianchini. (2023). Coordinated and Intersecting: How Preservice Secondary Science Teachers Understand Science and Engineering Practices and Instructional Principles for Diverse Students. E. J. Research in Science & Mathematics Education 27(2), 25-56.

Helix, M., Coté, L. E., Stachl, C., Linn, M.C., Stone, E., Baranger, A. (2022). Measuring integrated understanding of undergraduate chemistry research experiences: Assessing oral and written research artifacts. Chemistry Education Research and Practice. DOI 10.1039/D1RP00104C.

Wilkerson, M. (2019). Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy, and Cultural Studies. https://doi.org/10.1080/10714413.2019.1684162