Publications

Books

Ketterlin-Geller, L.R., Powell, S., Chard, D., & Perry, L. (2019). Teaching Math in Middle School: Using MTSS to Meet All Students’ Needs. Brookes Publishing.

Journal Articles

Lesner, T., Clarke, B., Nelson, N., Kosty, D., Ketterlin-Geller, L., & Smolkowski, K. (Advance Online Publication). Exploring the relationship between initial mathematics skill and a sixth-grade fractions intervention. Learning Disability Quarterly.

Powell, S. R., Bos, S. E., King, S. G., Ketterlin-Geller, L., & Lembke, E. S. (in press). Using the data-based individualization framework within math intervention. Teaching Exceptional Children.

Basaraba, D. L., Ketterlin-Geller, L. R., & Sparks, A. (2022). Addressing the need for Spanish literacy assessments within the context of bilingual MTSS: Investigating the technical adequacy of ISIP Español for Grades 3-5. School Psychology Review. 

Ketterlin-Geller, L. R., Sparks, A., & McMurrer, J. (2022). Developing progress monitoring measures: Parallel test construction from the item-up. Front. Educ. 7:940994. doi: 10.3389/feduc.2022.940994

Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (2022). Promoting spatial orientation: Math activities for school and home learning. Teaching Young Children.

Platas, L., Perry, L., Piper, B., Sitabkhan, Y., & Ketterlin-Geller, L. R. (2022). School-Entry Predictors of Later Reading and Mathematics Achievement in Kenya. Research in Comparative and International Education.

Journal Articles 2021

Powell, S. R., Lembke, E. S., Ketterlin-Geller, L. R., Petscher, Y., Hwang, J., Bos, S.E, Hirt, S, Mason, E., Pruitt-Britton, T., Thomas, E., and Hopkins, S. (2021). Data-based individualization in mathematics to support middle-school teachers and their students with mathematics learning difficulty. Studies in Educational Evaluation, 69, 100-897.

Powell, S. R., Mason, E. N., Bos, S. E., Hirt, S., Ketterlin-Geller, L. R., & Lembke, E. S. (2021). A systematic review of mathematics interventions for middle-school students experiencing mathematics difficulty. Learning Disabilities Research and Practice, 36(4), 295–329.

Journal Articles 2020

Basaraba, D., Yovanoff, P., Shivraj, P., & Ketterlin-Geller, L.R. (2020). A Framework for Evaluating Stopping Rules for Fixed-Form Formative Assessments: Balancing Efficiency and Reliability. Practical Assessment, Research, and Evaluation (25), 8. 

Clarke, B., Nelson, N. J., Ketterlin-Geller, L. R., Kosty, D., Smolkowski, K., Lesner, T., Furjanic, D., & Fien, H. (2020). Investigating the promise of a tier two sixth grade fractions intervention. Learning Disabilities Quarterly.

Ketterlin-Geller, L.R., & Ellis, M. (2020). Designing accessible learning outcome assessments for higher education through intentional test design. Creative Education, 11(7).

Ketterlin-Geller, L.R., Zannou, Y., Sparks, A., & Perry, L. (2020). Empirical recovery of learning progressions through the lens of educators. Journal of Mathematical Behavior, 60, 100-805.

Journal Articles 2019

Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., Yovanoff, P. (2019). Considerations for using mathematical learning progressions to design diagnostic assessments. Measurement: Interdisciplinary Research and Perspectives, 17(1), 1-22.

Ketterlin-Geller, L.R., Perry, L., Adams, E.L. (2019). Integrating validation arguments with the assessment triangle: A framework for operationalizing and instantiating validation. Applied Measurement in Education, 32(1),6 0-76.

Perry, L. (2019). Development of an early grade relational reasoning subtask: Collecting validity evidence on technical adequacy and reliability. International Journal of Science and Mathematics Education (IJRES), 1-21.

Shivraj, P., & Ketterlin-Geller, L. R. (2019). Interpreting reports from universal screeners: Roadblocks, solutions, and implications for designing score reports. Frontiers in Education.

Journal Articles 2018

Eichhorn, M.S., Perry, L.E., & Brombacher, A. (2018). Students' early grade understanding of the equal sign and non-standard equations in Jordan and India. International Journal of Research in Education and Science (IJRES), 655-669. DOI: 10.21890/ijres.432520

Ketterlin-Geller, L. R., Perry, L., Platas, L. M., & Sitbakhan, Y. (2018). Aligning test scoring procedures with test uses of the early grade mathematics assessment: A balancing act. Global Education Review, 5(3), 143-164.

Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., & Schielack, J. (2018). Universal Screening for Algebra Readiness in Middle School: Why, what, and does it work? Investigations in Mathematics Learning.

Perry, L. (2018). Different analyses, different validity conclusions? Evidence from the EGMA spatial reasoning subtask. Global Education Review, 5(3), 125-142.

Shivraj, P., Ketterlin-Geller, L. R., Basaraba, D., Geller, J., & Hatfield, C. (2018). Developing and refining usable, accessible, and culturally relevant materials to maximize parent-child interactions in mathematics. Global Education Review, 5(3), 82-105.

