Bay-Williams, J. M. (in press). From 1912 to today: What do we think about Algebra in elementary school? Teaching Children Mathematics.

Bay-Williams, J. M. (2005). Poetry in Motion: Using Shel Silverstein's works to engage students mathematically. Mathematics Teaching in the Middle School, 10(8), 386-393.

Bay-Williams, J. M., & Meyer, M. R. (2005). Why not just tell students how to solve the problem? Mathematics Teaching in the Middle School, 10(7), 340-341.

Bay-Williams, J. M., & Martinie, S. L. (2004). What does algebraic thinking look like? Mathematics Teaching in the Middle School, 10(4), 198-199.

Bay-Williams, J. M. & Martinie, S. L. (2004). First, Second: A lesson for eighth graders. Math Solutions Newsletter. Retrieved July 7, 2004.

Bay-Williams, J. M. (2003, September 11). Launching mathematical investigations with literature. ENC Focus, 11(5). Retrieved September 12, 2003.

Bay-Williams, J. M., & Martinie, S. L. (2003). Thinking rationally about number in the middle school. Mathematics Teaching in the Middle School, 8(6), 282-287.

Bay-Williams, J. M., & Meyer, M. R.  (2003). What parents want to know about standards-based mathematics curricula. Principal Leadership, 3(7), 54 – 60.

Bay-Williams, J. M., Reys, B. J., & Reys, R. E. (2003). How do middle schools effectively implement standards-based mathematics curricula? Strategies from schools who have. Middle School Journal, 34(4), 36 – 41.

Bay-Williams, J. M., & Norton-Meier, L. A. (2002). Bringing a mathematical eye to children's literature. Kansas Journal of Reading, 18, 24-31.

Bay-Williams, J. M. (2001). What is algebra in elementary school? Teaching Children Mathematics, 8(4), 196-200.

Bay, J. M. (2001). Developing number sense ON the number line. Mathematics Teaching in the Middle School (Focus Issue: A Math Odyssey), 6(8), 448 – 451.

Bay, J. M. (2000). Linking problem solving to student achievement in mathematics: Issues and outcomes. Journal of School Improvement, 1(2), 8 - 13.

Bay, J. M., & Ragan, G. A. (2000).  Improving students' mathematical communication and connections using the classic game of "telephone." Mathematics Teaching in Middle School (Focus Issue: Communication), 5(8), 486-489.

Bay, J. M., Reys, R. E., Simms, K. W., & Taylor, P. M. (2000). Bingo board games: Turning student intuitions into investigations in probability and number sense. Mathematics Teacher, 93(3), 200-206.

Bay, J. M., & Wasman, D. G. (2000).  Making the coordinate grid come to life with human graphing.  Mathematics Teacher, 93(7), 553-554.

Bay, J. M., Beem, J. K., Reys, R. E., Papick, I., & Barnes, D. (1999).  Student reactions to standards-based mathematics curricula: The interplay between curriculum, teachers and students.  School Science and Mathematics, 99(4), 182 -187.

Bay, J. M., Reys, B. J., & Reys, R. E. (1999).  The top 10 elements that must be in place to implement standards-based mathematics curricula.  Phi Delta Kappan, 80(7), 503 - 506.

Bay, J. M., Bledsoe, A., & Reys, R. E. (1998).  State-ing the facts – Exploring the United States mathematically.  Mathematics Teaching in the Middle School, 4(1), 8 - 14.

Bay, J. M., & Wasman, D. G. (1998).  Middle school mathematics curricula!  The Golden Rectangle, 4(3), 2, 4.

Brown, E. Todd, Karp, K., Petrosko, J., Jones, J., Beswick, G., Howe, C. & Zwanzig, K. (2006) Crutch of Catalyst: Teachers' Beliefs and Practices Regarding Calculator Use in Mathematics Instruction, School Science and Mathematics, accepted with revisions

Brown, E. Todd,  McGatha, M., Karp, K. (2006) Assessing Teacher Knowledge: Diagnostic Assessments for Elementary and Middle School Teachers, New England Journal of Mathematics, 37-50, May.

