Publications

*Indicates student author

 

Research in K12 Classrooms

  • Bae, C. L., Sealy, M. A.*, Cabrera, L.*, Gladstone, J. R., & 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

  • Gray, D. L., Ali, J. N., McElveen, T. L., Sealy, M. (2022 accepted). The Cultural Significance of "We-Ness": Why Communal Approaches are Essential to the Design of Equitable Learning Environments. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09708-y

  • 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

  • Bae, C. L., Mills, D. C., Zhang, F., Sealy, M.,* Cabrera, L.*, & Sea, M. (2021). A systematic review of science discourse in K–12 urban classrooms in the United States: Accounting for individual, collective, and contextual factors. Review of Educational Research, 91(6), 831-877. https://doi.org/10.3102/00346543211042415

  • 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. https://doi.org/10.1007/s10566-021-09615-3

  • 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.

  • 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 Hernandez-Serrano, M. J. (Eds), Teacher Education in the 21st Century - Emerging Skills for a Changing World. London: IntechOpen. http://dx.doi.org/10.5772/intechopen.96270

  • 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.

  • Sjogren, A. L., Zumbrunn, S., Broda, M., Bae, C. L., & Deutsch, N. L. (2021) Understanding afterschool engagement: Investigating developmental outcomes for adolescents. American Journal of Community Psychology.

  • 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, 9371. https://doi.org/10.3390/ijerph17249371

  • Bae, C. L., DeBusk-Lane, M. *, & Lester, A. * (2020). Engagement profiles of elementary students in urban settings. Contemporary Educational Psychology, 62. 

  • 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. 

  • 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.

  • Chow, J., Ekholm, E. *, & Bae, C. (2020). Relative Contribution of Verbal Working Memory and Attention to Child Language. Assessment for Effective Intervention.

  • 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).

  • Hayes, K. N., Inouye, C., Bae, C. L., & Toven-Lindsey, B. (2020). Reciprocal learning in K12 professional development: Understanding faculty instructional change. Science Education.

  • 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.

  • 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.

  • 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.

  • 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., & DeBusk-Lane.* (2019). Engagement profiles in middle school: Implications for motivation and achievement in science. Learning and Individual Differences, 74.

  • Bae, C. L., & Lai, M. (2019). Opportunities to Participate (OtP) in science learning and student engagement: A mixed-methods study. Journal of Educational Psychology.

  • Day, S., & Bae, C. L. (2019). Developing Authentic Performance Assessments in a Classroom Mini-Economy: Reflections on the Process of Design. In Design Research in Social Studies Education: Critical Lessons from an Emerging Field (pp. 84). Rubin, B. C., Freedman, E. B., & Kim, J. (Eds.). Routledge: NY, New York.

  • Bae, C. L., & DeBusk-Lane, M. L.*. (2018). Stability of motivation belief profiles middle school science: Links to classroom goal structures and achievement. Learning and Individual Differences, 67, 91-104.

  • 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.

  • Sinapuelas, M.*, Lardy, C.*, Korb, M., Bae, C. L.,DiStefano, R. (2018). Developing a three-dimensional view of science teaching: A tool to support preservice teacher discourse. Journal of Science Teacher Education, 30, 101-121.

  • Bae, C. L., Hayes, K. N., Seitz, J., O’Connor, D., & DiStefano, R. (2016). A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study. Teaching and Teacher Education, 60, 164-178.

  • Bae, C. L., Hayes, K. N., O’Connor, D., Seitz, J. C., & DiStefano, R. (2016). The diverse forms of teacher leadership: A typology and survey tool for middle school science. Journal of School Leadership, 26,907-937.

  • Lee, C. S., Hayes, K. N., Seitz, J. C., DiStefano, R., & O’Connor, D. (2016). Examining motivational structures that differentially predict engagement and achievement in middle school science. International Journal of Science Education, 38(2), 192-215.

  • Hayes, K. N., Lee, C. S., DiStefano, R., O’Connor, D., & Seitz, J. (2016). Measuring science instructional practices: A survey tool for the age of NGSS. Journal of Science Teacher Education, 27(2), 137-164.

Research in College Settings

  • Redifer, J. L., Bae, C. L., & Zhao, Q. (2021). Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking. Learning and Instruction.

  • 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.

  • 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).

  • Inouye, C., Bae, C. L., & Hayes, K. (2017). Whiteboarding improves learning in a college biology course. Advances in Physiology Education, 41(3), 478-484.

