Peer reviewed publications

Bae, C. L., Hankour, K., Williamson, K., & DeBusk-Lane, M. (in press). Middle school science talk: Coupling natural language processing with classroom video analyses to explore discursive resources in hybrid spaces. AERA Open.

Hogan, E. & Bae, C. L. (in press). Bridging student funds of knowledge with science discourse: An examination of the organizational context that shaped teachers’ sense of agency for instructional change. Science Education. http://doi.org/10.1002/sce.21941

Hayes, K., Gladstone, J., Toven-Lindsey, B., & Bae, C. L. (in press). How do organizational conditions inform teachers’ equity self-efficacy and implementation during professional development? Science Education.

Hayes, K., Bae, C. L., Preminger, L., (in press). Explaining differential teacher change during professional development: A study of teacher learning within organizational contexts. Professional Development in Education.

Bae, C. L., Hankour, K., Williamson, K., & DeBusk-Lane, M. (2024). Discursive resources and agency in classroom discourse: A mixed methods natural language processing approach. SocArXiv. https://osf.io/preprints/socarxiv/cpnmk

 

Bae, C. L., Matewos, A., & Fife, J. (2024). Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency. Educational Psychologist. https://doi.org/10.1080/00461520.2024.2370549

 

Zhang, F.*, Bae, C. L., Broda, M. D., & Koenka, A. C. (2024). Motivation and Opportunities-to-learn in science as predictors of student science performance. Journal of Experimental Education, 1-19.

Preminger, L., Hayes, K., & Bae, C. L. (2024). Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process. Science Education, 108(3), 701-733.https://doi.org/10.1002/sce.21853

Corning, A.*, Broda, M. D., Lucas, B. L., Becker, J. D., & Bae, C. L. (2023). An inclusive school for computer science: Evaluating early impact with propensity score matching. Studies in Educational Evaluation, 79, 101293.

Zhang, F.*, Bae, C. L., Broda, M. D., & Koenka, A. C. (2023). Factor Structure of Student Science-Learning Motivation: Evidence from TIMSS US Data. Sustainability, 15(17), 13230.

 

Cabrera, L.*, Bae, C. L., DeBusk-Lane, M. (2023). A mixed methods study of students’ science learning profiles in middle school: Accounting for cognitive and motivational characteristics. Learning and Individual Differences, 103, 102281.

DeBuskLane, M.*, Zumbrunn, S., Bae, C. L., Broda, M., Sjrogen, A. (2023). Variable-and person-centered approaches to examining construct-relevant multidimensionality in writing self-efficacy. Frontiers in Psychology, section: Educational Psychology.

Bae, C. L., Sealy, M. A., Cabrera, L., Gladstone, J., & Mills, D. (2022). Hybrid Discourse Spaces: A Mixed Methods Study of Student Engagement in US Science Classrooms. Contemporary Educational Psychology, 102108.

Abdulbakioglu, M., Kolushpayeva, A., Balta, N., Japashov, N., & Bae, C. L. (2022). Open lesson as a means of teachers’ learning. Education Sciences, 12(10), 692. https://doi.org/10.3390/educsci12100692 

 

Bae, C. L., Mills, D., Zhang, F., Sealy, M., Cabrera, L., & Sea, M. (2021). A systematic review of scientific discourse in urban K12 classrooms: Accounting for individual, collective, and contextual factors. Review of Educational Research, 91(6), 831-877. IF: 12.565 https://doi.org/10.3102/00346543211042415  

 

Bae, C. L., Sealy, M. A., Cabrera, L., Gladstone, J., & Mills, D. (2022). Hybrid discourse spaces: A mixed methods study of student engagement in US science classrooms. Contemporary Educational Psychology, 71, 102108. https://doi.org/10.1016/j.cedpsych.2022.102108 

 

Acar, I. H., Celik, M. V., Rudasill, K. M., & Sealy, M. A. (2021). Preschool children’s self-regulation and learning behaviors: The moderating role of teacher-child relationship. Child and Youth Care Forum, 51(1), 1-18. . https://doi.org/10.1007/s10566-021-09615-3

 

Gray, D. L., Ali, J. N., McElveen, T. L., Sealy, M. (2022). The cultural significance of "We-Ness": Why communal approaches are essential to the design of equitable learning environments. Educational Psychology Review, 34, 1985-2013. https://doi.org/10.1007/s10648-022-09708-y 

 

Sjrogen, A., Bae, C., Broda, M., Zumbrunn, S., Deutsch, N. (2021). Afterschool Engagement: A Mixed Methods Approach to Understanding Profiles of Youth Engagement. Applied Developmental Science, 26(4), 638-656. https://doi.org/10.1080/10888691.2021.1947140   

