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Research Advisory Board

Mission Statement:
The mission of the NMSA Research Advisory Board is to support National Middle School Association as a voice for middle grades education and young adolescents by advising the association regarding research-based, credible evidence. In support of NMSA's commitment to research the Research Advisory Board (a) promotes and disseminates research; (b) encourages practitioners to become more involved in inquiry as consumers, collaborators, and practitioner-researchers; (c) establishes networks with organizations that promote and conduct research about young adolescents; and (d) advocates collaborative research efforts that draw from many disciplines and reflect multiple perspectives.

Research Advisory Board members:

Micki M. Caskey, Chair Professor Portland State University	P. Gayle Andrews Associate Professor The University of Georgia
Dr. Mary Roe Professor Washington State University	Jerry W. Valentine Professor University of Missouri
Penny A. Bishop Associate Professor University of Vermont	Robert M. Capraro Associate Professor Texas A & M University
Dr. Christopher Weiss Director, Quantitative Methods in the Social Sciences Program Columbia University

Research Advisory Board short-term goals:

Serve in an advisory capacity to NMSA
Update existing and develop new NMSA Research Summaries
Develop sessions for the annual conference
Foster alliances with other middle grades organizations
Serve in an advisory role to RMLE Online

Recent work and accomplishments:

Coordinated the development of NMSA Research Summaries
Participated in the review and selection of sessions for the Research Strand
Served in an advisory capacity to the ditor of RMLE Online and reviewed manuscripts submitted for publication
Sponsored six sessions at 2007 NMSA Annual Conference, including:

What Research Says About … (3 sessions)
Research and Resources in Session (Multiple Learning and Teaching Approaches)
Spotlight on Research: Research Advisory Board Session
Pathways to Publication: Research Advisory Board Sessions

Recent publications by Research Advisory Board members:

P. Gayle Andrews

Andrews, P. G. (2008). Learn and live. Middle School Journal, 39(4), 56-63.

Andrews, P. G., & Jackson, A. W. (2007). Turning points 2000: Looking back and looking forward. Middle School Journal, 39(2), 62-68.

Andrews, P. G., Caskey, M. M., & Anfara, V. A., Jr. (2007) Research summary: Characteristics of exemplary schools for young adolescents. Westerville, OH: National Middle School Association. Available at http://www.nmsa.org/Research/ResearchSummaries/ExemplarySchools
/tabid/256/Default.aspx

Anfara, V. A., Jr., Andrews, P. G., & Mertens, S. B. (Eds.). (2005). The encyclopedia of middle grades education. Greenwich, CT and Westerville, OH: Information Age and National Middle School Association.

Jackson, A. W., Andrews, P. G., Holland, H., & Pardini, P. (2004). Making the most of middle school: A field guide for parents and others. New York: Teachers College Press.

Andrews, P. G., Pate, P. E., & Fiske, A. G. (2003). Multiple change agents work for middle grades school reform. Middle School Journal, 35(2), 31-45.

Anfara, V. A., Jr., Andrews, P. G., Hough, D. L., Mertens, S. B., Mizelle, N. B., & White, G. P. (Eds.). (2003). Research and resources in support of This We Believe. Westerville, OH: National Middle School Association.

Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents for the 21st century. New York and Columbus, OH: Teachers College Press and National Middle School Association.

Penny A. Bishop

Bishop, P., Allen-Malley, G., & Brinegar, K. (2007). Student perceptions of integration and community: Always give me a chance to shine? In S. B. Mertens, V. A. Anfara, Jr., & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 91-120). Charlotte, NC: Information Age.

Bishop, P., & Nash, R. (2007). Teaching for religious literacy in public middle schools. Middle School Journal, 38(5), 20-31.

Allen-Malley, G. & Bishop, P. (2006). Using personal memoirs of early adolescence to prepare for teaching in the middle grades. Middle School Journal, 37(3), 20-29.

Bishop, P., & Downes, J. (2006). Finding a kiwi way for the middle years: An outsiders' perspective. New Zealand's Middle Schooling Review, 1, 8-11.

