- Sondergeld, T. A., & Johnson, C. C. (2019). Development and validation of a 21st Century Skills assessment: Using an iterative multi-method approach. School Science and Mathematics Journal, 119(6), 312-326. (20% acceptance rate). DOI: 10.111/ssm.12355
- Johnson, C. C., Sondergeld, T. A., & Walton, J. (2019). A study of the implementation of formative assessment by master teachers in three large urban districts. American Educational Research Journal, 56(6), 2408-2438. (7% acceptance rate; 3.170 impact factor). DOI: 10.3102/0002831219842347
- Du, W., Liu, D., Johnson, C.C., Sondergeld, T.A., Bolshakova, V.L.J., & Moore, T.J. (2019). The impact of integrated STEM professional development on teacher quality. School Science and Mathematics Journal, 1-10. (20% acceptance rate). DOI: 10.1111/ssm.12318
- Severino, L., DeCarlo, M. J., Sondergeld, T. A., Ammar, A., & Izzetoglu, M. (2018). A validation study of an eighth grade reading comprehension assessment. Research in Middle Level Education, 41(10), 1-16. (15% acceptance rate)
- Sondergeld, T. A., Stone G. E., & Kruse, L. M. (2018). Objective Standard Setting in educational assessment and decision making. Educational Policy. (1.586 impact factor; Ranked 93/238 in Education & Educational Research). https://doi.org/10.1177/0895904818802115
- Bostic, J. D., Matney, G., & Sondergeld, T. A. (2017). A validation process for observation protocols: Using the revised SMPs Look-for Protocol as a lens on teachers’ promotion of the standards. Investigations in Mathematics. DOI: 10.1080/19477503.2017.1379894
- Johnson, C. C., Sondergeld, T. A., & Walton, J. B. (2017). A statewide implementation of the critical features of professional development: Impact on teacher outcomes. School Science and Mathematics Journal, 117(7-8), 341-349. DOI: 10.1111ssm.12251 (20% acceptance rate)
- Bostic, J. D., Sondergeld, T. A., Folger, T., & Kruse, L. (2017). PSM7 and PSM8: Validating two problem-solving measures. Journal of Applied Measurement, 18(2), 1-12.
- Knaggs, C. M., & Sondergeld, T. A. (2017). The reciprocal relationship between motivation and level of participation in a voluntary college-preparatory program. Journal of Pedagogy and Educational Management.
- Sondergeld, T. A., Lunceford, C., & Thompson, B. (2017). A comparative case study of student preparation for postsecondary education: How GEAR UP, socioeconomic status, and race influence academic and non-academic factors. Journal of Education for Students Placed at Risk (JESPAR), 22(4). DOI: 10.1080/10824669.2017.1364643 (21-30% acceptance rate)
- Knaggs, C. M., & Sondergeld, T. A. (2017). Science self-efficacy of preservice teachers in face-to-face vs. blended environments. School Science and Mathematics Journal, 117, 27-33. doi: 10.1111/ssm.12204 (20% acceptance rate)
- Milner, A. R., & Sondergeld, T. A. (2016). Gifted urban middle school students: The inquiry
continuum and the nature of science. The National Journal of Education and Practice
- Sondergeld, T. A., Johnson, C. C., & Walton, J. (2016). Assessing the impact of a statewide STEM
investment on K-12, higher education, and business/community STEM awareness over time. School Science and Mathematics Journal, 116(2), 104-110. (20% acceptance rate)
- Koskey, K. L., Sondergeld, T. A., Stewart, V. C., & Pugh, K. J. (2016). Applying the
mixed methods instrument development and construct validation process: The transformative experience questionnaire. Journal of Mixed Methods Research. (1.675 impact factor, 9/93 in Social Sciences)
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Falter Thomas, A. R., & Sondergeld, T. A. (2015). Investigating the impact of feedback
instruction: Partnering preservice teachers with middle school students to provide digital scaffolded feedback. Journal of Scholarship of Teaching and Learning, 15(4), 83-109. (25% acceptance rate)
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Bostic, J. D., & Sondergeld, T. A. (2015). Measuring sixth-grade students’ problem-solving:
Validating an instrument addressing the mathematics common core. School Science and
Mathematics Journal, 115(6), 281-291. (20% acceptance rate)
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Huziak-Clark, T.L., Sondergeld, T. A., Knaggs, C.M., & van Staaden, M. (2015). Assessing the
impact of a research-based STEM program on STEM majors’ attitudes and confidence.