 

Sjogren, A. L., Zumbrunn, S., Broda, M., Bae, C. L., & Deutsch, N. L. Understanding afterschool engagement: Investigating developmental outcomes for adolescents. American Journal of Community Psychology, 69(1-2), 169-182. https://doi.org/10.1002/ajcp.12554 

 

Redifer, J. L., Bae, C. L., & Zhao, Q. (2021) Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking. Learning and Instruction, 71, 101395. https://doi.org/10.1016/j.learninstruc.2020.101395

 

Sealy, M. A., Rudasill, K. M., Barrett, J. S., Eum, J., Adams, N., Hinrichs, A., & McClowry, S. (2021). Temperament in the early elementary classroom: Implications for practice. In M. J. Hernandez-Serrano (Eds), Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen. http://dx.doi.org/10.5772/intechopen.96270

 

Bae, C. L., DeBusk-Lane, M., & Lester, A. (2020). Engagement profiles of elementary students in urban settings. Contemporary Educational Psychology, 62, 101880. https://doi.org/10.1016/j.cedpsych.2020.101880

 

Chow, J., Ekholm, E., & Bae, C. (2020). Relative contribution of verbal working memory and attention to child language. Assessment for Effective Intervention, 47(1), 3-13. https://doi.org/10.1177/1534508420946361

 

Hayes, K. N., Bae, C. L., Toven-Lindsey, B., O'Connor, D., & Seitz, J. (2020). Reciprocal learning in K12 professional development: Understanding faculty instructional change. Science Education, 105(1), 99-126. https://doi.org/10.1002/sce.21600 

 

Washington, M., Zhang, F.*, Xu, Y., Ruiz, A. B., Chen, C-C., & Spence, C. (2020). The impact of peer interactions on language development among preschool English language learners: A systematic review. Early Childhood Education Journal 50, 49-59. https://doi.org/10.1007/s10643-020-01126-5

 

Wilson, E., Eum, J., Joo, Y., Sealy, M., Barrett, J. S., Nugent, G., Carraher, J., Hinrichs, A. (2022). Rural Parent's Experiences of Stress and Resilience During the COVID-19 Pandemic and School Closure. Online Journal of Rural Research & Policy. 17( 2). https://doi.org/10.4148/1936-0487.1113  

 

Zhang, F.*, & Bae, C. L. (2020). Motivational factors that influence student science achievement: A 

systematic literature review of TIMSS studies. International Journal of Science Education, 42(17), 2921-2944. https://doi.org/10.1080/09500693.2020.1843083 

 

Zhang, F.*, Bae, C. L., & Broda, M. (2020). Science self-concept, relatedness, and teaching quality: Examining multilevel factors that predict science achievement among grade 8 students. International Journal of Science and Mathematics Education, 20(3), 503-529. https://link.springer.com/article/10.1007/s10763-021-10165-2 

Zumbrunn, S., Bae, C. L., Furman, J., & Sea, M. (2020). Understanding Psychological Needs to Guide 

Culturally-Responsive Instruction for Students. In Teaching motivation for student engagement (pp. ). 

 

Meyer, D., & Emery, A. (Eds.). Information Age Publishing: NY, New York.

 

Bae, C. L., Hayes, K. N., & DeBusk‐Lane, M. (2020). Profiles of middle school science teachers: Accounting for cognitive and motivational characteristics. Journal of Research in Science Teaching, 57(6), 911-942.https://doi.org/10.1002/tea.21617 

 

Hayes, K. N., Bae, C.L., O'Connor, D., Seitz, J. C., (2020). Beyond funding: How organizational resources support science professional learning.  American Journal of Education, 126(3). https://doi.org/10.1086/708266

 

Bae, C. L., & Lai, M. H. C. (2020). Opportunities to participate in science learning and student engagement: A mixed methods approach to examining person and context factors. Journal of Educational Psychology, 112(6), 1128–1153. https://doi.org/10.1037/edu0000410  https://psycnet.apa.org/record/2019-54277-001

 

Bae, C. L., & DeBusk-Lane*. (2019). Engagement profiles in middle school: Implications for motivation and achievement in science. Learning and Individual Differences, 74, 101753. https://doi.org/10.1016/j.lindif.2019.101753

 

Bae, C. L., Therriault, D. J., & Redifer, J. (2019). Investigating the testing effect: Retrieval as a characteristic of effective study strategies. Learning and Instruction, 60, 206-214.  https://doi.org/10.1016/j.learninstruc.2017.12.008

 

Redifer, J. L., Bae, C. L., & DeBusk-Lane*. (2019). Implicit theories of creativity, working memory, and cognitive load: Impacts on creative thinking performance. Sage Open, 9(1), 2158244019835919. https://doi.org/10.1177/2158244019835919

 

Bae, C. L., DeBusk-Lane, M.*, Hayes, K. N., & Zhang, F.* (2018). Opportunities to Participate (OtP) in science: Examining differences longitudinally and across socioeconomically diverse schools. Research in Science Education, 1-22. https://doi.org/10.1007/s11165-018-9797-5.