  • Koro-Ljungberg,M.E., Douglas,E.P.,

    McNeill,N.J.,Therriault, D., Bae,C. L., Malcom, Z.(2017).Academic problem-solving and students’ identities as engineers. Qualitative Report, 22(2), 456-479.

  • Therriault, D. J., Redifer, J. L., Lee, C. S., & Wang, Y. (2015). On Cognition, need, and action: How working memory and need for cognition influence leisure activities. Applied Cognitive Psychology, 29(1), 81-90.

  • Redifer, J. L., Therriault, D. J., Lee, C. S., and Schroeder, A. (2016). Strategy instruction and the working memory-cognitive load interaction: Contributions to mathematical problem-solving. Applied Cognitive Psychology, 30, 420-429.

  • Lee, C. S.,Huggins, A. C., & Therriault, D. J. (2014). A Measure of Creativity or Intelligence? Examining Internal and External Structure Validity Evidence of the Remote Associates Test. Psychology of Aesthetics, Creativity, and the Arts 8(4), 446-460.

  • Lee, C. S., & Therriault, D. J. (2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles ofintelligence and working memory in three creative thinking processes. Intelligence, 41, 306-320.

  • Liu, G., Zhang, S., Zhang, J., Lee, C. S., Want, Y., & Brownell, M. (2013). Autonomous Motivation and Chinese Adolescents’ Creative Thinking: The Moderating Role of Parental Involvement. Creativity Research Journal, 25(4), 446-456.

  • Lee, C. S., Therriault, D. J., & Linderholm, (2012). On the cognitive benefits of cultural experiences: Exploring the relationship between studying abroad and creative thinking. Applied Cognitive Psychology, 26, 768-778.

  • Lee, C. S., McNeill, N., Douglas, E. P., Koro-Ljungberg, M. E., & Therriault, D. J. (2013). Indispensable resource? A phenomenological study of textbook use in engineering. Journal of Engineering Education.102(2), 269-288.

 

Conference Presentations

 

AERA 2022:

  • Cabrera, L*, & Bae, C.L. (2022). What is the Nature of Classroom Questions in Middle School Science Classrooms?. American Educational Research Association, San Diego, CA.

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

  • Sealy, M. A.*, Bae, C. L., & Hogan Rapp, E. (2022). Teachers’ and Students’ Identities, Languages, and Lived Worlds in Historically Minoritized Middle School Classrooms. American Educational Research Association, San Diego, CA.

  • Sealy, M. A.* (2022). Critical and Equity-Driven Quantitative, Qualitative, and Mixed Methodology. American Educational Research Association, San Diego, CA

  • 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

  • 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

  • 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

  • “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

MERC 2021:

  • ​​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.

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.

American Education Research Association 2021:

  • Bae, C. L., Mills, D. C.*, Zhang, F. *, Sealy, M. *, Venning, C. *, & Cabrera, L. * (2021). A systematic review of scientific discourse in K12 urban classrooms: The role of individual, collective, and contextual factors. American Educational Research Association, 2021.  B

  • Bae, C. L., Sealy, M. , Cabrera, L. *, & Millls, D. C. (2021). Situational and Relational Engagement in Urban Science Classrooms: A Mixed-Methods Study. American Educational Research Association, 2021.

  • Cabrera, L. *, & Bae, C. L. (2021). A mixed-methods study of students’ science learning profiles in middle school: Accounting for cognitive and motivational characteristics. American Educational Research Association, 2021.

  • Hayes, K. Toven-Lindsey, B., Bae, C. L., Preminger, L., O’Connor, D., & Seitz (2021). Conceptualizing Teacher Learning in Context: A Study of Elementary Science Professional Development. American Educational Research Association, 2021.

  • Toven-Lindsey, B., Bae, C., Hayes, K., & O’Connor, D. (2021). Motivating Change: Meeting Teachers’ Basic Needs in Science Professional Development. American Educational Research Association, 2021.

  • Toven-Lindsey, B., Bae, C. L., Hayes, K., & Inouye, C. (2021). How Facilitating K-12 Professional Development Shapes Science Faculty’s Instructional Change. American Educational Research Association, 2021.

  • McMillan, Cabrera, L., Ross, Broda, & Moore. (2021). Development and Validation of the Student Perceptions of Assessment Student Self-Report Survey. American Education Research Association, 2021. 

  • Mills, D. C. (2021). An examination of science motivation and plans to persist in rural African American adolescents. American Educational Research Association, 2021.

