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Innovation Research Park

Selected Publications

Journal Publications

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. https://doi.org/10.18260/1-2--34360

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. https://doi.org/10.18260/1-2--35171

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. https://doi.org/10.1111/ssm.12362

Melton, J., & Brobst, J.A. (2019). Elementary content specialization: What to consider. School Science and Mathematics, 119. https://onlinelibrary.wiley.com/action/downloadSupplement?doi=10.1111%2Fssm.12362&file=ssm12362-sup-0001-Supinfo.pdf

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. https://doi.org/10.1080/1046560X.2019.1573127

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 https://www.citejournal.org/volume-19/issue-1-19/science/mentoring-the-mentors-hybridizing-professional-development-to-support-cooperating-teachers-mentoring-practice-in-science

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. https://www.mathedleadership.org/pubtype/journal/

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

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 Formative Evaluation of the Norfolk Public Schools' Open Campus High School Program - September, 2015

A Meta-Analysis of Dropout Prevention Outcomes and Strategies

Troops to Teachers Grant Study 4: Technical Report 2012-2013

Understanding Teaching and Learning with Military Students in Public School Contexts: Insights from the Perspectives of Teachers

The Examination of a Pullout STEM Program for Urban Upper Elementary Students

A meta-analysis of Supplemental Educational Services provider effects

The Effect of the National Institute for School Leadership's Executive Development Program on School Performance Trends in Pennsylvania

An Examination of the Effect of a Pilot of the National Institute for School Leadership's Executive Development Program on School Performance Trends in Massachusetts

Effects of the National Institute for School Leadership's Executive Development Program on School Performance in Pennsylvania: 2006-2010 Pilot Cohort Results

Needs of Military-connected School Divisions in Southeast Virginia

The Impact of the NISL Executive Development Program on School Performance in Massachusetts: Cohort 2 Results


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