 

Chen, C-C., Xu, Y., Spence, C., Zhang, F.*, & Ruiz, A. B. (2020). Low birth weight and prematurity as predictors of children’s receiving special education services. Early Child Development and Care, 1-22. https://doi/full/10.1080/03004430.2020.1804897.

 

Rudasill, K. M., Reichenberg, R. E., Eum, J., Barrett, J., Yoo, J., Wilson, E., & Sealy, M. (2020). Promoting higher quality teacher-child relationships: The INSIGHTS intervention in rural schools. International Journal of Environmental Research and Public Health (Special Issue: Mental Health of Children and Young People), 17(24), 9371. https://doi.org/10.3390/ijerph17249371 

Lee Bae, C., Hankour, K.*, Williamson, K., & DeBusk-Lane, M. (2024). Discursive resources and agency in classroom discourse: A mixed methods natural language processing approach. SocArXiv. https://osf.io/preprints/socarxiv/cpnmk 

 

Wang, J., Hankour, K.*, Zhang, Y., LoCasale-Crouch, J., & Whitehill, J. (2025). Classroom Observation: Evaluating Instructional Support Automatically in Classroom for Young Children. Proceedings of the Innovation and Responsibility in AI-Supported Education Workshop, 273, 83–93.

AERA 2025

Hankour, K.*, Lee Bae, C., Williamson, K., DeBusk-Lane, M., Niemira, R*., Perera, S.*, Levault, R.* (2025, April 26) A Longitudinal Natural Language Processing (NLP) Analysis of Language and Agency in Science Classrooms [Poster Presentation] American Educational Research Association 2025, Denver, Colorado, United States.

Hankour, K.*, Niemira, R.*, Perera, S.*, Lee Bae, C. (2025, April 27) The Mediating Effect of Funds of Knowledge on the Relationship Between Student-Teacher Racial Matching and Discourse [Roundtable Session] American Educational Research Association 2025, Denver, Colorado, United States.

Niemira, R.*, Hankour, K.*, Perera, S.*, DeBusk-Lane, M.,  Lee Bae, C. (2025, April 26) Measuring Teacher and Student Emotion in Middle School Science Classrooms: Using Mixed Methods Sentiment Analysis [Presentation] American Educational Research Association 2025, Denver, Colorado, United States.

Levault, R.*, Jones, M., Hansen, K., Liu, X., Greene, M., (2025, April 26) Teaching Computer Programming Through Digital Music Composition: Effects on College Students’ Dispositions Toward Computer Science [Presentation] American Educational Research Association 2025, Denver, Colorado, United States.

 

APA 2024

Hankour, K.,* Lee Bae, C., Payne. C., Niemira, R., Perera, S. (2024, August 8-10). Spoken Discourse in K-20 Classrooms: A Systematic Literature Review of NLP Studies. [Poster Presentation] American Psychological Association 2024, Seattle, Washington, United States. 

Hankour, K.,* Lee Bae, C., Williamson, K., DeBusk-Lane, M., Niemira, R., Perera, S. (2024, August 10). Who’s Talking About What: A Natural Language Processing Approach to Discourse in Urban Classrooms [Poster Presentation] American Psychological Association 2024, Seattle, Washington, United States. 

Niemira, R.,* Perera, S., Hankour, K., Lee Bae, C. (2024, August 10) Navigating Emotional Landscapes: How Middle School Teachers Elicit Emotions During Science Discourse [Poster Presentation] American Psychological Association 2024, Seattle, Washington, United States.