Bishop, P., & Nash, R. (2006). Teaching adolescents about religious pluralism in a post 9-11 world. Journal of Religion and Education, 33(1), 26-48.

Bishop, P. (2006). The promise of visual methods in middle level research. Middle Grades Research Journal, 1(2), 33-46.

Bishop, P., Reyes, C., & Pflaum, S. (2006). Read smarter, not harder: Global reading comprehension strategies. The Reading Teacher, 60(1), 66-69.

Bishop, P., Boke, N., Pflaum, S., & Kirsch, N. (2005). "Just pretending to read": Teaching middle school students to be strategic readers. In M. M. Caskey (Ed.), Making a difference: Action research in middle level education (pp. 185-213). Greenwich, CT: Information Age.

Bishop, P., & Pflaum, S. (2005). Middle school students' perceptions of social dimensions as influencers of academic engagement. Research in Middle Level Education Online, 29(1), 1-14.

Bishop, P., & Pflaum, S. (2005). Reaching and teaching middle school learners: Asking students to show us what works. Thousand Oaks, CA: Corwin Press.

Micki M. Caskey

Caskey, M. M. (2008). (Ed.) Middle level education research annual: Middle grades teachers and teacher education. Westerville, OH: National Middle School Association.

Caskey, M. M. (2008). Comprehension strategies that make a difference for struggling readers. In S. J. Lenski & J. Lewis, Reading success for struggling adolescent learners (pp. 170-188). New York: Guilford Press.

Andrews, P. G., Caskey, M. M., & Anfara, V. A., Jr. (2007) Research summary: Characteristics of exemplary schools for young adolescents. Westerville, OH: National Middle School Association. Available at http://www.nmsa.org/Research/ResearchSummaries/ExemplarySchools
/tabid/256/Default.aspx

Caskey, M. M. (2007). (Ed.) Middle level education research annual: Engaging young adolescent learners. Westerville, OH: National Middle School Association.

Mertens, S. B., Anfara, V. A., Jr., & Caskey, M. M. (Eds.) (2007). The young adolescent and the middle school. Charlotte, NC: Information Age.

Caskey, M. M., & Ruben, B. (2007). Under construction: The young adolescent brain. In S. B. Mertens, V. A. Anfara, Jr., & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 47-72). Charlotte, NC: Information Age.

Lenski, S. D., Wham, M. A., Johns, J. L., & Caskey, M. M. (2007). Reading and learning strategies: Middle grades through high school. (3rd ed). Dubuque, IA: Kendall/Hunt.

Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents' developmental characteristics. Westerville, OH: National Middle School Association. Available at http://www.nmsa.org/Research/ResearchSummaries/DevelopmentalCharacteristics
/tabid/1414/Default.aspx

Caskey, M. M. (2006). Capturing the journey: A case of preparing a middle school teacher. Curriculum and Teaching Dialogue, 8(1-2), 255-267.

Caskey, M. M. (2006). The value of action research in middle grades education. Middle Grades Research Journal, 1(2), 47-63.

Caskey, M. M. (2006). The evidence for the core curriculum—past and present. Middle School Journal, 37(3), 48-54.

Caskey, M. M. (2005). Brain periodization. In V. A. Anfara, Jr., P. G. Andrews, & S. B. Mertens (Eds.), The Encyclopedia of Middle Grades Education (pp. 136-137). Greenwich, CT: Information Age.

Caskey, M. M. (2005). Issues in middle school curriculum and instruction. In S. J. Farenga, B. A. Joyce, & D. Ness (Eds.), Encyclopedia on Education and Human Development (pp. 529-535). Armonk, NY: M. E. Sharpe.

Whinery, B., & Caskey, M. M. (2005). Exploratory curriculum. In V. A. Anfara, Jr., P. G. Andrews, & S. B. Mertens (Eds.), The Encyclopedia of Middle Grades Education (pp. 195-199). Greenwich, CT: Information Age Publishing.

Caskey, M. M. (2003). Preparing middle level teachers in field-based cohorts. In P. G. Andrews & V. A. Anfara, Jr., (Eds.), Leaders for a Movement: Professional Preparation and Development of Middle Level Teachers and Administrators (pp. 53-76). Greenwich, CT: Information Age.

