List of Grants and Funding

Grants

$789,000 National Science Foundation Grant 

Grants 

National Science Foundation 

$789,000 awarded for “Engineering for Students with Extensive Support Needs.”

Awardees: Bree Jimenez, Cory Forbes, Ginevra Courtade, Christine Cunningham.

Learn More. 

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Journal Publications

Title:Using the Four Stages of Learning to Assess, Set Goals, and Instruct

A new article published in the journal TEACHING Exceptional Children, and written by Dr. Bree Jimenez, an associate professor of special education, and her co-authors, is helping teachers and education professionals understand how they can utilize the four stages of learning to support students with disabilities and unique learning or support needs. 

Abstract: Teaching requires attention to individual student needs by providing both adequate challenge and sufficient support to help students successfully gain academic skills (Shurr et al., 2019). The learning stages framework divides typical learning into four distinct stages: acquisition, fluency, maintenance, and generalization (Collins, 2012; Haring & Eaton, 1978). Thinking in terms of the learning progression can help teachers assess student performance and determine how they can best be supported to progress. This article will lead readers through the process of using the four stages of learning as a framework for assessment (i.e., understanding where students are currently performing), goal setting (i.e., setting the instructional aim), and instruction (i.e., planning for and delivering instruction aligned to individual student needs) within the context of mathematics for students with a variety of disabilities and support needs.  

Full article (paid login required): https://journals.sagepub.com/doi/abs/10.1177/00400599211054873?journalCode=tcxa 

Holly Hungerford‑Kresser, Carla Amaro‑Jiménez, Kathryn Pole (2023). When There’s No Handbook: One Urban Elementary School’s COVID‑19 Crisis Response. The Urban Review. https://doi.org/10.1007/s11256-022-00651-4

Robin Jocius, W. Ian O’Byrne, Jennifer Albert, Deepti Joshi, Melanie Blanton, Richard Robinson, Ashley Andrews, Tiffany Barnes, Veronica Catete (2022). Building a Virtual Community of Practice: Teacher Learning for Computational Thinking Infusion. 

Mohammed H. Alharbi1 · Christopher M. Kribs (2022).  How influenza vaccination and virus interference may impact combined influenza-coronavirus disease burden. Journal of Mathematical Biology. https://doi.org/10.1007/s00285-022-01767-7

Omomayowa Olawoyin, Christopher M. Kribs, and Candace Joswick (2023). Embracing pivotal teaching moments: elementary teachers’ role in advancing high cognitive levels of mathematics discourse. Mathematics Education Research Journal. https://link.springer.com/article/10.1007/s13394-021-00374-x

Grants 

1. Forbes, C. (CoPI), Eisma, J. (PI), Chakravarthy, U. S. (CoPI), Park, J. Y. (CoPI), Grant, "CyberTraining: Pilot: Justice in Data: An intensive, mentored online bootcamp developing FAIR data competencies in undergraduate researchers in the water and energy sectors", National Science Foundation, Federal, UTA, $300,943.85, Funded. (start: January 2023, end: December 2025).
2. Jimenez, B. (PI), Forbes, C. (Supporting), Grant, "Building the Epistemology of Engineering for Students with Extensive Support Needs (BEES)", National Science Foundation, Federal, $771,341.89, Funded. (start: July 2022, end: June 2025).

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Journal Publications 

How can educators most effectively develop high school students' understanding of one of the core dimensions of global climate change: the Earth's increase in its average surface temperatures? And how do trends in education and the knowledge, conceptions, and beliefs of teachers and students impact and assist students in constructing their own knowledge of the phenomenon known as global climate change? Dr. Cory T. Forbes, Fenton Wayne Robnett Endowed Professor of Science Education and chair of the College of Education's Department of Curriculum and Instruction, co-authored two publications from his National Science Foundation-funded research into this topic. The publication for the International Journal of Science Education is titled Climate education in secondary science: Comparison of model-based and non-model-based investigations of Earth’s climate, and the publication for the Journal of Geoscience Education is titled Empirical research on K-16 climate education: A systematic review of the literature.

