Journal Publications
Garner, J.K., Kuhn, M., Roccio, A. & Friedenreich (2025). Learning and belonging in a museum-school environmental stewardship partnership. Journal of STEM Outreach.
Chappell Moots, S., Garner, J.K., Loney, M. (2024). Broadening participation in high school physics through hands-on learning. Journal of Virginia Science Education, 16(1).
Garner, J.K. & Harris, K. (2024). Complexity and Wicked Problems in Education – Editorial Introduction. International Journal of Complexity in Education.
Ferrell, V., & Tharpe, A. (2024). Enhancing rural science education through school district–university partnership. Education Sciences. 14(7):712. DOI: 10.3390/educsci14070712
Chappell Moots, S., Garner, J.K. & Loney, M. (2023). Broadening participation in STEM through high school physics. Journal of Virginia Science Education 16 (1). Ìý
Ferrell, V. & Garner, J.K.Ìý(2023). Administrators’ capacity for supporting reform-oriented science instruction: An urban school district case study. Science Education,Ìý107 (7) 1238–1268.
Kaplan, A., Garner, J.K., Rush, A. & Smith, M. (2023). Designing for diverse museum visitors’ identity exploration around inventiveness. Frontiers in Education. 8:1078001.
Kuhn, M., Garner, J.K. & Chappell Moots, S. (2022). Validation of the Ambassador Questionnaire for undergraduate students conducting engineering outreach. International Journal of Engineering Education 38 (5), 1223-1242.
Carver, A.,ÌýGarner, J.K., Kaplan, A. & Pugh, K. (2021). Supporting transformative and self-relevant engagement at an eclipse viewing: Results from a brief intervention. International Journal of Science Education Part B: Communication and Public Engagement.
Garner, J.K., Matheny, E., Rutledge, A. & Kuhn, M. (2021). Invention education as a context for children’s identity exploration. .
Garner, J.K. & Kaplan, A. (2021). A Complex DynamicÌýSystems approach to the design and evaluation of teacherÌýprofessionalÌýdevelopment. Professional Development in Education
Garner, J.K., Hathcock, S., Vasinda, S. & Brienen, R. (2021). Advisory board decision making as collective identity exploration. International Journal of Complexity in Education 2Ìý(2).
Hathcock, S., Garner, J.K. & Kaplan, A. (2020). Examining micro-change within and among science teachers’ identities: A multiple case study. Science Education 104 (5), 827-856.
Kaplan, A.Ìý& Garner, J.K. (2020). Steps for 51³Ô¹ÏProing the Complex Dynamical Systems Approach in Educational Research: A Guide for the Perplexed Scholar. Journal of Experimental Education, 88(3), pp. 486-502.
Garner, J.K., & Kaplan, A., (2020). A Complex Systems Perspective on Policy Standards for Teacher Learning and Development. International Journal of Complexity in Education, 1,Ìý(1). Inaugural issue p.8-42.
Garner, J.K., Page, J., Inwood, A., & Carver, A. (2019). A commitment to art education and outreach: forming a Researcher-Practitioner Partnership to support diversity and inclusion at a university art museum. The Museum Review 4, (1)
Garner, J.K., Kaplan, A., Hathcock, S. & Bergey, B. (2019). Concept mapping as a mechanism for assessing science teachers’ field-based learning. Journal of Science Teacher Education 31 (1), 8-33.
Kaplan, A., Neuber, A., & Garner, J.K. (2019). An identity systems perspective on high ability in self-regulated learning. High Ability Studies 30 (1), 1-26.
Garner, J.K.Ìý& Kaplan, A. (2018). A complexÌýdynamic systems perspective on teacher learning and identity formation: A case study. Teachers and Teaching: Theory and Practice 25,
Garner, J.K., Kaplan, A., Alley, M. & Haas, C. (2018). The Emergence of an Ambassador Role Identity in Undergraduate Engineering Students. Journal of STEM Outreach 1 (1). Ìý
Hartenstine, D., & Fizzano, P., Brobst, J. A., Litzler, E., & Barber DeGraaff, R. (2020, June). CS/M Scholars Program - an NSF S-STEM Project. Paper presented at 2020 ASEE Virtual Annual Conference.
Alqudah, S., Litzler, E., Brobst, J. A., Davishahl, J., & Klein, A. G. (2020, June), S-STEM Becoming Engaged Engineering Scholars (BEES): Insights from Year 1. Paper presented at 2020 ASEE Virtual Annual Conference.
Chappell Moots, S., Porter, M., Sullivan, M., & Johnson, S. (2019). Success with Algebra: Exploring the impact of two instructional models on students and teachers. Virginia Mathematics Teacher, 46(1), 28-35.