Sitabkhan, Y., Platas, L., & Ketterlin-Geller, L. R. (2018). Capturing children’s mathematical knowledge: An assessment framework. Global Education Review, 5(3), 106-124.

Journal Articles 2017

Woods, D., Ketterlin-Geller, L.R., & Basaraba, D. (2017) Supporting numeracy development in kindergarten using number lines. Intervention in School and Clinic, 53(4), 229-236

Journal Articles 2016

Platas, L.M., Ketterlin-Geller, L.R., & Sitabkhan, Y. (2016). Using an assessment of early mathematical knowledge and skills to inform policy and practice: Examples from the early grade mathematics assessment. International Journal of Education in Mathematics, Science and Technology, 4(3), 163-173. DOI:10.18404/ijemst.20881

Journal Articles 2015

Ketterlin-Geller, L.R., Gifford, D., & Perry, L., (2015). Measuring middle school students' algebra readiness: Examining validity evidence for experimental measures. Assessment for Effective Intervention, 41, 28-40.

Jamgochian, E., & Ketterlin-Geller, L.R. (2015). The 2% transition: Supporting access to mathematics for students with moderate disabilities using accommodations. Teaching Exceptional Children.

Journal Articles 2014

Basaraba, D., Biancarosa, G., Carlson, S., & Shanley, L., (2014). What does it mean to "read like a historian"? ASCD Express, 9(13).

Ketterlin-Geller, L.R., Baumer, P., & Lichon, K. (2014): Administrators as advocates for teacher collaboration. Intervention in School and Clinic.

Ketterlin-Geller, L.R., Crawford, L., & Huscfoft-D'Angelo, J.N. (2014): Screening to assign accommodations: Using data to make decisions. Learning Disabilities: A Multidisciplinary Journal, 20(2), 61-74.

Munter, C., Wilhelm, A., Cobb, P., & Condray, D. (2014): Assessing fidelity of implementation of a prescribed, diagnostic mathematics intervention. Journal of Research on Educational Effectiveness, 7(1), 83-113.

Wasserman, N. (2014). Bringing dynamic geometry to three dimensions: The use of SketchUp in mathematics education. Common Core Mathematics Standards and Implementing Digital Technologies. 68-99.

Journal Articles 2013

Jackson, K.J., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013): Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 40(4), 646-682.

Ketterlin-Geller, L.R., Yovanoff, P., Jung, E., Liu, K., & Geller, J. (2013). Construct definition using cognitive-based evidence: A framework for practice. Educational Assessment, 18, 122-146.

Perry, L. (2013). Review of formative assessment use and training in Africa. International Journal of School and Educational Psychology, 1(2).

Platas, L. M., Ketterlin-Geller, L. R., Brombacher, A., & Sitabkhan, Y. (2013). Core early grade mathematics assessment (Core EGMA) toolkit. RTI International.

Platas, L.M., Ketterlin-Geller, L.R., Brombacher, A., & Sitabkhan, Y. (2013): Core early grade mathematics assessment (Core EGMA) toolkit. RTI International.

Journal Articles 2012

Baker, D. L., Park, Y., Baker, S., K., Basaraba, D., Kame’enui, E. J., & Beck, C. T. (2012). Effects of a paired bilingual reading program on the performance of English learners in grades 1-3. Journal of School Psychology, 50(6), 737-758.

Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2012). Examining the underlying structure of reading comprehension: Do multiple levels of comprehension exist? Reading and Writing: An Interdisciplinary Journal, 26(3), 349-379.

Crawford, L., & Ketterlin-Geller, L. R. (2012). Middle school teachers' assignment of test accommodations. The Teacher Educator, 48(1), 29-45.

Ketterlin-Geller, L. R., Jamgochian, E., Nelson-Walker, N., & Geller, J. (2012). Disentangling mathematics target and access skills: Implications for accommodation assignment practices. Learning Disabilities Research and Practice, 27(4), 178-188.

Perry, L., Ketterlin-Geller, L. R., Benson, S., Schielack, J., & Broadway, E. (2012). Supporting students’ algebra readiness: A response to intervention approach. Texas Mathematics Teacher, 59(2), 26-29.

Walkington, C., Sherman, M., & Petrosino, A. (2012). Playing the game of story problems: Coordinating situation-based reasoning with algebraic representation. Journal of Mathematical Behavior, 31(2), 174-195.

Wasserman, N., & Ham, E. (2012). Gaining perspective on success, support, retention, and student test scores: Listening to beginning teachers. Leaders of Learners, 5(3), 9-14.

Journal Articles 2011

Clarke, B., Smolkowski, K., Baker, S. K., Fien, H. Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier I core kindergarten program on the achievement of students at risk in mathematics. Elementary School Journal, 111, 561-584.

Ketterlin-Geller, L. R., & Chard, D. J. (2011) Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number. Australian Journal of Learning Disabilities, 16(1), 65-78.

Journal Articles 2009

Ketterlin-Geller, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(16).

Journal Articles 2008

Ketterlin-Geller, L.R. (2008). Testing students with special needs: A model for understanding the interaction between assessment and student characteristics in a universally designed environment. Educational Measurement: Issues and Practice, 27(3), 3-16.