Grants 

Sid Richardson Foundation with support from the Fort Worth Museum of Science and History.

$67,500 grant awarded for a 2023 Story Themed Coding Workshop. 

Awardees: JooHi Lee and Candace Joswick, mathematics educators, and Robin Jocius and Kathryn Pole, literacy studies educators.

Learn More. 

Taylor Milan Kessner and Lauren McArthur Harris. A Content Analysis of Mechanics and Historical Thinking in the Mission US Videogame.

Taylor Milan Kessner and Luis Perez Cortes. Mechanics and Experience in Call of Duty: Modern Warfare: Opportunities for Civic Empathy (2023). Simulation and Gaming. https://journals.sagepub.com/doi/full/10.1177/10468781231156187

Amanda A. Olsen and Erica N. Mason. Perceptions of autonomy: Differential job satisfaction for general and special educators using a nationally representative dataset. Teaching and Teacher Education. https://www.sciencedirect.com/journal/teaching-and-teacher-education

Grants

Texas International Education Fund 

 

Collaborative Online International Learning and Study Abroad Development grant 2023: $4,000

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Journal Publications

Yoon, J. (2022). Teaching Science through Magic, Culture, and Everyday Materials: A Novel Way to Engage Learners (Preliminary Edition), San Diego: Cognella.

Yoon, J., Ko, Y., & Lee, H. (2021). Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19, Asia-Pacific Science Education, Online ISSN 2364-1177. https://brill.com/view/journals/apse/7/2/article-p384_6.xml 

Kim, K. J., Yoon, J., & Han, M. K. (2021). Young Chefs in the Classroom!: Promoting Science Process Skills and Healthy Eating Habits through Inquiry-Based Cooking Project, International Journal of Early Years Education, https://www.tandfonline.com/eprint/7W4JXQBRCDI4YVJDQZ3C/full?target=10.1080%2F09669760.2021.1892597&

Koo, K., Baker, I., Yoon, J. (2021). The First-Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First-Year International College Students, Journal of International Students, 11(2), https://doi.org/10.32674/jis.v11i2.1726

• Forbes, C. (PI), "North Texas Semiconductor Workforce Consortium: An Industry-Base, Workforce Development Ecosystem," Sponsored by the U.S. Department of Education (UNIVERSITY OF TEXAS AT DALLAS), Federal, $298,243.06. (June 1, 2023 - May 31, 2026).
• Jocius, R. (PI), & Joswick, C. (co-PI). Collaborative Research: Unpacking Computational Thinking for Elementary Teachers and Learners. National Science Foundation Discovery Research K-12, Federal. $443,581. (June 1, 2023-June 1, 2027).
• Forbes, C. (CoPI), Eisma, J. (PI), Chakravarthy, U. S. (CoPI), Park, J. Y. (CoPI), Grant, "CyberTraining: Pilot: Justice in Data: An intensive, mentored online bootcamp developing FAIR data competencies in undergraduate researchers in the water and energy sectors", National Science Foundation, Federal, UTA, $300,943.85, Funded. (start: January 2023, end: December 2025).
• Jimenez, B. (PI), Forbes, C. (Supporting), Grant, "Building the Epistemology of Engineering for Students with Extensive Support Needs (BEES)", National Science Foundation, Federal, $771,341.89, Funded. (start: July 2022, end: June 2025).
• Forbes, C. (PI), "Supporting Undergraduate Teaching and Learning about Socio-Hydrological Challenges through Data-Driven Modeling in the FANH Sciences," Sponsored by DEPARTMENT OF AGRICULTURE, Federal, $272,173.97. (August 1, 2021 - August 31, 2024).
• Joswick, C. (PI), "Region 10 GEAR UP Project," Sponsored by US Department of Education, Federal, Total Amount $689,301.00. (September 2021 - 2028).
• Olsen, A. (PI), Joswick, C. (CoPI), "Increasing Teachers’ Capacity for Integrating Mathematics, Social-Emotional Learning, and Equity (Math + SEL +E)," Sponsored by US Department of Education, Total Amount $7,886,947.42. (October 2022 - September 2025).
• Lee, J. (PI), Jocius, R. (CoPI), Joswick, C. (CoPI), Pole, K. (CoPI), "The Story-Themed Coding (STC) Project," Sponsored by Sid Richardson Foundation, Total Amount $67,500.00. (December 2022 - Present).

