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 Peer Reviewed Articles

Jorrín Abellán, I.M., Vasquez, A., Gaines, R. E. (2020). Co-designing research methods lesson plans in the Interactive Research Methods Lab. Electronic Journal of Educational Technology, 74, 51-71.

Chang, M., Jorrín Abellán, I.M., Wright, J., Kim, J., & Gaines, R. E. (2020). Do advanced degrees matter? A multiphase mixed-methods study to examine teachers' obtainment of advanced degrees and the impact on student and school growthGeorgia Educational Researchers, 17(1), 70-89.

Jorrín-Abellán, I.M., Koz, O., Gaines, R.E., Chang, M., Vasquez, A. (2019). Interactive Research Methods Lab: A transformative initiative to promote reflective innovation in the classroom. Proceedings of XXVII Jornadas Universitarias de Tecnología Educativa, 2019, 178-184.

Gaines, R. E., Osman, D. J., Maddocks, D. L. S., Warner, J. R., Freeman, J. L., & Schallert, D. L. (2019). Teachers’ emotional experience in professional development: Where they come from and what they can mean. Teaching and Teacher Education, 77, 53-65.

Zengilowski, A., Schallert, D. L., & the D-Team. (2018). Students discussing ideas in online spaces: Research-infused recommendations for making computer-mediated discussions productive for learning. Proceedings of the 2018 International Conference on Teaching, Assessment, and Learning for Engineering, 2018, 243-250.

Gaines, R., Choi, E., William, K. M., Park, J., Schallert, D. L., & Matar, L. (2018). Exploring possible selves through sharing small stories online: Case studies of preservice teachers in bilingual classrooms. Journal of Teacher Education, 69(3), 209-224.

Choi, E, Gaines, R., Park, J., Williams, K. M., Schallert, D. L., Yu, L.-T., & Lee, J. (2016). Small stories in online classroom discussion as resources for preservice teachers' making sense of becoming a bilingual educator. Teaching and Teacher Education, 58, 1-16.

Lineback, S., Allender, M., Gaines, R., McCarthy, C., & Butler, A. (2016). ‘They think I am a pervert': A qualitative analysis of lesbian and gay teachers’ experiences with stress at school. Educational Studies, 52, 592-613.

Williams, K. M., Park, J. H., Gaines, R. E., Choi, E.,. Lee, J. J., Matar, L., & Schallert. D. L. (2016). “I wonder if...”: The process of inquiry in support of students’ co-learning from online discussion. Literacy Research: Theory, Method, and Practice, 65(1), 365-383.

Yu, L., Schallert, D., Williams, K. M., Park, J., Seo, E., Sanders, A. J. Z., Williamson, Z., Choi, E., Gaines, R., & Knox, M. (2016). When students want to stand out: Discourse moves in online classroom discussion that reflect students’ needs for distinctiveness. Computers and Human Behavior, 58, 1-11.

Gaines, R. (2013). Self-assignment and differentiated challenge leveling in middle school writing lessons. The Primer: A Journal of the Massachusetts Reading Association, 41(2), 27-41.


Flippo, R. F., Gaines, R., Crane, K., Cook, K., & Melia, D. (2015). Studying and learning in a high stakes world: Making tests work for teachers. New York, NY: Rowman & Littlefield.