 

Local Conferences 2024

MERC

Niemira, R.,* Spacek, S., Hankour, K., Perera, S., Lee Bae, C. (2024, June 13) Inclusive Talk and Innovative Tools: Transforming Conversations in Middle School Science Classrooms [Presentation] Metropolitan Educational Research Consortium 2024 Annual Summit, Midlothian, VA, United States

HRF

Niemira, R.,* Lee Bae, C. (2024, June 12) Inclusive Talk and Innovative Tools: Transforming Conversations in Middle School Science Classrooms [Presentation] K-12 Workshop: Transformative PD for Transformative Learning Experiences to Transform the Workforce, Henrico, VA, United States

 

VCU SOE Research Colloquium

Hankour, K.,* Niemira, R.,*  Perera, S.,* Williamson, K., DeBusk-Lane, M., Lee Bae, C. (2024, March 17) Hybrid Science Discourse in Middle School Classrooms: A Mixed Methods NLP Exploration. VCU SOE Research Colloquium 2024, Richmond, VA, United States.

 

AERA 2024

Sealy, M., Hankour, K., Gladstone, J., Perera, S., & Lee Bae C. (2024, April 12). Bridging Science and Middle School Students’ Funds of Knowledge to Foster Engagement, Belonging, and Achievement, In Linnenbrink-Garcia, L. & Cabrera, L. (Chairs), Multi-Theoretical Perspectives on Instructional Supports for Student Motivation. [Symposium]. 2024 Convention of the American Educational Research Association, Philadelphia, PA, United States.

 

AIED 2023

Kamil Hankour, Christine Lee Bae, Kimberly Williamson, & Morgan DeBusk-Lane. (2023, July 31). Exploring Science Discourse through Natural Language Processing. Artificial Intelligence in Education 24th International Conference (AIED), Tokyo, Japan.

 

VCU Researcher Presentations 2023

Sealy, M.* (2023, March 17). Leveraging Black American Student Academic Experience by Incorporating Their Funds of Knowledge: A Systematic Literature Review [Poster session]. VCU SOE Research Colloquium 2023, Richmond, VA, United States.

 

Hankour, K., Braxton, J., Sealy, M., Sun, H., Young, D., & Bae, C.L., (2023, March 17) Profiles and Perspectives of Middle School Students on Science Talk Engagement and Relevance: A Mixed Methods Analysis. [Poster Presentation] VCU SOE Research Colloquium 2023, Richmond, VA, United States.

 

Young, D., Hankour, K., Braxton, J., Sealy, M., Sun, H., Bae, C.L., (2023, April 26). Perspectives of Middle School Students on their Engagement and Relevance in Science. [Poster Presentation] VCU Poster Symposium for Undergraduate Research and Creativity 2023, Richmond, VA, United States.

 

Young, D., Hankour, K., Braxton, J., Sealy, M., Sun, H., & Bae, C.L. (2023, April 26)). NSF Science Discourse Project: Discourse and Learning Lab. [Poster Presentation]. UnStoppable: Students & Programs Making Transformative Learning REAL Poster Showcase 2023, Richmond, VA, United States 

 

APA 2023

Hankour, K., Braxton, J., Sealy, M., Sun, H., Young, D., & Bae, C.L., (2023, August, 4) Profiles and Perspectives of Middle School Students on Science Talk Engagement and Relevance: A Mixed Methods Analysis. [Poster Presentation] American Psychological Association 2023, Washington, D.C. United States.

 

AERA 2023: the 2023 conference is a dual component meeting with a placed-based component in Chicago, April 13-16, and a virtual component May 4-5

 

Bae, C. L., Williamson, K., DeBusk-Lane, M., & Hankour, K. (2023). Engagement in Science Discourse: A Natural Language Processing Illustration. [Paper Session]. 2023 Convention of the American Educational Research Association, Chicago, IL, United States.

 

Cabrera, L., Taylor, M., & Bae, C. L., Williamson, K., DeBusk-Lane, M., & Hankour, K. (2023). Examining Teachers' Influence on Student Self-Regulated Learning and Social Regulation of Learning in Science Classrooms. [Paper Session]. 2023 Convention of the American Educational Research Association, Chicago, IL, United States.

 

Sealy, M. A., Gladstone,  J., Cabrera, L, Hankour K., Braxton, J., & Bae C. L. (2023, April 13-16). Talk in hybrid spaces: Expanding opportunities for student engagement in science discourse, In Ruzek, E. (Chair), New approaches to the study of engaging and motivating classroom instruction. [Symposium]. 2023 Convention of the American Educational Research Association, Chicago, IL, United States.

 

Cabrera, L., Taylor, M., & Bae, C. L., Williamson, K., DeBusk-Lane, M., & Hankour, K. (2023). Describing self-regulated learning and social regulation of learning in science classrooms. [Paper Session]. 2023 Convention of the American Educational Research Association, Chicago, IL, United States.