Cory Forbes

• Böschl, F., Lange-Schubert, K., & Forbes, C.T. (2023). Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross-national video-study. Science Education, 107(2), 368-400.
• Mostacedo-Marasovic, S.J., Mott, B.C., White, H., & Forbes, C.T. (2023). Towards water literacy: Analysis of standards for teaching and learning about water on Earth. Journal of Geoscience Education, 71(2), 192-207.
• Olsen, A. A., Mostacedo-Marasovic, S.-J., & Forbes, C. T. (2023). Applying Rasch modeling to a global climate change concept knowledge assessment for secondary students. In X. Liu, & W. Boone (Eds.), Advances in Applications of Rasch Measurement in Science Education (pgs. 189-212). Springer Nature.
• White, H., & Forbes, C.T. (2023). An investigation of undergraduate students’ spatial thinking about groundwater. Journal of Geography in Higher Education, 70(1), 101-113.
• Carroll-Steward, K., Bhattacharya, D., Chandler, M.C., & Forbes, C.T. (2022). Secondary science teachers’ implementation of a curricular intervention when teaching with global climate models. Journal of Geoscience Education, 70(4), 474-489.
• Mostacedo-Marasovic, S.J., Lally, D., Petitt, D.N., White, H., & Forbes, C.T. (2022). Supporting undergraduate students’ developing water literacy during a global pandemic: A longitudinal study. Disciplinary and Interdisciplinary Science Education Research (DISER), 4(7).
• Owens, D. C., Sadler, T. D., Pettit, D. N., & Forbes, C. T. (2022). Exploring undergraduates’ breadth of socio-scientific reasoning through domains of knowledge. Research in Science Education, 52, 1643–1658.
• Sommers, A., White, H., Alred, A., Dauer, J., & Forbes, C.T. (2022). Faculty development, teaching, and student outcomes in undergraduate food, energy, and water systems (FEWS) courses. Journal of College Science Teaching, 51(6), 66-74.
• White, H., Lally, D., & Forbes, C.T. (2022). Investigating groundwater: Middle school students’ mapping data-driven, computer-based models to socio-hydrologic phenomena. Journal of Geoscience Education, 70(1), 101-113.
• Bhattacharya, D., Carroll-Steward, K., & Forbes, C.T. (2021). Climate education in secondary science: Comparison of model-based and non-model-based investigations of Earth’s climate. International Journal of Science Education, 43(13), 2226-2249.
• Bhattacharya, D., Carroll-Steward, K., & Forbes, C.T. (2021). Empirical research on K-16 climate education: A systematic review of the literature. Journal of Geoscience Education, 69(3), 223-247.
• Osborne J. et al. (2021). PISA 2015: What can science education learn from the data? In Levrini O., Tasquier G., Amin T.G., Branchetti L., Levin M. (Eds), Engaging with Contemporary Challenges through Science Education Research. Contributions from Science Education Research, vol 9. Springer, Cham.