Brobst, J.A., Markworth, K.A. (2019). Elementary content specialization: Perspectives on perils and promise. School Science and Mathematics, 119: 369- 381.
Melton, J., & Brobst, J.A. (2019). Elementary content specialization: What to consider. School Science and Mathematics, 119.
Miller, M., Hanley, D., & Brobst, J. (2019). The impacts of a research-based model for mentoring elementary preservice teachers in science. Journal of Science Teacher Education, 30(4): 357-378.
Melton, J., Miller, M., & Brobst, J. (2019). Mentoring the mentors: Hybridizing professional development to support cooperating teachers' mentoring practice in science. Contemporary Issues in Technology and Teacher Education, 19(1). Retrieved from
Markworth, K., Brobst, J., Ohana, C., & Parker, R. (2018). Exploring elementary content specialization: benefits and cautions, pitfalls and fixes. NCSM Journal of Mathematics Education Leadership, 19(2): 3-11.
Garner, J. and Chappell, S. (2018). Measuring wellbeing as students transition between schools: The psychometric properties of the Quality of Transition Instrument. Journal of At-Risk Issues, 21(2), 1-12.
Chappell, S., Arnold, P., Nunnery, J., & Grant, M. (2015). An examination of an online tutoring program's impact on low-achieving middle school students' mathematics achievement. Online Learning, 19(5), 37-53.
Garner, J.K., Arnold, P. & Nunnery, J. (2014). School-wide impact of military-connected student enrollment: Educators' perceptions. Children and Schools, 36 (1), 31-39.
Nunnery, J., Chappell, S., & Arnold, P. (2013). A meta-analysis of a cooperative learning model's effects on student achievement in mathematics. Cypriot journal of educational sciences, 8(1), 34-38.
Chappell, S., Nunnery, J., Pribesh, S., & Hager, J. (2011). A meta-analysis of Supplemental Educational Services (SES) provider effects on student achievement. Journal of education for students placed at risk, 16(1), 1-23.
Owings, W., Kaplan, L., & Chappell, S. (2011). Troops to Teachers as school administrators: A national study of principal quality. NASSP Bulletin 95(3), 212-236.
White Papers and Research Briefs
Ìý
Garner, J.K., Bodnar, C., & Barabas, R. (2024). Theoretical perspectives on motivation: Implications for entrepreneurship education research and practice. Venturewell.
Stegelin, D. & Chappell Moots, S. (2023). Mindfulness as a self-leadership strategy [White Paper]. Norfolk, VA: The Center for Educational Partnerships at Old Dominion University and Clemson, SC: Clemson University.
Chappell Moots, S., Loney, M., Garner, J., & Brobst, J. (2023). Professional development through microcredentials: Building teacher capacity to integrate computer science [White Paper]. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.Ìý
Chappell Moots, S., Garner, J.K., Loney, M. & Webster, H. (2020). Priming the STEM pipeline through high school physics [Research Brief]. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University. Access this research brief here.
Chappell Moots, S. (2020). Career and Technical Education: An evidence-based dropout prevention strategy [White Paper]. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University, commissioned by the CTE Technical Assistance Center of New York through the Successful Practices Network/National Dropout Prevention Center.
Cross, B. & Chappell Moots, S. (2020). Equitable access to quality CTE [White Paper]. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University, commissioned by the CTE Technical Assistance Center of New York through the Successful Practices Network/National Dropout Prevention Center.
Technical Reports
Chappell Moots, S. (2020). Preparing educators to serve trauma-impacted students through the Trauma Skilled Schools Model: A research brief. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell Moots, S., Carver, A., & Garner, J. (2020). Chesapeake Public Schools DoDEA Military Partners K-12 Cumulative Final Report 2015-2020. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell, S., Brobst, J. (2019). College Access Corps Impact Evaluation. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell, S., Polychronopoulos, G., Garner, J., Arnold, P., Carver, A., & Nunnery, J. (2017). Virginia Beach City Public Schools' Teaching Exceptional Students Together (TEST) Program DoDEA Military Partners K-12 Evaluation Report. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Arnold, P., Chappell, S., Nunnery, J., Perry, T., & Paiva, I. (2015). A formative evaluation of the Norfolk Public Schools' Open Campus High School Program. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell, S., O'Connor, K., Withington, C., & Stegelin, D. (2015). A meta-analysis of dropout prevention outcomes and strategies. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Attached Publications
Broadening Participation in STEM through High School Physics, April 2022
A Meta-Analysis of Dropout Prevention Outcomes and Strategies
Troops to Teachers Grant Study 4: Technical Report 2012-2013
A meta-analysis of Supplemental Educational Services provider effects
Needs of Military-connected School Divisions in Southeast Virginia