Caskey, M. M. (2002). Authentic curriculum: Strengthening middle level education. In V. A. Anfara, Jr. & S. L. Stacki (Eds.), Middle School Curriculum, Instruction, and Assessment (pp. 103-117). Greenwich, CT: Information Age.

Robert M. Capraro

Piccolo, D., Carter, T., Harbaugh, A., Capraro, M. M., & Capraro, R. M. (2008, In Press). Meaningful discourse in middle school: Linking research to practice, Journal of Advanced Academics.

Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 34, 208-216.

Ozel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics classrooms. School Science and Mathematics, 108, 80-85.

Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and in the United States. Cognition and Instruction, 26, 195-217.

Capraro, R. M., & Thompson, B. (2008). What is an educational researcher, and what kinds of research will the educational researchers of tomorrow be trained to do?, Journal of Educational Research, 101, 247-253.

Helfeldt, J., Capraro, R. M., Foster, E., & Capraro, M. M. (in press). An urban schools-university partnership that prepares and retains quality teachers for "high need" schools. The Teacher Educator.

Capraro, R. M., & Capraro, M. M. (2007). Pedagogy and curriculum: Antithetical constructs or a nexus in mathematics education? Journal of Curriculum & Pedagogy, 4(1), 34-39.

Capraro, M. M., Capraro, R. M., & Cifarelli, V. V. (2007). What are students thinking as they solve open-ended mathematics problems? In D. K. Pugalee, A. Rogerson, & A. Schnick (Eds.), Proceedings of the ninth international conference of Mathematics Education in a Global Community. (pp. 124-128). Charlotte, NC: The University of North Carolina.

Capraro, M. M., Ding, S., Matteson, S., Li, X., Capraro, R. M. (2007). Representational implications for understanding equivalence. School Science and Mathematics Journal, 107, 86-88.

Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2, 23-48.

Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27, 21-36.

Capraro, R. M. (2006). Time series in educational research. In G. Ritzer (Ed.), Blackwell encyclopedia of sociology. Malden, MA: Blackwell.

Capraro, R. M. (2006). Significance level. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics. Thousand Oaks, CA: Sage.

Capraro, R. M. (2006). (Decoding + chunking + comprehension) Reading aloud = mathematical fluency. Reading Psychology, 27, 91-93.

Carter, T. A., & Capraro, R. M. (2005). Stochastic misconceptions of pre-service teachers. Academic Exchange Quarterly, 9, 105-111.

Capraro, R. M., Capraro, M. M., Parker, D., Kulm, G., & Raulerson, T. (2005). The mathematics content knowledge role in developing preservice teachers' pedagogical content knowledge. Journal for Research in Childhood Education, 20, 108-124.

Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.

Henson, R., Capraro, R. M., & Capraro, M. M. (2004). Reporting practice and use of exploratory factor analysis in educational research journals. Research in the Schools, 11(2), 61-72.

Naiser, E. A., Wright, W. E., & Capraro, R. M. (2004). Teaching fractions: Strategies used for teaching fractions to middle grades students. Journal of Research in Childhood Education, 18, 193-198.

Capraro, R. M., Kulm, G., Hammer, M., & Capraro, M. M. (2002). The origin and persistence of misconceptions in statistical thinking. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 3; pp. 1339-1340). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Larry G. Daniel

Morris, L. K., & Daniel, L. G. (in press). Perceptions of a chilly climate: Differences in traditional and non-traditional majors for women. Research in Higher Education.

Onwuegbuzie, A. J., Daniel, L. G., & Collins, K. M. T. (in press). A meta-validation model for assessing the score_validity of student teaching evaluations. Quality & Quantity: International
Journal of Methodology.

Daniel, L. G., Onwuegbuzie, A. J., & Leech, N. L. (2007). Linear regression. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics (pp. 544-550). Thousand Oaks, CA: Sage.

Leech, N. L., Onwuegbuzie, A. J., & Daniel, L. G. (2007). Paired samples t-test (dependent samples t- test). In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics (pp. 723-726). Thousand Oaks, CA: Sage.