Bree Jimenez

• Root, J., Saunders, A., Jimenez, B., & Gilley, D. (2022). Essential components for math instruction: Considerations for students with extensive support needs. TEACHING Exceptional Children. doi.org/10.1177/00400599221120882
• Root, J. R., Jimenez, B. A., & Twine, J. (2022). Small group mathematical problem solving instruction for elementary students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 57(1), 3-15.
• Jimenez, B. & Barron, T., (2022). Specially designed instruction of early numeracy in the inclusive elementary classroom for students with extensive support needs. Inclusion. Advanced online
• Jimenez, B., Croft, G., Twine, J., & Gorey, J. (2021). Development of engineering habits of mind for students with intellectual disability. Journal of Special Education, 55(3), 174-185. doi.org/10.1177/00224669211009960
• Root, J. R., Jimenez, B. A., & Saunders, A. (2021). Leveraging the UDL framework to plan grade-aligned mathematics in inclusive settings. Inclusive Practices. doi.org/10.1177/2732474521990028

Robin Jocius

• Blanton, M., Jocius, R., Albert, J., Joshi, D., & Andrews, A. (2023). Dragons, squishy circuits, and computational thinking: Integrating scientific literacies into elementary classrooms. Language Arts 100(4), 269-281.
• Jocius, R., Albert, J., Bhonsle, R., Joshi, D., O’Byrne, I., & Blanton, M. (2023). Connecting a community through computational thinking and robotics. Connected Science Learning 5(1), https://www.nsta.org/connected-science-learning/connected-science-learning-february-march-2023/connecting-community
• Jocius, R., O’Byrne, W.I., Albert, J. Joshi, D., Blanton, M., Robinson, R., Andrews, A., Barnes, T., Cateté, V. (2022). Building a virtual community of practice: Teacher learning for computational thinking infusion. TechTrends, 66, 547-559. https://doi.org/10.1007/s11528-022-00729-6
• Lee, J., Joswick, C., Pole, K., & Jocius, R. (2022). Algorithm design for young children. Contemporary Issues in Early Childhood, 23(2), 198-202. https://doi.org/10.1177/14639491211033663
• Jocius, R., O’Byrne, I., Blanton, M., Albert, J., Joshi, D. & Robinson, R. (2021). Leveraging virtual professional development to build computational thinking literacies in English language arts classrooms. Contemporary Issues in Technology and Teacher Education, 21(4), 626-654.
• Jocius, R., O’Byrne, I., Albert, J., Joshi, D., Robinson, R., & Andrews, A. (2021). Infusing computational thinking into STEM teaching: From professional development to classroom practice. Educational Technology and Society, 24(4), 166-179.