Brown, E. (2005) The influence of teachers' efficacy and beliefs on mathematics instruction in the early childhood classroom, Journal of Early Childhood Teacher Education, 26, 239-257.

Brown, S.L., & Ronau, R.N. Urban public high school students' perceptions of single-gender science and mathematics classroom experiences. Manuscript submitted.

Brown, S.L. & Votaw, N. Liquid motion lamp: A learning cycle approach to density and solubility. Manuscript submitted.

Brown, S.L., & Melear, C.T. (in press). Preservice teachers' research experiences in scientists' laboratories. Journal of Science Teacher Education (2008, March).

Brown, S.L., & Melear, C.T. (2006). Investigation of secondary science teachers' beliefs and practices after authentic inquiry-based experiences. Journal of Research in Science Teaching, 43(9), 938-962.

Brown, S.L. (2006, April/May). What's bugging you? Science and Children, 45-49

Brown, S.L., & Lashley, T.L. (Fall 2001, Spring 2002). Appalachian rural systemic initiative: An account of a service learning collaboration of two science educators. Tennessee Education, 31(2)/32(1), 39-46.

Bush, W. S. (2005). Improving research on mathematics learning and teaching in rural contexts. Journal for Research in Rural Education, 20(5), 20-28.

Gallagher, C., Marker, M., Kim, M., Phillipson, T., & Dodge, T. (2001).  The use of content analysis in researching adolescent issues. Monograph. Goldberg, P. D., & Bush, W. S. (2003, Fall). Improving mathematics problem solving in third graders through instruction in metacognitive skills. Focus on Learning Problems in Mathematics, 25(4), 36-54.

Graves, I. and Phillipson, T. Who says the sky is blue?  Using critical literacy to prepare pre-service teachers.  Akerson, V., (Ed.) in Interdisciplinary language arts and science instruction in elementary classroom:  Applying research to practice.  Mahwah, NJ: Erlbaum

Hanuscin, D., Phillipson-Mower, T., & Akerson, V.  (2006). Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants. Science Education.  90(5):  912-935.

Harwood, W. S., Reiff, R., & Phillipson, T. (2005).  Putting the puzzle together: Scientists' metaphors for scientific inquiry.  Science Educator, 14(1), 25-30.                           

Harwood, W., Reiff, R., & Phillipson, T. (2002).  Scientists' conceptions of scientific inquiry:  Voices from the front. In P. A. Rubba, J. A. Rye, W. J. DiBiase, & B. A. Crawford (Eds.), Proceedings of the 2002 annual International Conference of the Association for the Education of Teachers in Science.  (ERIC Document Reproduction Service No. ED465602)

Harwood, W., Reiff, R., & Phillipson, T. (2002).  How is your lawnmower working? Understanding science through metaphors. In  P. A. Rubba, J. A.Rye,  W. J. DiBiase, & B. A. Crawford (Eds.),  Proceedings of the 2002 Annual International Conference of the  Association for the Education of  Teachers in Science.  (ERIC Document Reproduction Service No. ED465602

Karp, K., Allen, C., Allen, L., & Brown, E. T. (2004). Feisty females: Using children's literature with strong female characters to create mathematics lessons.  In Thiessen, D. (Ed.) Exploring mathematics through literature. (pp. 267-276). Reston, VA: NCTM.

Karp, K. (2004). Telling tales: Creating graphs from multicultural children's literature. In Thiessen, D. (Ed.) Exploring mathematics through literature. (pp. 257-266). Reston, VA: NCTM.

Karp, K (2002). Gender and mathematics education.  In D. Levinson, P. Cookson, & A. Sadovnik (Eds.), Education and sociology: An encyclopedia (pp. 281-288). New York: Routledge Falmer.

Karp, K. & Howell, P. (2004). Building student responsibility for learning in students with special needs.  Teaching Children Mathematics, 11(3), 118-126.    .

Karp, K. & Brown, E. T. (2001). Geo - Dolls: Traveling in a mathematical world.  Teaching Children Mathematics, 8(3), 132-138.

Karp, K. (2004). Preparing mathematics teachers to use technology.  AMTE Connections, 14(1), 1, 10-13.

