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Stephen J. Pape

Affiliations: 
Ohio State University, Columbus, Columbus, OH 
Area:
Curriculum and Instruction Education, Mathematics Education
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"Stephen Pape"
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Children

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Madeline R. Partlow grad student 2006 Ohio State
Iffet E. Yetkin grad student 2006 Ohio State
Clare V. Bell grad student 2009 Ohio State

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Publications

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Sharma A, Pape SJ, Templin J. (2019) Testing the Psychometric Properties of the Modeling Self-Efficacy Scale Journal of Educational Research and Practice. 9
Celedón-Pattichis S, Borden LL, Pape SJ, et al. (2018) Asset-Based Approaches to Equitable Mathematics Education Research and Practice Journal For Research in Mathematics Education. 49: 373-389
Griffin CC, Dana NF, Pape SJ, et al. (2018) Prime Online: Exploring Teacher Professional Development for Creating Inclusive Elementary Mathematics Classrooms: Teacher Education and Special Education. 41: 121-139
Pape SJ, Prosser SK. (2018) Barriers to Technology Implementation in Community College Mathematics Classrooms Journal of Computing in Higher Education. 30: 620-636
Aguirre J, Herbel-Eisenmann B, Celedón-Pattichis S, et al. (2017) Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility Journal For Research in Mathematics Education. 48: 124-147
Dana NF, Pape SJ, Griffin CC, et al. (2017) Incorporating Practitioner Inquiry into an Online Professional Development Program: The Prime Online Experience. Professional Development in Education. 43: 212-231
Herbel-Eisenmann B, Sinclair N, Chval KB, et al. (2016) Positioning mathematics education researchers to influence storylines Journal For Research in Mathematics Education. 47: 102-117
Bell CV, Pape SJ. (2014) Scaffolding the Development of Self-Regulated Learning in Mathematics Classrooms Middle School Journal. 45: 23-32
Özdemir IEY, Pape SJ. (2013) The Role of Interactions Between Student and Classroom Context in Developing Adaptive Self‐Efficacy in One Sixth‐Grade Mathematics Classroom School Science and Mathematics. 113: 248-258
Sakiz G, Pape SJ, Hoy AW. (2012) Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology. 50: 235-55
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