Candace Joswick 

• Joswick, C., Skultety, L., & Olsen, A. (2023). Mathematics, learning disabilities, and learning styles: A review of perspectives published by the National Council of Teachers of Mathematics. Education Sciences, 13(10), 2023. DOI: 10.3390/educsci13101023
• Jocius, R., Joswick, C., Blanton, M., Albert, J., & Joshi, D. (2023). Towards a pedagogical content knowledge learning trajectory: Tracing elementary teachers' integration of computational thinking. Professional Development in Education. DOI: 10.1080/19415257.2023.2228813 (IF = 2.689)
• Joswick, C., Lee, J., Jocius, R., Pole, K. (in press). Reading, coding, and crafting: A framework for computational thinking-focused themed workshops. Young Children.
• Joswick, C., McMillan, B. & Conner, K. Elementary and secondary teachers’ questioning patterns during Number Talks. (2023). Journal of Mathematics Teacher Education in Texas, 13(1), 8-9.
• Joswick, C., & Hulings, M. (2023) A systematic review of BSCS 5E instructional model evidence. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10357-y
• Olawoyin, O., Kribs, C., & Joswick, C. (2023). Embracing pivotal teaching moments: Elementary teachers’ role in advancing high cognitive levels of mathematics discourse. Mathematics Education Research Journal, 35, 45-75. https://doi.org/10.1007/s13394-021-00374-x (IF = 1.48)
• Olsen, A. A., & Joswick, C. (2023). Opportunities to improve student mathematics achievement and outcomes: Building student-teacher relationships for integration of inclusive and equity-minded teaching practices. [Editorial]. School Science and Mathematics, 123(4-5), 151-153. (IF = 1.1)
• Anderson, R.K., Troudt, M., Joswick, C., & Skultety, L. (2022). Simulating success based on societal odds: A mathematical read of The Hunger Games. In P. Greathouse & H. Anthony (Eds.), Developing mathematical literacy through adolescent literature (pp. 191-210). Rowan & Littlefield Publishers.
• Clements, D.H., Banse, H., Sarama, J., Tatsuoka, C.,Van Dine, D., Joswick, C., Hudyma, A., Van Dine, D., & Tatsuoka, K.K. (2022). Young children’s actions on length measure tasks: Strategies and cognitive attributes. Mathematical Thinking and Learning, 24(3), 181-202. https://doi.org/10.1080/10986065.2020.1843231 (IF = 1.667, SJR = 1.098)
• Clements, D.H., Sarama, J., & Joswick, C. (2022). Learning and teaching geometry in early childhood. A. Sharif-Rasslan & D. Hassidov (Eds.), Research and study in mathematics education in early childhood. Haifa, Israel: The Mofet Institute.
• Joswick, C., & Taylor, C. (2022). Supporting social and emotional learning competencies with Number Talks. Mathematics teacher: Learning and teaching PK-12, Special Issue, 115(11), 781-791. 10.5951/MTLT.2021.0347
• Joswick, C., Olsen, A. A., Taylor, C. N. (2022). Social and emotional learning in the mathematics classroom: Opportunity for integration, practice, and research. [Editorial]. School Science and Mathematics, 115(5) 233-234. https://www.doi.org/10.111/ssm.12543 (IF = 1.1)
• Joswick, C., Connor, K., & McMillian, B. (2022). Technology-mediated Dot Talks. Ohio Journal of School Mathematics. 91(1), 2–9. Retrieved from https://library.osu.edu/ojs/index.php/OJSM/article/view/8871
• Joswick, C., Anderson, R. K., Troudt, M., & Skultety, L. (2022). Acknowledgement and action: Teachers’ first act towards avenues for social justice work. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.) North American Chapter of the International Group for the Psychology of Mathematics: 1421-1425. Middle Tennessee State University.
• Lee, J., Joswick, C., Pole, K. (2022). Classroom play and activities to support computational thinking development in early childhood. Early Childhood Education Journal, 51, 457-468. https://doi.org/10.1007/s10643-022-01319-0
• Olsen, A., Romig, J., Green, A., Joswick, C., Nandakumar, V. (2022). Myth busted?: A systematic review of the continual dissemination of “Learning Styles.” In D.H. Robinson, V.X. Yan, & J.A. Kim (Eds.), Learning Styles, Classroom Instruction, and Student Achievement (pp. 39-57). Springer International Publishing.
• Skultety, L., Joswick, C., Troudt, M., & Anderson, R.K. (2022). Map projections. In B.M. Conway IV, L. Id-Deen, M.C. Raygoza, A. Ruiz, J.W. Staley, E. Thanheiser, & B.R. Lawer (Eds.), Middle school mathematics lessons to explore, understand, and respond to social justice (pp. 244-253). Corwin.
• Troudt, M., Skultety, L., Anderson, R.K, & Joswick, C., (2022, September). Framing justice-oriented professional growth for teachers and teacher educators using nested cycles of acknowledgement, action, and accountability. AMTE Connections, 32(1). Retrieved from https://amte.net/sites/amte.net/files/Connections_Troudt_0.pdf
• Banse, H., Clements, D.H., Sarama, J., Day-Hess, C., Simoni, M, & Joswick, C. (2021). Supporting executive function development and early mathematics through a geometry activity. Young Children, 76(3), 75-82 (IF = 0.091)
• Clements, D.H., Sarama, J., Baroody, A.J., Katuka, T.S., Chernyavskiy, P., Joswick, C., Cong, M., & Joseph, E. (2021). Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target. Journal of Educational Psychology, 113(7), 1323-1337. DOI: https://doi.org/10.1037/edu0000633 (IF = 2.29, SJR =2.486)
• Joswick, C. (2021). Elevating opportunities for rural Texas mathematics teacher professional development: One contribution from the University of Texas at Arlington Project ECHO®. Journal of Mathematics Teacher Education in Texas, 11(2), 4-5.
• Joswick, C., Fletcher, N., & Meador, A. (2021). Transforming K-12 mathematics classroom teacher pedagogy through virtual number talks. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of research on transforming teachers’ online pedagogical reasoning for engaging K-12 students in virtual learning (pp. 402-422). IGI Global.
• Lee, J., Joswick, C., Pole, K., & Jocius, R. (2021). Algorithm design for young children. Contemporary Issues in Early Childhood, 23(2), 198-202. https://doi.org/10.1177/14639491211033663 (IF = 0.82, SJR = 0.646)
• Olsen, A., & Joswick, C. (2021). Cultivating classroom interactions online during COVID-19: A case for using Team-Based Learning. Journal of Practitioner Research, 6(2) 1-22.
• Joswick, C., & Conner, K. Facilitating a Number Talk: Considering when, what, and how to further question student thinking. (in press). In D. Polly, E. Garin, & C. Martin (Eds.), Clinically Based Teacher Education in Action: Cases from Mathematics Teacher Educators. Information Age Publishing.</li></ul>