Sealy, M.*, Eum, J., Stoneman Barrett, J., Joo, Y., Rudasill, K. M., & Hinrichs, A. (2023, April 13-16). A critical analysis of rural midwestern kindergarten teachers’ perspectives of teaching approaches towards historically marginalized student populations: A critical race transformative convergent mixed methods case study [Roundtable Session]. 2023 Convention of the American Educational Research Association, Chicago, IL, United States.

 

Sealy, M. A.*, Figueroa-Rivera, R., (2023, April 13-16). New directions: The dissertation and beyond [Division C Invited Speaker Session]. 2023 Convention of the American Educational Research Association, Chicago, IL, United States.

 

Figueroa-Rivera, R.*, Sealy, M. A., (2023, April 13-16). Games are most definitely not a waste of time: Perspectives about games, learning, and community [Division C GSC Fireside Chat]. 2023 Convention of the American Educational Research Association, Chicago, IL, United States. 

 

2022 Presentations

APA 2022: (August 5, 2022)

Minneapolis, Indiana 

Sealy, M.*, Eum, J., Barrett, J., & Rudasill, K. M. (2022, August 4-7). Teacher bias regarding minoritized students' temperament, behavior, and achievement [Poster session]. 2022 Convention of the American Psychological Association, Minneapolis, IN, United States. 

 

Sealy, M.*, Cabrera, L., Bae, C.L., Gladstone, J., Walls, K. H., Sun, H., & Hayes, K. (2022, August 4-7). Science learning opportunities and student engagement: A mixed methods study [Poster session]. 2022 Convention of the American Psychological Association, Minneapolis, IN, United States. 

 

NRCEC (June 29, 2022) 

Sealy, M.*, Wilson, E., Eum, J., Joo, Y., Barrett, J. S., Nugent, G., Carraher, J., Hinrichs, A., (2022, June 29). Something had to give during shutdown, and tt was schoolwork [Poster session]. The Administration for Children and Families’ National Research Conference on Early Childhood, Virtual.  

CDS 2022:

Cognitive Development Society 

Gladstone, J.R., Cabrera, L., Sealy, M., Bae, C., & Hayes, K. (2022, April 21-23). Different opportunities to participate in science and their relationship to elementary student engagement. In A. Haber and S. Kumar (Chairs), Exploring children’s early engagement and motivation in science: Implications for cognitive development [Symposium]. Bi-Ennial Cognitive Development Society Meeting, Madison, WI, United States.

AERA 2022: (April 21-26, 2022)

Cabrera, L*, & Bae, C. L. (2022, April 21-26). What is the nature of classroom questions in middle school science classrooms? [Paper presentation]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.

Matewos, A., Bae, C. L., Cabrera, L., Sealy, M., & Gladstone, J. R. (2022, April 21-26). Re-imagining classroom discourse in hybrid spaces: Development of a scheme and codebook [Paper presentation]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.

Sealy, M. A.*, Bae, C. L., & Hogan Rapp, E. (2022, April 21-26). Teachers’ and students’ identities, languages, and lived worlds in historically minoritized middle school classrooms [Roundtable session]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.

Sealy, M. A.*, Regier, C., Garcia, N. M.,  (2022, April 21-26). Critical and equity-driven quantitative, qualitative, and mixed methodology [Division C GSC Fireside Chat]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.

Conceptualizing Teacher Learning in an Organizational Context: A Study of Elementary Science Professional Development, *Kathryn N. Hayes; *Linda K Preminger; *Christine Lee Bae; *Brit Toven-Lindsey; *Dawn M. O'Connor; *Sarah Ansari; *Sarah Williams

 

Hayes, K. N., Preminger, L. K., Bae, C. L., Toven-Lindsey, B., O'Connor, D. M., Ansari, S.,  Williams, S. (2022, April 21-26). Conceptualizing teacher learning in an organizational context: A study of elementary science professional development [Conference session]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.

 

Students as Epistemic Agents: Identifying Opportunities that Support Action in Elementary Science Classrooms, *Christine Lee Bae; *Kathryn N. Hayes; *Brit Toven-Lindsey; *Sarah Ansari; *Jessica R Gladstone; *Linda K Preminger; *Dawn M. O'Connor; *Jeffrey C. Seitz; *Sarah Williams

 

Bae, C. L., Hayes, K. N., Toven-Lindsey, B., Ansari, S., Gladstone, J. R.,Preminger, L. K., O'Connor, D. M., Seitz, J. C., Williams, S. (2022, April 21-26). Students as epistemic agents: Identifying opportunities that support action in elementary science classrooms [Conference session]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.