School Science and Mathematics Journal, 115(5), 226-236. (20% acceptance rate)
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Knaggs, C. M., & Sondergeld, T. A. (2015). Science as a learner and as a teacher: Measuring
Science self-efficacy of elementary pre-service teachers. School Science and Mathematics
Journal, 115(3), 117-128. (20% acceptance rate)
- Koskey, K. K. L, Cain, B. A., & Sondergeld, T. A., Alvim, H. G., & Slager, E. M. (2015). A mixed-
methods investigation of factors and scenarios influencing college students’ decision to complete surveys at five mid-western universities. Mid-Western Educational Researcher, 27(1), 3-30. (21-31% acceptance rate)
- Sondergeld, T. A., Milner, A. R., & Rop, C. (2014). Evaluating teachers’ self-perceptions of their
knowledge and practice after participating in an environmental education professional development program. Teacher Development, 18(3), 281-302. (30% acceptance rate)
- Sondergeld, T. A., & Johnson, C. C. (2014). Using Rasch measurement for the development and
use of affective assessments in science education research. Science Education, 98(4), 581-613. DOI: 10.1002/sce.21118. (12% acceptance rate, 2.382 impact factor)
- Milner, A. R., Sondergeld, T. A., & Rop, C. (2014). The influence of an intensive and integrated
place-based professional development program on teachers’ views of the nature of science. Current Issues in Education, 17(1), 1-17. (22% acceptance rate)
- Sondergeld, T. A., Fischer, J. M., Samel, A. N., & Knaggs, C. (2013). Evaluating the influence of an
urban school reform effort on college readiness and access outcomes: A quasi-experimental cohort study. Journal of Education for Students Placed at Risk (JESPAR), 18, 1-21. DOI: 10.1080/10824669.2013.81837. (21-30% acceptance rate)
- Knaggs, C., Sondergeld, T. A., & Schardt, B. (2013). Overcoming barriers to college enrollment,
persistence, and perceptions for urban high school students in a college preparatory program. Journal of Mixed Methods Research. (1.912 impact factor, 4/92 in Social Sciences)
- Koskey, K. L. K., Sondergeld, T. A., Beltyukova, S. A., & Fox, C. M. (2013). An experimental study
using Rasch analysis to compare absolute magnitude estimation and categorical rating scaling as applied in survey research. Journal of Applied Measurement, 14(3), 1-20.
- Sondergeld, T. A., Beltyukova, S. A., Fox, C. M., & Stone, G. A. (2012). Using microanalytical
simulation methods in educational evaluation: An exploratory study. Mid-Western Educational Researcher, 25(1/2), 1-32. (21-30% acceptance rate)
- Drouin, M., Horner, S., & Sondergeld, T. A. (2012). Alphabet knowledge in preschool: A Rasch model analysis. Early Childhood Research Quarterly, 27, 543-554. (11-20% acceptance rate, 1.671 impact factor)
- Milner, A. R., Sondergeld, T. A., Demir, A., Czerniak, C. M., & Johnson, C. C. (2012). Elementary science teachers’ beliefs about teaching science and classroom practice: An examination of 0 pre/post NCLB testing in science. Journal of Science Teacher Education, 23(2), 111-132.
(8% acceptance rate)
- Sondergeld, T. A., & Koskey, K. L. (2011). Evaluating the impact of an urban comprehensive
school reform: An illustration of the need for mixed methods. Studies in Educational
Evaluation, 37, 94-107. (30% acceptance rate)
- Samel, A. N., Sondergeld, T. A., Fischer, J., & Patterson, N. C. (2011). The secondary school
pipeline: Longitudinal indicators of resilience and resistance in urban schools under reform. The High School Journal, 94(3), 95-118. (15% acceptance rate)
- Stone, G. E., Koskey, K. L., & Sondergeld, T. A. (2011). Comparing construct definition in Angoff and
objective standard setting models: Playing in a house of cards without a full deck. Educational and Psychological Measurement, 71(6), 942-962.
(12-15% acceptance rate, 1.158 impact factor)
- Sondergeld, T., Bell, C., & Leusner, D. (2010). Understanding how teachers engage in
formative assessment. Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 24(2), 72-86. (30% acceptance rate)
- Sondergeld, T., & Schultz, R. (2008). Science, standards and differentiation: It can be fun! Gifted Child Today, 31(1), 34-40. (30% acceptance rate)
- Sondergeld, T., Schultz, R., & Glover, L. (2007). The need for research replication: An example from
studies on perfectionism and gifted early adolescents. Roeper Review, 30(1), 19-25.
(15% acceptance rate)