Ketterlin-Geller, L.R., Chard, D.J., & Fien, H. (2008). Making connections in mathematics: Conceptual mathematics intervention for low-performing students. Remedial and Special Education, 29(1), 33-45.

Ketterlin-Geller, L.R., & Tindal, G. (2008). Embedded technology: Current and future practices for increasing accessibility for all students. Journal of Special Education Technology, 22(4), 1-15.

Journal Articles 2007

Ketterlin-Geller, L.R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28(4), 194-206.

Ketterlin-Geller, L.R., Yovanoff, P., & Tindal, G. (2007). Developing a new paradigm for accommodations research. Exceptional Children, 73(3), 331-347.

Journal Articles 2006

Ketterlin-Geller, L.R., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163-172.

Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2006). Using a concept maze to assess student understanding of secondary content. Assessment for Effective Intervention, 31(2), 39-50.

Journal Articles 2005

Ketterlin-Geller, L.R. (2005). Knowing what all students know: Procedures for developing universally designed assessments. Journal of Technology, Learning, and Assessment, 4(2).

Journal Articles 2004

McCoy, J.D. & Ketterlin-Geller, L.R. (2004). Rethinking instructional delivery in a diverse age: Serving all learners with concept-based instruction. Intervention in School and Clinic, 40(2), 71-93.

Journal Articles 2003

Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2003). How do critical thinking measures fit within standards-based reform? Assessment for Effective Intervention, 28(3&4), 37-48.

Twyman, T., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (2003). Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27(2), 333-348.

Chapters

Ketterlin-Geller, L. R. (in press). Designing and Implementing Assessments to Support Learning for Students who are Experiencing Difficulties Learning Mathematics. In Y. Ping, R. Tzur, & H. Thouless (Eds.), Enabling Mathematics Learning of Struggling Students: International Perspectives. New York: Springer.

Ketterlin-Geller, L. R. & Harris, C. J. (2023). Connecting Classroom Assessment with Learning Goals and Instruction through Theories of Learning. In S. Grover, C. Harris, J.W. Pellegrino & E. Wiebe (Eds.). Classroom-based STEM Assessment: A Synthesis Report (pp. 83-94). Community for Advancing Discovery Research in Education (CADRE). Education Development Center, Inc.

Adams, E. L., Ketterlin-Geller, L. R., Pierce, K., & Knox T. (2022). Teachers’ STEM beliefs and enacted instruction within an intensive STEM academy. In P. Jenlink (Ed.), STEM teacher preparation and practice for the 21st century: Research-Based insights. Information Age Publishing.

Johnstone, C., Ketterlin-Geller, L. R., & Thurlow, M. (2022). Opportunities and limitations of accommodations and accessibility in higher education assessment. In R. Ajjawi, J. Tai, D. Boud, & T. Jorre de St. Jorre (Eds), Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment (pp. 131-141). London: Routledge. https://doi.org/10.4324/9781003293101

Chapters 2021

Adams, E. L., Trojanowski, A., Davis, J., Agramonte, F., Krumm, A., Bussey, L. H., Giarrizzo, A. (2021). Collaborative data visualization: A process for improving data use in schools. In A. J. Bowers (Ed.), Data visualization, dashboards, and evidence use in schools: Data collaborative workshop perspectives of educators, researchers, and data scientists. Academic Commons.

Ketterlin-Geller, L. R., & Pinilla, R. (2021). The promise of learning progressions-based classroom assessments to improve instruction. In H. Jiao & R. Lissitz (Eds.), Enhancing effective instruction and learning using assessment data: Theory and practice. Information Age Publishing.

Chapters 2020

Walkington, C., Marder, M., & Adams, E. L. (2020). Developing the UTOP: A flexible STEM observation instrument based on UTeach principles. In J. Goodell & S. Koc (Eds.), Preparing STEM teachers: A replication model. Information Age Publishing.

Chapters 2019

Perry, L., Ketterlin-Geller, L. R., & Hatfield, C. (2019). Substantiating claims about students’ algebraic reasoning with evidence: Initial evidence based on response processes and internal structure. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives. Routledge.

Walkowiak, T. A., Adams, E. L., & Berry, R. Q. (2019). Validity arguments for instruments that measure mathematics teaching practices: Comparing the m-scan and IPL-M. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in mathematics education contexts: Theoretical frameworks and new directions. Routledge.

Chapters 2016

Ketterlin-Geller, L. R. (2016). Understanding and improving accessibility for special populations. In A. Rupp & J.P. Leighton (Eds.), Handbook of cognition and assessment (pp. 198-225). Wiley-Blackwell.

Chapters 2013

Zannou, Y., Ketterlin-Geller, L.R., & Shivraj, P. (2013). Best practices in mathematics instruction and assessment in secondary settings. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology: Data-based and collaborative decision-making (6th ed.) (pp. 233-246). National Association of School Psychologists.

Chapters 2012

Ketterlin-Geller, L. R., & Jamgochian, E. M. (2012). Instructional accommodations and modifications that support accessible instruction. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), The handbook of accessible achievement tests for all students: Bridging the gap between research, practice, and policy (pp. 131-146). Springer.

Scalise, K., & Ketterlin-Geller, L. R. (2012). Reciprocal leading: Improving instructional designs in e-learning. In P. Ghislandi (Ed.), E-Learning: Theories, design, software and applications (pp. 73-90). InTech Open Access Publisher. .

