As discussed in the preceding post, scholarship that is recognized by others through the citation and referencing process is one of the hallmarks of a strong career in academia because it brings recognition to a University and to a Department.
I feel blessed to have had the opportunity to work with many amazing scholars and academics over my career in which we produced ideas considered seminal research today by external reviewers in a couple of different fields.
Seminal research is a term that describes an ability to come up with original research that is highly influential and cited by others in peer-reviewed journals and at scientific conferences. It is scholarship that provides a solid basis for future research and development in either a scientific and/or professional field.
One of the published articles I co-authored which has influenced the field of Education is titled: “Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms.”
This article was originally published in the Journal of Educational Research. To date, our article has been cited over 20 times in peer-reviewed journal publications as well as in book chapters, conferences and most recently three times in 2013 in a Ph.D. dissertation, an International journal article as a well as a National journal article.
To read the full text version of my article click here: Journal of Educational Research peer-reviewed publication.
Below is a list of some of the peer-reviewed publications where our study has been cited:
Cecil, N. L., & Pfeifer, J. (2011). The art of inquiry: Questioning strategies for K-6 classrooms. Portage & Main Press.
De Vries, B. (2004). Opportunities for reflection: E-mail and the web in the primary classroom. (Doctoral dissertation, University of Twente, The Netherlands).
Dopson, B. G. (2010). From monologue to dialogue: A teacher training to enhance effective student engagement and learning. (Doctoral dissertation, University of North Florida).
Dussiaume, J., Atkinson, H., Bacon, E., Beer, J., Boychuk, H., Clark, M., & Lopez, M. (2005). Developing Mathematical Literacy: Targeted Implementation and Planning Supports for Revised Mathematics (TIPS4RM) for Grades 7, 8, 9 Applied and 10 Applied Math. Ontario, Canada.
Gillies, R. M., Nichols, K., Burgh, G., & Haynes, M. (2013). Primary students’ scientific reasoning and discourse during cooperative inquiry-based science activities. International Journal of Educational Research.
Jao, L. (2013). Perceptions, Pedagogies, and Practices: Teacher Perspectives of Student Engagement in Grade 9 Applied Mathematics Classrooms (Doctoral dissertation, University of Toronto).
Kellough, R. D., & Jarolimek, J. (2007). Teaching and learning K-8: A guide to methods and resources. Prentice Hall.
Kaur, B., & Benedict, T. M. (2007). Using teacher questions to distinguish pedagogical goals: A case study of three Singapore teachers. Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore.
Matthiesen, E. A. (2006). Teacher questioning: effect on student communication in middle school algebra mathematics classrooms (Doctoral dissertation, Texas A&M University).
Maclellan, E. (2004). Initial knowledge states about assessment: Novice teachers’ conceptualisations. Teaching and Teacher Education, 20(5), 523-535.
Morin, G. (2003). Does sex matter? Gender-related beliefs of male and female junior high school math teachers. Monograph, International Educational Administration and Policy Analysis School.
Sakadolskis, E. A. (2003). The use of figurative language in the construction of musical meaning: A case study of three sixth grade general music classes. Unpublished doctoral dissertation, University of Maryland.
Sejnost, R. L. (Ed.). (2009). Tools for Teaching in the Block. Corwin Press.
Sideridis, G. D., Antoniou, F., & Padeliadu, S. (2008). Teacher biases in the identification of learning disabilities: An application of the logistic multilevel model. Learning Disability Quarterly, 199-209.
Sorto, M. A., Mccabe, T., Warshauer, M., & Warshauer, H. (2009). Understanding the value of a question: An analysis of a lesson. Journal of Mathematical Sciences and Mathematics Education, 4(1), 50-60.
Ursini, S., Ramirez, M. P., Rodriguez, C., Trigueros, M., &
Lozano, M. D. (2010). Studies in Mexico on gender and Mathematics (book chapter) in International Perspectives on Gender and Mathematics Education, 147.
Vogler, K. E. (2005). Improve your verbal questioning. The Clearing House, 79(2), 98-103.
Voyles, M. M., Fossum, T., & Haller, S. (2008). Teachers respond functionally to student gender differences in a technology course. Journal of Research in Science Teaching, 45(3), 322-345.
Wong, P. H., et al. The vicissitudes of student engagement in junior. Analysis, 23, 171-191.
Yang, M. (2006). A critical review of research on questioning in education: Limitations of its positivistic basis. Asia Pacific Education Review, 7(2), 195-204.