 

Teacher Noticing and the Interconnected Model of Professional Learning: Intersection in the Domain of Consequence, *Linda K Preminger; *Kathryn N. Hayes; *Brit Toven-Lindsey; *Christine Lee Bae; *Dawn M. O'Connor; *Sarah Ansari; *Sarah Williams

 

Preminger, L. K., Hayes, K. N., Toven-Lindsey, B., Bae, C. L., O'Connor, D. M., Ansari, S., Williams, S. (2022, April 21-26). Teacher noticing and the interconnected model of professional learning: Intersection in the domain of consequence [Conference session]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.  

 

“You Realize You Aren’t Alone:” Meeting Teachers’ Psychological Needs in PD During the COVID19 Pandemic, *Brit Toven-Lindsey; *Christine Lee Bae; *Kathryn N. Hayes; *Aaishah Riaz; *Kenya Taylor; *Dawn M. O'Connor; *Sarah Williams

 

Toven-Lindsey, B., Bae, C. L., Hayes, K. N.,Riaz, A., Taylor, K., O'Connor, D. M., Williams, S. (2022, April 21-26). “You realize you aren’t alone:” Meeting teachers’ psychological needs in PD during the COVID19 pandemic [Conference session]. 2022 Convention of the American Educational Research Association, San Diego, CA, United States.  

CYFS Summit 2022 (April 13th, 2022)

Nugent, G.*, Wilson, E.*, Sealy, M., Barrett, J., Eum, J., Joo, Y., Carraher, J., & Hinrichs, A. (2022, April 13). Something had to give during shutdown, and it was schoolwork! [Conference Presentation]. Sixth biennial summit of the Nebraska Center for Research on Children, Youth, Families & Schools (CYFS), Lincoln, NE, United States. 

 

VCU Colloquium 

Sealy, M. A.*, Bae, C. L., & Hogan Rapp, E. (2022, April 22). Teachers’ and students’ identities, languages, and lived worlds in historically minoritized middle school classrooms [Poster Session]. VCU Colloquium, Richmond, VA, United States. 

 

AACTE 2022:  (March 2022)

Sealy, M. A.*, Bae, C. L., & Hogan Rapp, E. (2022, March 4-6). Teachers’ and students’ identities, languages, and lived worlds in historically minoritized middle school classrooms [Poster Session]. Seventy-fourth annual convention of the American Association of Colleges for Teacher Education, New Orleans, LA, United States. \

 

2021 Presentations

SCIPIE 2021

Bae, C. L., Matewos, A., Cabrera, L., Sealy, M., & Gladstone, J. R. (2021, October 12-14). Centering students as actors in the classroom: Understanding student agency across educational psychology, teaching and learning, and urban education fields [Experiential Learning Session]. Scholarly Consortium for Innovative Psychology in Education. Online format.

 

Cabrera, L., Bae, C. L. (2021, October). Who holds the power in the classroom? An exploratory investigation on agency via questioning [Poster]. Scholarly Consortium for Innovative Psychology in Education. Online format.

 

MERC 2021

Barrett, J.S., Wilson, E., Sealy, M.*, Eum, J., Joo, Y., Nugent, G.C. (2021, October 22). Something had to give during shutdown, and it was schoolwork. [Conference Presentation]. Metropolitan Educational Research Consortium. Richmond, Virginia.  

 

Sealy, M., Bae, C. L., Cabrera, L., Gladstone, J. R., Hogans-Foster, T., Stange, M., Salem, E. (2021, October 19). Hybrid spaces that promote science discourse in CCPS & RPS middle schools [Paper]. Metropolitan Educational Research Consortium, Virginia Commonwealth University, Richmond, VA. Online Format.

Presentations Reference List 

Cabrera, L, & Bae, C.L. (2022, April 22-25). What is the nature of classroom questions in middle school science classrooms? [Paper presentation]. American Educational Research Association, San Diego, CA. 

Matewos, A., Bae, C. L., Cabrera, L., Sealy, M., & Gladstone, J. R. (submitted, 2022). Re-imagining classroom discourse in hybrid spaces: Development of a scheme and codebook [Paper]. American Educational Research Association Annual Meeting, San Diego, CA.

Sealy, M. A., Bae, C. L., & Hogan Rapp, E. (2022, April 22-25). Teachers’ and students’ identities, languages, and lived worlds in historically minoritized middle school classrooms [Roundtable presentation]. American Educational Research Association, San Diego, CA. 

Sealy, M. A. (2022, April 22-25). Critical and equity-driven quantitative, qualitative, and mixed methodology [Division C New Directions Invited Speaker Session]. American Educational Research Association, San Diego, CA.