Chapters 2011

Carrizales, D., & Ketterlin-Geller, L. R. (2011). Alternate assessments based on modified achievement standards: Reflections on assessment design and implementation. In M. Russell, & M. Kavanaugh (Eds.), Assessing students in the margins: Challenges, strategies, and techniques. Information Age Publishing.

Ketterlin-Geller, L. R., & Crawford, L. (2011). Improving accommodations assignment: Reconceptualizing professional development to support accommodations decision making. In M. Russell, & M. Kavanaugh (Eds.), Assessing students in the margins: Challenges, strategies, and techniques. Information Age Publishing.

Chapters 2010

Chard, D. J., Ketterlin-Geller, L.R., Jungjohann, K., & Baker, S. (2010). Evidence-based math instruction: Developing and implementing math programs at the core, supplemental, and intervention levels. In Gimpel-Peacock, Ervin, Daly, and Merrell (Eds), Practical handbook of school psychology (pp. 287-299). Guilford Publications.

Chapters 2008

Chard, D. J., Ketterlin-Geller, L. R., & Jitendra, A. (2008). A model of instructional support to enhance mathematics learning for all students. In E. L. Grigorenko (Ed.), Educating individuals with disabilities: IDEA 2004 and beyond. Springer.

Ketterlin-Geller, L.R., Baker, S., & Chard, D. (2008). Assessment strategies for secondary mathematics. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 465-475). National Association of School Psychologists.

Thurlow, M., Johnstone, C., & Ketterlin-Geller, L. R. (2008). Universal design of assessment in higher education. In S. Burgstahler and R. Cory (Eds), Universal design in postsecondary education: From principles to practice. Harvard Education Press.

Chapters 2007

Alonzo, J., Ketterlin-Geller, L.R., & Tindal, G. (2007). Curriculum based assessment. In L. Florian (Ed), Handbook of special education (pp. 307-318). Sage Publications.

Tindal, G., & Ketterlin-Geller, L. (2007). Test  accommodations research: Decision-Making, outcomes, and designs. In R. Kopriva (Ed), Validity and accommodations: Psychometric and policy perspectives. Lawrence Erlbaum Associates.

Chapters 2006

Beghetto, R., & Ketterlin-Geller, L.R., (2006). Instructional leadership, part 2: Monitoring progress. In S.C. Smith & P.K. Piele (Eds.), School leadership: Handbook for student learning. Scarecrow Publishers.

Duesbery, L., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (2006). A computer-adaptive mathematics test accommodates students with diverse needs. In S. L. Howell (Ed.), Online assessment and measurement, volume II: Case studies from higher education, K-12, and corporate (pp. 157-170). Idea Group Publishing.

Tindal, G., Duesbery, L., & Ketterlin-Geller, L.R., (2006). Managing data for decision-making. In S.C. Smith & P.K. Piele (Eds.), School leadership: Handbook for student learning. Scarecrow Publishers.

Technical Reports

Technical Report

Project
Adams, E. L., & Ketterlin-Geller, L. R. (2022). STEM+C Data Collection and Analysis Plan (Tech Rep. No. 22-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STEM+C
Foster, P. D., Tseng, C., Adams, E. L., Ketterlin Geller, L.R. (2022). STEM+C Learning Standards Decomposition (Tech Rep. No 22-04). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.   STEM+C
Hwang, J., Hirt, S. M., & Ketterlin-Geller, L. R. (2022). Project STAIR treatment teacher professional development satisfaction (Tech. Rep. No. 22-05). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STAIR
Hwang, J., Mason, E. N., & Ketterlin-Geller, L. R. (2022). Project STAIR student pre/post-testing iowa algebra aptitude test (Tech. Rep. No. 22-10). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STAIR
Hwang, J., Mason, E. N., & Ketterlin-Geller, L. R., (2022). Project STAIR student pre/post-testing algebra readiness progress monitoring (Tech. Rep. No. 22-12). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STAIR
Thomas, E., Hirt, S., & Ketterlin-Geller, L. R. (2022). Project STAIR teacher coaching satisfaction (Tech. Rep. No. 22-06). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STAIR
Thomas, E., Hopkins, S., & Ketterlin-Geller, L. R. (2022).  (Tech. Rep. No. 22-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STAIR
Thomas, E., Ketterlin-Geller, L. R., & Lembke, E.S. (2022). Project STAIR treatment teacher decision making (Tech. Rep. No. 22-21). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STAIR
Tseng, C., Foster, P. D., Adams, E. L., Ketterlin Geller, L.R., Larson, E., Luo, V., Klinkert, L. & Clark, C. (2022). Incorporating Teacher Voice in the Development of Game-Based Learning Environments (Tech Rep. No 22-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  STEM+C