  • Sjogren, Zumbrunn, Bae, C. L., Broda, & Deutsch. (2021). Understanding engagement in out-of-school contexts. American Educational Research Association, 2021. 

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

  • Zhang F. *, & Bae, C.L. (2021, Division C Outstanding Graduate Student Research Poster). Opportunities-to-learn and motivation in science: Examining person and context factors that predict science achievement among grade 8 students. American Educational Research Association, 2021. 

APA 2021:

  • Cabrera, L.*, Bae, C. L. (2021, August). How the Nature of Questions Relate to Engagement and Self-Regulation in Science Discourse: A Motivation in Context Approach. American Psychological Association.

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

  • Cabrera, L.*, Bae, C. L. (2021, August). A Systematic Review of the Role of Questions on Student Self-Regulation in Science Classroom Context. American Psychological Association.


2020

  • Bae, C. L. (2020). Division 15 of APA Div15 Graduate Student Session: "Developing a Program of Research" panel member. American Psychological Association 202

  • Bae, C. L., Hayes, K. H., DeBusk-Lane, M. * (2020). Profiles of middle school science teachers: Accounting for cognitive and motivational characteristics. AERA, San Francisco, CA, 2020.

  • Cabrera, L.*, Bae, C.L. (2020). A Mixed Methods Study of the Relationship between Teacher Profiles, Student Profiles, and Student Learning in Science: Accounting for Cognitive and Motivational Factors. American Psychological Association, Division 15, Washington, D.C.

  • DeBusk-Lane, M. *, Bae, C. L., & Lester, A. M. * (2020). 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). 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). 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). 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). APA Division 15 Early Career Session: “Hitting the Ground Running with Classroom-Based Research.” American Psychological Association 2020

  • Mills, D. C.* (2020). Exploring science motivation in rural African American adolescents.  AERA,  San Francisco, CA, 2020

  • Mills, D.C.* (2020). Science motivation and plans to persist in science in rural African American high school students. American Psychological Association, Division 15, Washington, DC.

  • Mills, D. C.*, Bae, C. L., & Broda, M. D. (2020). A longitudinal examination of students' motivation and engagement in urban elementary schools. American Psychological Association, Division 15, Washington, DC.

  • Sealy, M. A.*, & Bae, C. L. (August 2020) Primary School Gender Differences in Efficacy, Belongingness, Engagement, and Academic Achievement. American Psychological Association Division 15, at the Convention Center Washington, DC.

  • Sealy, M. A.*, & Bae, C. L. (March 2020) Primary School Gender Differences in Efficacy, Belongingness, Engagement, and Academic Achievement. Virginia Commonwealth University School of Education Research Symposium.

  • Sealy, M. A.*, Rudasill, K. M., Barrett, J., & Eum, J., (2020) INSIGHTS into children's temperament: an intervention to support kindergarten and first-grade student and teacher mental health. MERC.

  • Sealy, M. A.*, Camp, E., Vickery, T., & Rudasill, K. M. (November 2020) Using Critical Race Theory to Understand Rural, Kindergarten Teacher Perceptions of Non-White and White Student Temperament in the INSIGHTS Intervention. Occasional Temperament Conference, Virginia Polytechnic Institute and State University.

  • Venning, C. & Bae, C. (2020). A Mixed Methods Study to Identify Opportunities for Engagement in Diverse Science Classrooms. American Psychological Association, Division 15, Washington, D.C.

  • Venning, C. & Bae, C. (2020). A Mixed Methods Study to Identify Opportunities for Engagement in Diverse Science Classrooms. Poster Session at Virginia Commonwealth University School of Education Research Symposium, Division 15, Washington, D.C.

  • Zhang, F.*, & Bae, C.L. (2020). Factor analysis of science motivation model among grade students. American Psychological Association, Washington DC.

2019

  • Bae, C. L., Mills, D., Matewos, A., & Zhang, F. (October 2019). Examining Methodologies used to Capture Complex Phenomena related to Motivation and STEM Learning in Classrooms. SCIPIE, Savannah, GA.

  • Bae, C. L., Redifer, J. L., & Rivera, C. (2019). 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. (April 2019). 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). Examining the associations between parental socialization and science motivation in rural African American adolescents: A study of expectancy-value theory. SCIPIE, Savannah, GA.

  • Zhang, F.*, & Bae, C. L. (April 2019). A Systematic Literature Review of TIMSS Studies: Motivational Factors that Influence Science Achievement among 4th and 8th Grade Students. AERA, Toronto, CA.