Onwuegbuzie, A., J., Daniel, L. G., & Leech, N. L. (2007). Spearman's rho. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics (pp. 927-933). Thousand Oaks, CA: Sage.

Onwuegbuzie, A., J., Daniel, L. G., & Leech, N. L. (2007). Measures of central tendency. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics (pp. 586-591). Thousand Oaks, CA: Sage.

Onwuegbuzie, A., J., Daniel, L. G., & Leech, N. L. (2007). Pearson product-moment correlation coefficient. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics (pp. 750-755). Thousand Oaks, CA: Sage.

Onwuegbuzie, A. J., & Daniel, L. G. (2005). Evidence-based guidelines for publishing articles in Research in the Schools and beyond. Research in the Schools, 12(2), 1-11.

Onwuegbuzie, A. J., Roberts, J. K., & Daniel, L. G. (2004). A proposed new "what if" reliability analysis for assessing the statistical significance of bivariate relationships. Measurement and Evaluation in Counseling and Development, 37(4), 229-240.

Onwuegbuzie, A. J., & Daniel, L. G. (2004). Reliability generalization: The importance of considering sample specificity, confidence intervals, and subgroup differences. Research in the Schools, 11(1), 61-71.

Mike Muir

Muir, M. (2006). Technology to improve learning: Strategies for middle level leaders. Westerville, OH: National Middle School Association.

Muir, M. (2005). Motivating underachievers. In Anfara, V. (Ed.). (2005). The Encyclopedia of Middle Grades Education. Greenwich, CT: Information Age Publishing.

Muir, M. Scott, N., & Chapdelaine, H. (2005). Technology integration. In Anfara, V. (Ed.). (2005). The Encyclopedia of Middle Grades Education. Greenwich, CT: Information Age Publishing.

Muir, M., Manchester, B., & Moulton J. (2005, Summer). Special topic: Learning with laptops. Educational Leadership Online, 62 (Turnaround Schools). Available from: http://www.ascd.org/portal/site/ascd

Muir, M., Knezek, G., & Christensen, R. (2004). The Power of One-to-One: Early Findings from the Maine Learning Technology Initiative. Learning and Leading with Technology, 32(3).

Muir, M. (2001). What engages underachieving middle school students in learning? Middle School Journal, 33(2), 37-43.

Jerry W. Valentine

Valentine, J. W., & Goodman, M. (2005). Grade configurations at the middle level. In V. A. Anfara, Jr., P. G. Andrews, & S. B. Mertens (Eds.), The encyclopedia of middle grades education (pp. 215-221). Greenwich, CT: Information Age Publishing.

Valentine, J. W. (2005). Middle Level Leadership Center. In V. A. Anfara, Jr., P. G. Andrews, & S. B. Mertens (Eds.), The encyclopedia of middle grades education (p. 282). Greenwich, CT: Information Age Publishing.

Valentine, J. W., Clark, D., Hackmann, D., & Petzko, V. (2004). A national study of leadership in middle level schools: Volume II: Leadership for highly successful middle level schools. Reston, VA: National Association of Secondary School Principals.

Valentine, J. W., Clark, D., Hackmann, D., & Petzko, V. (2002). A national study of leadership in middle level schools: Volume I: A national study of middle level leaders and school programs. Reston, VA: National Association of Secondary School Principals.

Valentine, J. W., Hackmann, D., Petzko, V., Clark, D., Nori, J., & Lucas, S. (2002). Interdisciplinary teaming: National study findings reinforce important middle level practice. NASSP Bulletin, 86(632), 33-47.

Valentine, J. W., Petzko, V., Clark, D., Hackmann, D., Nori, J., & Lucas, S. (2002). Leaders and leadership in middle level education. NASSP Bulletin, 86(631), 3-15.

Valentine, J. W., & Mogar, D. C. (1992). Middle level certification—An encouraging evolution. Middle School Journal, 24(2), 36-43.

Valentine, J. W. (1992). Principles and practices for effective teacher evaluation. Boston: Allyn and Bacon.