Technical Reports 2021

Technical Report

Project
 Barton, T., Sparks, A., McMurrer, J., & Ketterlin-Geller, L.R. (2021).  (Tech. Rep. No. 21-04). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. TIER
Haider, M.Q., Sparks, A., McMurrer, J., & Ketterlin-Geller, L.R. (2021).  (Tech. Rep. No. 21-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. TIER
 McMurrer, J., Haider, M.Q., Hatfield, C., Holder, S., & Ketterlin-Geller, L.R. (2021).  (Tech. Rep. No. 21-07). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. MMaRS 
McMurrer, J., Barton, T., Hatfield, C., & Ketterlin-Geller, L. R. (2021). MMaRS teacher advisory Panel: Teacher resource development (Tech. Rep. No. 21-06). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. MMaRS
 Sparks, A., Hatfield, C., Muhammad, H., Geller, J.,& Ketterlin-Geller, L. R. (2021).  (Tech. Rep. No. 20-25). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. MMaRS
 Sparks, A., McMurrer, J., & Ketterlin-Geller, L.R. (2021). TIER computations progress monitoring system: Expert review (Tech. Rep. No. 21-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. TIER
 Sparks, A., Wellberg, S., Geller, J., Holder, S., Hatfield, C., & Ketterlin-Geller, L. (2021). Spatial reasoning: Home environment phase 2 distribution and analysis (Tech. Rep. No. 21-05). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. MMaRS

Technical Reports 2020

Technical Report

Project
Adams, E. L., Pierce, K., Sparks, A., Hatfield, C., & Ketterlin-Geller, L.R. (2020). STEM academy for science teachers and leaders: Student survey results (Tech. Rep. No. 20-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Burton, C., Hatfield, C., Adams, E. L., & Ketterlin-Geller, L. (2020). STEM academy for science teachers and leaders: UTOP research observation procedures (Tech. Rep. No. 19-05). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Cox, C. T., Adams, E. L., Hatfield, C., & Ketterlin-Geller, L. (2020). STEM academy for science teachers and leaders: Teacher survey administration (Tech. Rep. No. 19-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Cox, C. T., Adams, E. L., & Ketterlin-Geller, L. R. (2020). STEM academy for teachers and leaders: Teacher exit summary (Tech. Rep. No. 19-09). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Cox, T.C., Bos, S., Hwang, J., Hirt, S., Mason, E., Pruitt-Britton, T., Tipton, E., Ketterlin-Geller, L.R., Lembke, E., & Powell, S.R., (2020). Project STAIR: Year 1 description and implementation (Tech. Rep. No. 20-17). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STAIR
Geller, J., Wellberg, S., Pinilla, R.., Perry, L., Hatfield, C., & Ketterlin-Geller, L (2020). MMaRS assessment inventory development (Technical Report No. 20-27). 51²è¹Ý, Research in Mathematics Education. MMaRS
Haider, M. Q., Hatfield, C., Keuhnert, E., Perry, L., & Ketterlin-Geller, L. R. (2020). Numeric relational reasoning: Anticipated and unanticipated strategies (Technical Report No. 20-29) [Technical Report]. 51²è¹Ý, Research in Mathematics Education. MMaRS
Haider, M. Q., Perry, L., Hatfield, C., & Ketterlin Geller, L. R. (2020). Numeric relational reasoning: Locator test development and implementation (Technical Report No. 20-11) [Technical Report]. 51²è¹Ý, Research in Mathematics Education. MMaRS
Ketterlin-Geller, L. R., Hatfield, C., Adams, E. L., Mota, A., Sparks, A., Brattain, K., . . . Torres, A. (2020). STEM academy for science teachers and leaders 2017-2020 final report (Tech. Rep. No. 20-31). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Knox, T., Pierce, K., Hatfield, C., & Ketterlin-Geller, L. R. (2020).  (Tech. Rep. No. 20-20). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Kuehnert, E., Barton, T., Perry, L., & Ketterlin-Geller, L.R. (2020). Numeric relational reasoning: Cognitive interview protocol development (Tech. Rep. No. 20-04). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. MMaRS
Kuehnert, E., Geller, J., Perry, L., Hatfield, C., & Ketterlin-Geller, L.R. (2020).  (Tech. Rep. No. 20-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Kuehnert, E., Sparks, A., Geller, J., Haider, M. Q., Perry, L., & Ketterlin-Geller, L. R. (2020).  (Tech. Rep. No. 20-05). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MMaRS

McMurrer, J., Hatfield, C., Buttner, T., & Ketterlin-Geller, L. R. (2020).  (Tech. Rep. No. 20-19). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.