 

APA 2021: american psychology association https://apadiv15.org/apa2020/

Cabrera, L., Bae, C. L. (2021, August 12-14). How the nature of questions relate to engagement and self-regulation in science discourse: A motivation in context approach [Symposium on Motivation in Context]. American Psychological Association. Online format.

Mills, D., & Bae, C. (2021, August 12-14).  A social identity approach to science teacher identity in urban middle school science teachers. American Psychological Association, 2021.

Redifer, Bae, ...(2021). Retrieval 1

Redifer, Bae, ...(2021). Retrieval 2

Cabrera, L., & Bae, C. (2021)- Questioning and SRL Lit Review

Cabrera, L., Bae, C. L. (2021, August 12-14). A systematic review of the role of questions on student self-regulation in science classroom context [Poster]. American Psychological Association. Online format.

 

AERA 2021: american education research association 

Bae, C. L., Mills, D. C., Zhang, F., Sealy, M., Venning, C., & Cabrera, L. (2021, April 8-12). A 

systematic review of scientific discourse in K12 urban classrooms: The role of individual, collective, and contextual factors. American Educational Research Association, 2021.

Bae, C. L., Sealy, M., Cabrera, L. & Mills, D. C. (2021, April 8-12). Situational and relational Engagement in Urban Science Classrooms: A Mixed-Methods Study [Paper Presentation]. American Educational Research Association, 2021. 

Cabrera, L, & Bae, C.L. (2021, April 8-12). A mixed-methods study of students’ science learning 

profiles in middle school: Accounting for cognitive and motivational characteristics [Poster 

presentation]. American Educational Research Association, 2021. https://www.aera.net

Hayes, Inuoye, Bae, C. L., & Toven-Lindsey. (2021, April 8-12). How facilitating K-12 professional 

development shapes science faculty’s instructional change [Paper Presentation]. American Educational Research Association, 2021.

Hayes, Preminger, Bae, C. L., Toven-Lindsey, O’Connor, & Seitz. (2021, April 8-12). Conceptualizing teacher learning in context: A study of elementary science professional development [Paper Presentation]. American Educational Research Association, 2021. 

McMillan, Cabrera, L., Ross, Broda, & Moore. (2021, April 8-12). Development and validation of the student perceptions of assessment student self-report survey [Paper Presentation]. American Education Research Association, 2021. 

Mills, D. C. (2021, April 8-12). An examination of science motivation and plans to persist in rural African American adolescents [Paper Presentation]. American Educational Research Association, 2021.

Sjogren, Zumbrunn, Bae, C. L., Broda, & Deutsch. (2021, April 8-12). Understanding engagement in out-of-school contexts [Paper Presentation]. American Educational Research Association, 2021. 

Toven-Lindsey, Bae, C. L., Hayes, & O’Connor. (2021, April 8-12). Motivating change: Meeting teacher’s basic needs in science professional development [Paper Presentation]. American Educational Research Association, 2021. 

Zhang F., & Bae, C.L. (accepted 2021, as Division C Outstanding Graduate Student Research Posters). Opportunities-to-learn and motivation in science: Examining person and context factors that predict science achievement among grade 8 students [Poster Presentation]. American Educational Research Association, 2021. https://www.aera.net

Xu, Y., Chen, C-C., Washington, M., Zhang, F., Ruiz, A. B., & Spence, C. (accepted, 2021). Using teacher-scaffolded peer tutoring to teach young English learners [Conference session]. Division for Early Childhood's 36th Annual International Conference (Virtual).

 

2020

Bae, C. L. (2020, August 6-8). Division 15 of APA Div15 graduate student session: "Developing a program of research" panel member [Conference session]. American Psychological Association 2020 https://apadiv15.org/apa2020/

Bae, C. L., Hayes, K. H., DeBusk-Lane, M. (2020, accepted). Profiles of middle school science teachers: Accounting for cognitive and motivational characteristics [Conference session]. AERA, San Francisco, CA, 2020. https://www.aera.net

Cabrera, L., Bae, C.L. (2020, August 6-8). A mixed methods study of the relationship between teacher profiles, student profiles, and student learning in science: Accounting for cognitive and motivational factors [Poster presentation]. American Psychological Association, Division 15, Washington, D.C. https://apadiv15.org/apa2020/

DeBusk-Lane, M. *, Bae, C. L., & Lester, A. M. * (2020, April 17-21). Student engagement in urban elementary schools: A variable and person-centered approach. AERA, San Francisco, CA, 2020.

Hayes, K. N., Inouye, C., Bae, C. L., Toven-Lindsey, B.(2020, April 17-21). Student engagement in urban elementary schools: A variable and person-centered approach. AERA, San Francisco, CA, 2020.

