Publications

SRI Education is at the forefront of integrated science, technology, engineering, mathematics, and computer science education from preschool through 12^th grade.

We develop and evaluate innovative instructional materials and assessments, design and study professional development initiatives, and research STEM and CS learning in and out of school. Browse our publications below and learn more about our work on the SRI website.

Journal Articles

• Som, A., Kim, S., Lopez-Prado, B., Dhamija, S., Alozie, N. and Tamrakar, A. (2021) Automated Student Group Collaboration Assessment and Recommendation System Using Individual Role and Behavioral Cues. Comput. Sci. 3:728801.
• Som, A., Kim, S., Lopez-Prado, B., Dhamija, S., Alozie, N., & Tamrakar, A. (2020). A Machine Learning Approach to Assess Student Group Collaboration Using Individual Level Behavioral Cues. arXiv preprint arXiv:2007.06667.
• Som, A., Kim, S., Lopez-Prado, B., Dhamija, S., Alozie, N., & Tamrakar, A. (2020). A Machine Learning Approach to Assess Student Group Collaboration Using Individual Level Behavioral Cues. arXiv preprint arXiv:2007.06667.
• Rachmatullah, A., Alozie, N., & Yang, H. (2023). Mapping out the structural relationship of middle school students’ use of talk and gestures and group outcomes’ quality in collaborative science problem-solving activities. International Journal of Science Education, 1-48.
• Lundh, P., Allen, C. D., Boyce, J., Beesley, A., Gong, B. (in press). Compliance or care: Complexity and wicked problems in California’s afterschool continuous quality improvement policy. International Journal of Complexity in Education.
• Mielicki, M. K., Mbarki, R., Wang, J. J. (2024). Understanding the social-emotional components of our “number sense”: Insights from a novel non-symbolic numerical comparison task. Frontiers in Psychology, 15.
• Mielicki, M. K., Wilkey, E. D., Scheibe, D. A., Fitzsimmons, C. J., Sidney, P. G., Bellon, E., Ribner, A. D., Soltanlou, M., Starling-Alves, I., Coolen, I., Ansari, D., & Thompson, C. A. (2023). Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies. Journal of Experimental Psychology: General. Advance online
• Mielicki, M. K., Fitzsimmons, C. J., Schiller, L. K., Scheibe, D. A., Taber, J. M., Sidney, P. G., Matthews, P. G., Coifman, K. G., Waters, E. A., & Thompson, C. A. (2022). Number lines can be more effective at facilitating adults’ performance on health-related ratio problems than risk ladders and icon arrays. Journal of Experimental Psychology: Applied.
• Mielicki, M. K., & Wiley, J. (2022). Exploring the necessary conditions for observing interleaved practice benefits in problem solving. Learning and Instruction. Advance online publication.
• Mielicki, M. K., Schiller, L. K., Fitzsimmons, C. J., Scheibe, D. A., & Thompson, C. A. (2022). Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes. British Journal of Educational Psychology, 92(2), e12472.
• Mielicki, M. K., Fitzsimmons, C. J.*, Woodbury, L. H.**, Marshal, H.*, Zhang, D., Rivera, F. D., & Thompson, C. A. (2021). Effects of figural and numerical presentation formats on growing pattern performance. Journal of Numerical Cognition, 7, 125-155.
• Mielicki, M. K., Kacinik, N. A., & Wiley, J. (2017). Bilingualism and symbolic abstraction: Implications for algebra learning. Learning and Instruction, 49, 242-250.
• Gulemetova, M., Beesley, A.D., & Fancsali, C. (2022). Elementary students’ mathematics identity: Findings from a longitudinal study in an out-of-school setting. Journal for STEM Education Research, 5, 187-213.
• Beesley, A. D., Clark, T. F., Dempsey, K., & Tweed, A. (2018). Enhancing formative assessment practice and encouraging middle school mathematics engagement and persistence. School Science and Mathematics, 118(1-2), 4-16.
• Basu, S., Rutstein, D. W., Xu, Y., Wang, H., & Shear, L. (2021). A principled approach to designing computational thinking concepts and practices assessments for upper elementary grades. Computer Science Education, 1-30.