 MMaRS
McMurrer, J., Mota, A., Pinilla, R., Hatfield, C., Ketterlin-Geller, L. R. (2020). Teacher advisory panel: Summer 2020 (Technical Report No. 20-22). 51²è¹Ý, Research in Mathematics Education. MMaRS
McMurrer, J., Perry, L., & Ketterlin-Geller, L. R. (2020).  (Technical Report No. 20-12). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. MMaRS
Perry, L., McMurrer, J., & Ketterlin Geller, L. R. (2020). Technical advisory board report: 2018 summary (Technical Report No. 20-24) . 51²è¹Ý, Research in Mathematics Education. MMaRS 
Perry, L., Pinilla, R., Geller, J., Hatfield, C., & Ketterlin-Geller, L. R. (2020).  (Technical Report No. 20-06). 51²è¹Ý, Research in Mathematics Education. MMaRS
Pierce, K., Sparks, A., Adams, E., Cox, C.T., Hatfield, C., & Ketterlin-Geller, L. R. (2020). STEM academy teacher outcomes program evaluation: Cohorts 1 and 2 (Tech. Rep. No. 20-15). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Pierce, K., Sparks, A., Adams, E. L., Burton, C., Knox, T., Hatfield, C., & Ketterlin-Geller, L. R. (2020). STEM academy for teachers and leaders: 2019-20 coaching and PLC evaluation (Tech Rep. No. 20-14). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Pierce, K, Adams, E. L., Sparks, A., Cox, T. C., Knox, T., Hatfield, C., & Ketterlin-Geller, L. R. (2020). STEM academy for science teachers and leaders: Leader academy and coaching evaluation (Tech. Rep. No. 20-13). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Pinilla, R., Castro-Faix, M., Hatfield, C., & Ketterlin-Geller, L. R. (2020). Spatial reasoning cognitive interviews: Narrative summary of qualitative analysis (Technical Report No. 20-28) [Technical Report]. 51²è¹Ý, Research in Mathematics Education. MMaRS
Pinilla, R., Hatfield, C., Sparks, A., Haider, M. Q., Ketterlin-Geller, L. R. (2020). Spatial reasoning cognitive interviews: Qualitative data analysis (Technical Report No. 20-21) . 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Pinilla, R., Sparks, A., Hatfield, C., & Ketterlin-Geller, L. R. (2020). Spatial reasoning: Cognitive interview administration (Technical Report No. 20-23) . 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Pinilla, R., Perry, L., Hatfield, C., Sparks, A., & Ketterlin-Geller, L. R. (2020). Spatial reasoning: Cognitive interview protocol development (Technical Report No. 20-07). 51²è¹Ý, Research in Mathematics Education. MMaRS
Pruitt-Britton, T., Cox, T.C., Ketterlin Geller, Leanne R., Lembke, E., Powell, S.R., (2020) External review of STAIR core professional development (Tech. Rep. No. 20-16). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STAIR
Sparks, A., Geller, J., Perry, L., & Ketterlin-Geller, L. R. (2020). Spatial reasoning: Home environment questionnaire phase 1 (Technical Report No. 20-09) . 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Sparks, A., Geller, J., Perry, L., Hatfield, C., & Ketterlin-Geller, L. (2020). Spatial reasoning (SR): Teacher survey development and administration (Tech. Rep. No. 20-10). 51²è¹Ý, Research in Mathematics Education. MMaRS
Sparks, A., Haider, M. Q., Pinilla, R., & Ketterlin-Geller, L. R. (2020). Spatial reasoning cognitive interviews: Quantitative data analyses (Technical Report No. 20-08). 51²è¹Ý, Research Mathematics Education.
 MMaRS
Sparks, A., Hatfield, C., Knox, T., Simon, E., Adams, E. L., & Ketterlin-Geller, L. (2020). STEM academy for science teachers and leaders: Student survey administration (Tech. Rep. No. 19-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Sparks, A., Perry, L., Geller, J., Haider, M. Q., & Ketterlin-Geller, L. R. (2020). Numerical relational reasoning (NRR): Teacher survey administration (Tech. Rep. No. 20-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Sparks, A., Meador, A., Hatfield, C., & Ketterlin-Geller, L. R. (2020). Numeric relational reasoning (NRR) cognitive interviews: Properties qualitative analyses (Technical Report No. 20-26) . 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Tseng, C., Ketterlin Geller, L.R., Clark, C., & Larson, E. (2020). STEM+C educator advisory panel (Tech Rep. No 20-18). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM+C
Wellberg, S., Geller, J., McMurrer, J., Sparks, A., & Ketterlin-Geller, L.R. (2020).  (Technical Report No. 20-30). 51²è¹Ý, Research in Mathematics Education. MMaRS 

Technical Reports 2019

Technical Report

Project
Adams, E. L., Sparks, A., & Ketterlin-Geller, L.R. (2019).  (Tech. Rep. No. 19-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Adams, E., Sparks, A., & Ketterlin-Geller, L. (2019). STEM teaching observational protocol (STEM TOP) exploratory factor analyses (Tech. Rep. No. 19-06). Dallas TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Barton, T., Knight, K., Hatfield, C., Perry, L., & Ketterlin-Geller, L. R. (2019). Teacher advisory panel technical report: Fall 2018 – summer 2019 (Technical Report No. 19-25) . 51²è¹Ý, Research in Mathematics Education.
 MMaRS
Burton, C., Hatfield, C., Adams, E., & Ketterlin-Geller, L. (2019). STEM academy for science teachers and leaders: Research observation administration procedures technical report (Tech. Rep. No. 19-05). Dallas TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy
Burton, C., Hatfield, C., Adams, E., & Ketterlin-Geller, L. (2019). STEM academy for science teachers and leaders: Research observation administration procedures technical report (Tech. Rep. No. 19-05). Dallas TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Mota, A., Pierce, K., Hatfield, C., Adams, E., & Ketterlin-Geller, L. (2019). STEM academy for science teachers and leaders: Coach training and development (Tech. Rep. No. 19-04). Dallas TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Pierce, K., Adams, E., Sparks, A., Hatfield, C., & Ketterlin-Geller, L. (2019).  (Tech. Rep. No. 19-11). Dallas TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Sparks, A., Adams, E. L., Cox, C. T., Hatfield, C., & Ketterlin-Geller, L. R. (2019).  (Tech. Rep. No. 19-07). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Sparks, A., Adams, E. L., Mota, A., Burton, C., Hatfield, C., & Ketterlin-Geller, L. R. (2019). STEM academy for science teachers and leaders: 2019 teacher academy 2 evaluation (Tech. Rep. No. 19-10). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Sparks, A., Hatfield, C., & Ketterlin-Geller, L. R. (2019). STEM academy for science teachers and leaders: 2018-2019 Student survey administration (Tech. Rep. No. 19-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy

Technical Reports 2018

Technical Report

Project
Adams, E. L., Hatfield, C., & Ketterlin-Geller, L. R. (2018). STEM academy for science teachers and leaders: Participation interest survey February 2018 (Tech. Rep. No. 18-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Pierce, K., Cox, C. T., Hatfield, C., & Ketterlin-Geller, L. R. (2019). STEM academy for science teachers and leaders: 2019 teacher academy 3 evaluation (Tech. Rep. No. 19-08). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Adams, E. L., Hatfield, C., Cox. C. T., Mota, A., Sparks, A., & Ketterlin-Geller, L. R. (2018). STEM academy for teachers and leaders: 2017-18 coaching and PLC evaluation (Tech. rep. No. 18-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy
Adams, E. L., Hatfield, C., Cox. C. T., & Ketterlin-Geller, L. R. (2018).  (Tech. rep. No. 18-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. 
 STEM Academy
Basaraba, D., Sparks, A., & Ketterlin-Geller, L. R. (2018). (Tech. Rep. No. 18-04). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Basaraba, D., Sparks, A., & Ketterlin-Geller, L. R. (2018). Imagination station (Istation): Istation’s indicators of progress (ISIP) español validity study kindergarten through grade 5 (Tech. Rep. No. 18-05). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation

Basaraba, D., Sparks, A., & Ketterlin-Geller, L. R. (2018). Imagination station (Istation): Istation’s indicators of progress (ISIP) español validity study prekindergarten report (Tech. Rep. No. 18-06). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.

 Istation
Pierce, K., Adams, E. L., Rhone, A. M., Hatfield, C., & Ketterlin-Geller, L. R. (2018). STEM academy for science teachers and leaders: 2018 teacher academy 2 evaluation (Tech. Rep. No. 18-07). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 STEM Academy

Technical Reports 2017

Technical Report

Project
Perry, L., Reeder, M. J., Brattain, K., Hatfield, C., & Ketterlin-Geller, L. R. (2017). STEM academy for teachers and leaders: 2017 academy evaluation (Tech. Rep. No. 17-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. STEM Academy

Technical Reports 2016

Technical Report

Project
Geller, J.G., Shivraj, P. & Ketterlin-Geller, L.R. (2016) Parent math training pilot in Jamaica: Cultural relevancy review of the literacy connection (Tech. Rep. No. 16-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Parent Math Training
Hatfield, C., Perry, L., Hayata, C., Geller, J., Barasch, B., Ketterlin-Geller, L.R. (2016) Imagination station (Istation): algebra readiness progress monitoring system development for grades 6-8 (Tech. Rep. No. 16-05). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Ratliff, B., Hayata, C., Bell, J. & Ketterlin-Geller, L.R. (2016) Imagination station( Istation): universal screener instrument development for algebra 1 (Tech. Rep. No. 16-04) Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation

Shivraj, P., & Ketterlin-Geller, L.R. (2016). Parent math training pilot in Jamaica: Feasibility study report (Tech. Rep. No. 16-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.

 Parent Math Training
Shivraj, P., & Ketterlin-Geller, L.R. (2016).  (Tech. Rep. No. 16-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Parent Math Training
Shivraj, P., Perry, L., Zhao, M., Bell, J., Ketterlin-Geller, L.R. (2016) Imagination station (Istation): Istation's indicators of progress (ISIP) math validity studies - overview of results (Tech. Rep. No. 16-06). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. Istation

Technical Reports 2015

Technical Report

Project
Basaraba, D., Shivraj, P., Yovanoff, P., & Ketterlin-Geller, L.R. (2015). Middle school students in Texas: Algebra ready (MSTAR): Universal screener alignment pilot study for grades 5-8 (Tech. Rep. No. 15-12). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MSTAR
Hatfield, C., Ratliff, B. Axel, S., Basaraba, D., & Ketterlin-Geller, L.R. (2015).  (Technical Report 15-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Miller, S., Basaraba, D., Jungman, M., & Ketterlin-Geller, L.R. (2015). RtI and Texas: Webinar series evaluation (Tech. Rep. No. 15-10). Dallas, TX: 51²è¹Ý, Research in Mathematics Education. MSTAR
Shivraj, P., Bell, J., & Ketterlin-Geller, L.R. (2015). Learning from teachers’ use of MSTAR assessment data: A case study (Tech. Rep. No. 15-08). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MSTAR
Shivraj, P., Bell, J., & Ketterlin-Geller, L.R. (2015). The structural supports teachers require to implementing the MSTAR assessment system effectively: A feasibility study (Tech. Rep. No. 15-09) Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MSTAR