Karp, K. (2004). What works: Supporting mathematics teacher educators.  AMTE Connections, 13(3), 1, 5.

Karp, K. (2004). AMTE's role in doctoral programs in mathematics education.  AMTE Connections, 13(1), 1, 6-8.

Karp, K. (2003). Moving to the forefront: Teaching mathematics in the middle grades. AMTE Connections, 12(4), 1, 8.

Karp, K. (2003). Reaching across campus: Mathematics departments and education departments collaborate.  AMTE Connections, 12(3), 1, 8.

Karp, K. (2003). Preparing highly qualified mathematics teachers.  AMTE Connections, 12(2), 1, 8.

Martinie, S. L., & Bay-Williams, J. M. (2003). Investigating students' conceptual understanding of decimal fractions using multiple representations. Mathematics Teaching in the Middle School . 8(5), 244 – 247.

Martinie, S. L., & Bay-Williams, J. M. (2003). Using literature to engage students in proportional reasoning. Mathematics Teaching in the Middle School, 9(3), 142 – 148. 

McGatha, M. & Sheffield, L.  (September 2006). Mighty mathematicians: Using problem posing and problem solving to develop mathematical power. Teaching Children Mathematics, 13(2), 79-85.

McGatha, M., Cobb, P., & McClain, K.  (2002). An analysis of students' initial statistical understandings:  Developing a conjectured learning trajectory.  Journal of Mathematical Behavior, 16(3), 339-355.

Molfese, V. & Karp, K. (2006). Elements of a successful proposal.  In E. Kulkowski and L. Chronister (Eds.), Research administration and management. (pp. 271-286) Boston, MA: Jones and Bartlett Publishers.

Molfese, V., Karp, K., & Siegel, L. (2002). Recommendations for writing successful proposals from the reviewer's perspective. The Journal of Research Administration, 32 (3), 21-24.

Phillipson, T. (2004).  Water wonders.  Connect: Teachers' innovations in K-8 science, math, and technology. 17(5):9-11

Phillipson, T. (2002).  Why are they doing that?  Connect: Teachers' innovations in K-8 science, math, and technology.  15(1):13-16.

Reiff, R., Harwood, W., & Phillipson, T. (2002).  A scientific method based upon research scientists' conceptions of scientific inquiry.  In P. A. Rubba, J. A. Rye, W.J. DiBiase, & B. A. Crawford (Eds.), Proceedings of the 2002 Annual International Conference of the Association for the Education of Teachers in Science.  Document Reproduction Service No. ED465602)

Reys, B. J., & Bay-Williams, J. M. (2003). The role of curriculum materials in implementing the curriculum and learning principles . Mathematics Teaching in the Middle School, 9(2), 120 – 124.

Reys, B. J., Kim, O., & Bay, J. M. (1999).  Establishing fraction benchmarks. Mathematics Teaching in the Middle School, 4(8), 530 - 532.

Reys, R. E., Bay, J., Bledsoe, A., & Cook, D. (1997). Squaring Sweden. Namnaren, 24(3), 30 - 33.

Ronau, R. & Karp, K. (2001). The power over trash: Integrating mathematics, science and children's literature.  Teaching Mathematics in the Middle School, 7(1), 26-31.

Stroble, E. & Karp, K. (2001). Professional development that mingles word wizards and number crunchers. English Education, 33(3), 233-245Stroble, E. & Karp, K. (February 5, 2002). Professional development that mingles word wizards and number crunchers. The NCTE Inbox, 1(19) (reprint).

Thompson, C., Aitken, N., Joyner, J., Midgett, C., Simpson, S. (2003).  Mathematics assessment: a practical handbook for grades K-2. Reston, VA: National Council of Teachers of Mathematics.

Thompson, C. S. and others. (2006) Navigating Through Number and Operations: Grades 3-5, National Council of Teachers of Mathematics.

Thompson, C. S., and Bush, W. S. (2003). Improving middle school teachers' reasoning about proportional reasoning. Teaching Mathematics in the Middle School. 8(8), 398-403.