Conference Papers

• Alozie, N., Yang, H., Rachmatullah, A., Lopez-Prado, B. (2023). Toward A More Comprehensive Definition of Collaboration: Scholarly Literature vs. Practitioners. International Society of the Learning Sciences (ISLS) Montreal, QC
• Alozie, N., Wingard, A., Fried, R., Lopez-Prado, B., Rachmatullah, A., Som, A., Hsiao, M., Yang, H., and Kim, S. (2022, June). Exploring the Process of Group-Based Collaboration: A Validation Argument for a Collaboration Model and Observation Rubric for Training Explainable Machine Learning Models. International Society of the Learning Sciences (ISLS) Hiroshima, Japan
• Rutstein, D., Alozie, N., Fujii, R., & Fried, R. (2021) Addressing Challenges When Designing NGSS Aligned 3-Dimensional Assessments for Young Learners. International Society of the Learning Sciences (ISLS), Bochum, Germany
• Alozie, N., Haugabook Pennock, P., Madden, K., Zaidi, S., Severance, S., Harris, C., Krajcik, J. (2018). Designing and Implementing Instructionally Supportive Assessment Tasks for Promoting Three-Dimensional Learning for all Students. Paper presented as part of a paper set at the National Association for Research in Science Teaching (NARST) annual meeting. Atlanta, GA
• Rachmatullah, A., Tate, C., Beesley, A. & Levin-Guracar, E. (2023). Associating Learning Engagement with Changes in Self- efficacy in the Context of Extended Game Design and Simulation Creation Activities in Rural Elementary Schools. Proceedings of the 7th APSCE International Conference on Computational Thinking and STEM Education 2023 – CTE-STEM 2023 (pp. 7-12). Zhongli, Taiwan.
• Yang, H., Alozie, N., & Rachmatullah, A. (2022, June). Collaboration at Scale: Exploring Member Role Changing Patterns in Collaborative Science Problem-solving Tasks. In Proceedings of the Ninth ACM Conference on Learning @ Scale (pp. 309-312).
• Beesley, A. D. & Boyce, J. (2023, April). Design-Based Implementation Research in Practice: The Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Study [Poster session]. American Educational Research Association Annual Meeting, Chicago, IL.
• Stenger, C. L. & Beesley, A. D. (2023, February 2-4). Teacher Professional Development Using Computer Programming to Teach Generalization in Middle School Mathematics. [Research presentation]. Annual Conference of the Association of Mathematics Teacher Educators, New Orleans, LA.
• Stenger, C. L., Beesley, A. D., Jenkins, J. T., & Stovall, J. E. (2023, March 29-April 1). Using Computer Programming to Teach Middle School Math Students to Generalize. [Research presentation]. National Council of Teachers of Mathematics Virtual Conference.
• Stenger, C. L., Beesley, A. D., Jenkins, J. T., & Stovall, J. E. (2022, September 28-October 1). CPR2: A Collaborative Partnership to Teach Mathematical Reasoning through Computer Programming. [Research presentation]. National Council of Teachers of Mathematics Annual Meeting, Los Angeles, CA.
• Beesley, A. D., Tate, C., Boyce, J., Lundh, P., Levin-Gurajar, E., & Hsiao, M. (2021, September 26-29). Teaching Mathematical Reasoning Through Computer Programming: Evaluation Work in Progress [Poster session]. 2021 SREE Conference, Arlington, VA.
• Basu, S., Rutstein, D., Tate, C., Rachmatullah, A. & Yang, H. (2022). Standards-Aligned Instructional Supports to Promote Computer Science Teachers’ Pedagogical Content Knowledge. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education (SIGCSE 2022), March 2–March 5, 2022, Providence, RI, USA (pp. 404-410).
• Basu, S., McElhaney, K., Rachmatullah, A., Hutchins, N., Biswas, G., & Chiu, J. (2022). Promoting Computational Thinking Through Science- Engineering Integration Using Computational Modeling. In Proceedings of the 16th International Conference of the Learning Sciences (ICLS), Hiroshima, Japan.

Evaluation Reports

• Beesley, A. (2021). The Apple and ConnectED initiative: Three case stories. SRI Education.
• Griffiths, R., Beesley, A., Shear, L., Araoz, C., & Hsiao, M. (2021). Maintaining momentum of 1:1 programs: Observations from the Apple and ConnectED initiative. SRI Education.
• Shear, L., Mislevy, J., Beesley, A., Iwatani, E., Wang, S., Patel, D., Wang, H., Nielsen, N., Gerard, S., Araoz, C., & Benge, C. (2021). The Apple and ConnectED initiative: Research study methods. SRI Education.
• Shear, L., Nielsen, N., Beesley, A., Hsiao, M., Patel, D., & Gerard, S. (2021). Bridging the digital access and use divides in the Apple and ConnectED Initiative. SRI Education.
• Shear, L., Mislevy, J., Beesley, A., Iwatani, E., Wang, S., Patel, D., Wang, H., Nielsen, N., Gerard, S., Araoz, C., & Benge, C. (2021). 1:1 teaching and learning in the Apple and ConnectED Initiative: Lessons from early implementation. SRI Education.

White Papers

• Alozie, N., Lundh, P., Laguarda, K., Parker, C., Fujii, R., & McBride, E. (2021) Where is Equity and Inclusion in Curriculum Design
• Alozie, N., Lundh, P., Yang, H., and Parker, C. E. (2021) The Equity and Inclusion Framework for Curriculum Design; A Systematic Curriculum Design Approach for Equity and Inclusion
• Alozie, N., Yang, H., Beesley, A., & Parker, C. E. (2021) Implementation of the Equity and Inclusion Curriculum Development Approach: The Role of State and Local Education Agencies
• Basu, S., Wang, N., & Lester, J. (2022). Building Capacity for K-12 Artificial Intelligence Education Research: Workshop 3 Report.
• Basu, S., Rutstein, D., & Tate, C. (2021). Building teacher capacity in K–12 computer science by promoting formative assessment literacy. National Comprehensive Center.