Technical Reports 2014

Technical Report

Project
Hatfield, C., Perry, L., Basaraba, D., Miller, S., Simon, E., & Ketterlin-Geller, L.R. (2014) Imagination station (Istation): Universal screener instrument development for grades PK-1 (Tech. Rep. No. 15-01) Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Hatfield, C., Perry, L., Basaraba, D., Miller, S.J., Simon, E., Ketterlin-Geller, L.R. (2014) Imagination station (Istation): Universal screener and inventory instruments interface development for grades PK-1 (Tech. Rep. No. 14-01) Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Zannou, Y., Shivraj, P., Howell, E., Bell, J., & Ketterlin-Geller, L.R. (2014). Elementary school students in Texas algebra ready (ESTAR): Learning progressions verification survey (Tech. Rep. No. 15-04). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 ESTAR

Technical Reports 2013

Technical Report

Project
Axel, S., Basaraba, D., Woods, D., & Ketterlin-Geller, L. (2013). Elementary school students in Texas: Algebra ready (ESTAR): Universal screener instrument development for grades 2-4. (Tech. Rep. No. 13-07). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 ESTAR

Basabara, D., Shivraj, P., Yovanoff, P., Bell, J., & Ketterlin-Geller, L. (2013). Middle school students in Texas: Algebra ready (MSTAR): Diagnostic assessment pilot study for grades 5-8. (Tech. Rep. No. 13-11). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.

 MSTAR
Basaraba, D., Yovanoff, P., Axel, S., & Ketterlin-Geller, L. (2013). Elementary school students in Texas: Algebra ready (ESTAR): Universal screener pilot study for grades 2-4. (Tech. Rep. No. 13-10). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 ESTAR
Basaraba, D., Zachary, S. C., Bell, J., & Ketterlin-Geller, L. (2013). Middle school students in Texas: Algebra ready (MSTAR): Diagnostic assessment instrument development for grades 5-8 (Tech. Rep. No. 13-05). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MSTAR
Bell, J., & Ketterlin-Geller, L. (2013). Middle school students in Texas: Algebra ready (MSTAR): Universal screener feasibility test (Tech. Rep. No. 13-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MSTAR
Bell, J., & Ketterlin-Geller, L. (2013). Middle school students in Texas: Algebra ready (MSTAR): Diagnostic assessment reports focus group (Tech. Rep. No. 13-04). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  MSTAR
Perry, L., Basaraba, D., & Ketterlin-Geller, L. R. (2013). Imagination station (Istation): Universal screener instrument development for grade 2 (Tech. Rep. No. 13-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.  Istation
Richardson, B., Zannou, Y., Axel, S., Basaraba, D., Ketterlin-Geller, L. (2013). Middle school students in Texas algebra ready (MSTAR): Universal screener instrument development for grades 5-8. (Tech. Rep. No. 13-09). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 MSTAR

Richardson, B., Zannou, Y., Axel, S., Basaraba, D., Ketterlin-Geller, L. (2013). Middle school students in Texas algebra ready (MSTAR): Universal screener blueprint development. (Tech. Rep. No. 13-08). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.

 MSTAR
Woods, D., Miller, S., Basaraba, D., & Ketterlin-Geller, L. (2013). Elementary school students in Texas: Algebra ready (ESTAR): Universal screener blueprint development. (Tech. Rep. No. 13-06). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 ESTAR
Zachary, S. C., Zannou, Y., Basaraba, D., Wasserman, N., Hill, S., & Ketterlin-Geller, L. (2013). Texas algebra ready (TXAR): Learning progressions development (Tech. Rep. No. 13-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation

Technical Reports 2012

Technical Report

Project
Hill, S., Ketterlin-Geller, L. R., & Gifford, D. B. (2012). Imagination station (Istation): Universal screener instrument development for grade 3 (Tech. Rep. No. 12-04). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Shivraj, P., Perry, L., Gifford, D. B., & Ketterlin-Geller, L. R. (2012). Imagination station (Istation): Development of teacher resources for grades 3 – 8 (Tech. Rep. No. 12-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Shivraj, P., Ketterlin-Geller, L. R., & Gifford, D. B. (2012). Imagination station (Istation): Universal screener instrument development for grade 7 (Tech. Rep. No. 12-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Shivraj, P., Ketterlin-Geller, L. R., & Gifford, D. B. (2012). Imagination station (Istation): Universal screener instrument development for grade 8 (Tech. Rep. No. 12-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation

Technical Reports 2011

Technical Report

Project
Ketterlin-Geller, L. R., & Gifford, D. B. (2011). Imagination station (Istation): Universal screener instrument development for grade 4 (Tech. Rep. No. 11-01). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Ketterlin-Geller, L. R., & Gifford, D. B. (2011). Imagination station (Istation): Universal screener instrument development for grade 5 (Tech. Rep. No. 11-02). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation
Ketterlin-Geller, L. R., & Gifford, D. B. (2011). Imagination station (Istation): Universal screener instrument development for grade 6 (Tech. Rep. No. 11-03). Dallas, TX: 51²è¹Ý, Research in Mathematics Education.
 Istation