Research
SCHOLARSHIP PROFILES
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Peer Reviewed Articles
Park, H., Schallert, D. L., Williams, K. M., Gaines, R. E., Lee, J., & Choi, E. (2024). Taking a stance in the process of learning: Developing perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion. International Journal of Computer-Supported Collaborative Learning, 2024.
Adams, M., Gaines, R. E., Vasquez, A., Noland, A., Castellano, F., Gowdie, S., & Carter, P. (2023). Equalizing student and teacher: Using COVID-19 to (re)imagine curriculum. International Journals of Students as Partners.
Bass, L., & Gaines, R. E. (2023). Rethinking in-school suspension through restorative practices. Journal of Practitioner Research, 8(1).
Zengilowski, A., Lee, J. J., Gaines, R. E., Park, J. H., Choi, E., & Schallert, D. L. (2023). The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions. Linguistics and Education, 73.
Chang, M-L., Gaines, R. E., & Mosley, K. C. (2022). Effects of autonomy support, emotion regulation, and coping on teacher burnout in the era of COVID-19. Frontiers in Psychology, 13, 1-15.
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 growth. Georgia Educational Researchers, 17(1), 70-89.
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.
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.
Books and Book Chapters
Gaines, R.E., McCarthy, C. J., & Lineback, S. (2023). Proactive coping and stress vulnerability in high-stress teaching contexts. In C. J. McCarthy & R. Lambert (Eds.), Research on stress in education: Implications for the COVID-19 pandemic and beyond. IAP.
Jorrín Abellan, I. M., Gaines, R. E., Vasquez, A., Chang, M-L, Koz, O. O., & Kim, J. (2021). Developing the Interactive Research Methods Lab 4-Teachers. In A. García-Valcárcel Muñoz-Repiso & S. C. Martín (Eds.) Nuevos horizontes para la digitalización sostenible en educaión (New horizons for sustainable digitalization in education) (pp. 265-276). Dykinson.
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.