Hayes, K. N., Bae, C. L., & Bajo, R.(2020, April 17-21). Motivating teachers for instructional reform: Balancing tensions between prescriptiveness and responsiveness. AERA, San Francisco, CA, 2020.

Hayes, K. N., Preminger, L.,  Bae, C. L., & Toven-Lindsey, B., O’Connor, D., & Seitz, J. (2020, April 17-21). Conceptualizing teacher learning in an organizational context: A study of elementary science professional development. AERA, San Francisco, CA, 2020.  

Gray, D. & Bae, C. L. (2020, August 6-8). APA Division 15 Early Career Session: “Hitting the ground running with classroom-based research” [Conference session facilitators]. American Psychological Association 2020. https://apadiv15.org/apa2020/ 

Mills, D. C. (2020, April 17-21). Exploring science motivation in rural African American adolescents.  AERA,  San Francisco, CA, 2020. https://www.aera.net   

Mills, D.C.  (2020, August 6-8). Science motivation and plans to persist in science in rural African American high school students [Poster presentation]. American Psychological Association, Division 15, Washington, DC. https://apadiv15.org/apa2020/

Mills, D. C., Bae, C. L., & Broda, M. D. (2020, August 6-8). A longitudinal examination of students' motivation and engagement in urban elementary schools [Poster presentation]. American Psychological Association, Division 15 , Washington, DC. https://apadiv15.org/apa2020/

Sealy, M. A., Bae, C. L. (2020, August 6-8). Primary school gender differences in efficacy, belongingness, engagement, and academic achievement. American Psychological Association Division 15, at the Convention Center Washington, DC. August 6-9, 2020. https://apadiv15.org/apa2020/

Sealy, M. A., Bae, C. L.(2020, March 6). Primary school gender differences in efficacy, belongingness, engagement, and academic achievement [Poster presentation]. Virginia Commonwealth University School of Education Research Symposium. March 6, 2020.

Sealy, M. A., Rudasill, K. M., Barrett, J., Eum, J., INSIGHTS into children's temperament: an intervention to support kindergarten and first grade student and teacher mental health [Conference session]. MERC 2020

Sealy, M. A., Camp, E., Vickery, T., Rudasill, K. M.(2020, November). Using critical race theory to understand rural, kindergarten teacher perceptions of non-White and White student temperament in the INSIGHTS intervention [Poster presentation]. Occasional Temperament Conference, Virginia Polytechnic Institute and State University. November 2020.

Venning, C. & Bae, C. (2020, August 6-8). A mixed methods study to identify opportunities for engagement in diverse science classrooms [Poster presentation]. American Psychological Association, Division 15, Washington, D.C. https://apadiv15.org/apa2020/

Venning, C. & Bae, C. (2020, August 6-8). A mixed methods study to identify opportunities for engagement in diverse science classrooms [Poster presentation]. Poster Session at Virginia Commonwealth University School of Education Research Symposium, Division 15, Washington, D.C. https://apadiv15.org/apa2020/

Zhang, F., & Bae, C.L. (2020, August 6-8). Factor analysis of science motivation model among grade students [Poster presentation]. American Psychological Association, Washington DC. https://apadiv15.org/apa2020/

2019

Bae, C. L., Mills, D., Matewos, A., & Zhang, F. (2019, October 3-4). Examining methodologies used to 

capture complex phenomena related to motivation and STEM learning in classrooms [Paper presentation]. SCIPIE, Savannah, GA, October, 2019.

Bae, C. L., Redifer, J. L., & Rivera, C. (2019, August 12-16). Examining the role of students’ individual differences in retrieval-based learning. EARLI, Aachen, Germany.

Bae, C. L., Zhang, F.*, Sea, M., DeBusk-Lane, M., & Hayes, K. (2019, April 5-9). Opportunities to participate in science: Examining differences longitudinally and across socioeconomically diverse schools. AERA, Toronto, CA.

Furman, J., Zumbrunn, S., & Bae, C. L. (October 2019). Motivation of students in juvenile detention: A brief review of motivation frameworks with at-risk adolescents. SCIPIE, Savannah, GA.

Mills, D. C. (2019, October 3-4).  Examining the associations between parental socialization and science motivation in rural African American adolescents: A study of expectancy-value theory [Paper presentation].  SCIPIE, Savannah, GA. 

Zhang, F., & Bae, C. L. (2019, April 5-9). Cognitive and affective factors that influence science achievement: A systematic literature review of TIMSS studies [Poster presentation]. Poster presented at the American Educational Research Association annual meeting. Toronto, Canada. https://www.aera.net