Christopher Kribs 

• Publications information is pending. 

JooHi Lee 

• Lee, J., Joswick, C., Pole, K., & Jocius, R. (2022). Algorithm design for young children. Contemporary Issues in Early Childhood, 23(2), 198-202. https://doi.org/10.1177/14639491211033663

JiYoon Yoon 

• Yoon, J., & Olsen, A. (2023). Promoting Science Affinities through a Video Project in a Science, Technology, and Society (STS) Learning Approach, International Journal of Education in Mathematics, Science, and Technology, 11(4), 1073-1093, https://doi.org/10.46328/ijemst.3049.
• Yoon, J., Hyun, K., Naz, F., & Saha, T. (2023). Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation: Professional Development for future science teachers of Culturally and Linguistically Diverse Students, Journal of Engineering Education Transportation, 37(1), 31-40, ISSN2349-2473, eISSN2394-1707, DOI: 10.16920/jeet/2023/v37i1/23129.
• Yoon, J., Ko, Y., & Lee, H. (2022). Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19, Asia-Pacific Science Education, Online ISSN 2364-1177.
• Kim, K. J., Yoon, J., & Han, M. K. (2021). Young Chefs in the Classroom!: Promoting Science Process Skills and Healthy Eating Habits through Inquiry-Based Cooking Project, International Journal of Early Years Education, https://www.tandfonline.com/eprint/7W4JXQBRCDI4YVJDQZ3C/full?target=10.1080%2F09669760.2021.1892597&.
  Koo, K., Baker, I., Yoon, J. (2021). The First-Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First-Year International College Students, Journal of International Students, 11(2), https://doi.org/10.32674/jis.v11i2.1726 

Leaf Zhang

• Zhang, Y. L. (accepted, February 26, 2023). Adual perspective on academic advising: Challenges faced by community college transfers in Engineering and faculty advisors. The NCADA Journal. 
• Adamuti-Trache, M., & Zhang, Y. L. (online first, February 1, 2023). Uncertainty and change in American youth occupational expectations. Journal of Career Development. https://doi.org/10.1080/13639080.2023.2174956  
• Zhang, Y. L. (2022). Early academic momentum: Factors contributing to community college transfer students STEM degree attainment. Journal of College Student Retention: Research, Theory and Practice, 23(4), 873–902.  
• Zhang, Y. L. (2022). STEM persisters, switchers, and leavers: Factors associated with 6-Year degree attainment for STEM aspiring community college transfer students. Community College Journal of Research and Practice, 46(11),796-811.  
• Dinh, T., & Zhang, Y. L. (2021). Engagement in high-impact practices and its influence on community college transfers’ STEM degree attainment. Community College Journal of Research and Practice, 45(11), 834-849.