Capraro, M. M., Capraro, R. M., & Lewis, C. W. (Eds.). (2013). Improving urban schools: Equity and access in k-16 STEM education for all students. Charlotte, NC: Information Age

Capraro, R. M., Capraro, M. M., & Morgan, J. (Eds.) (2013). Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd Edition). Rotterdam, The Netherlands: Sense

Caskey, M. M., Andrews, P. G., Bishop, P. A., Capraro, R. M., Roe, M., & Weiss, C. (2010). Research and resources in support of This We Believe (2nd ed.). Westerville, OH: National Middle School Association.

[195][150]zel, S., Yetkiner, Z. E., Capraro R. M., & K[195][188]p[195][167][195][188], A. R., (2009). Young adolescent education in Turkey. In S. B. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents. Charlotte, NC: Information Age

Capraro, R. M., & Slough, S. W. (Eds.). (2008). Project based learning: An integrated science technology engineering and mathematics (STEM) approach. Rotterdam, The Netherlands: Sense.

Bicer, A., & Capraro R. M. (2019). Mathematics achievement in the secondary high school context of STEM and non[48]10STEM schools. School Science and Mathematics, 119, 61[48]1371. https://doi.org/10.1111/ssm.12321

.Lee, Y., Bicer, A., Kwon, H., & Capraro, R. M. (2019). Pre-service teachers[48]19 preparedness for problem posing: Pedagogical content knowledge and subject matter knowledge. Electronic International Journal of Education, Arts, and Science (EIJEAS), 4(10).

Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective mathematics engagement: A comparison of STEM PBL versus non-STEM PBL instruction. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 270-289. (.264 impact factor SCOPUS.com)

Lee, Y., Capraro, R. M., & Bicer, A. (2019) Gender difference on spatial visualization by college students[48]19 major types as STEM and non-STEM: A meta-analysis. International Journal of Mathematical Education in Science and Technology, 50, 1241-1255. DOI: 10.1080/0020739X.2019.1640398 (SJR=.371 SCOPUS)

Lyakhova, S., Capraro, R. M., & Capraro, M. M. (2019). Designing a curriculum based on four purposes: Let mathematics speak for itself. Journal of Curriculum Studies, 51, 513-529. (.834 impact factor SCOPUS.com) DOI 10.1080/00220272.2019.1594389

Ortiz, N., Capraro, M. M., & Capraro, R. M. (2019). Does it really matter?: Exploring cultural relevance within a majority White classroom. Journal of Negro Education, 87(4), 404-419. DOI: 10.7709/jnegroeducation.87.4.0404 (.196 impact factor SCOPUS.com)

*Kopparla, M., Bicer, A., *Vela, K., *Lee, Y., *Bevan, D., *Kwon, H., * *Caldwell, C., Capraro, M. M., & Capraro, R. M. (2018). The effects of problem-posing intervention strategies on elementary students' problem solving. Educational Studies. 1-18.

Kopparla, M., Bicer, A., *Vela, K., *Lee, Y., *Bevan, D., *Kwon, H., * *Caldwell, C., Capraro, M. M., & Capraro, R. M. (2018). The effects of problem-posing intervention strategies on elementary students' problem solving. Educational Studies. 1-18. DOI: 10.1080/03055698.2018.1509785. Available online first September 2018. (IF = .581; SRJ =.390)

Lee, Y., Capraro, M. M., & Capraro, R. M., & Bicer, A. (2018). A meta-analysis: Improvement of algebraic reasoning through metacognitive training. International Education Studies, 11(10), 42-49. DOI:10.5539/ies.v11N10P42

*Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics teachers[48]19 subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal of Mathematics Education. (.153 impact factor SCOPUS.com)

Maldonado, S. I., Mosqueda, E., Capraro, R. M., & Capraro, M. M. (2018). Language minority students[48]19 mathematics achievement in urban schools: Coursework, ethnicity, and English-language proficiency. Perspectives on Urban Education, 15(1), urbanedjournal.gse.upenn.edu/archive/volume-15-issue-1-summer-2018

Sahin, A., Willson, V., & Capraro, R. M. (2018). Comparisons of Student's Mathematics and Reading Achievement in Texas: Public versus Charter Schools. Journal of Research in Science, Mathematics and Technology Education, 1(1), 2-28

Young, J., Capraro, M. M., Capraro, R. M., & Cason, M. (2018). Every student can[48]19t succeed if every voice is not heard: Equity perspectives from STEM educators. Teachers College Record, 120(13), http://www.tcrecord.org/library ID Number 22350(SJR, .953)

Bevan, D. M., Vela,K. M., Burlbaw, L. M., Capraro, R. M. (2017). Roaring Twenties: What did it take to be a Math Teacher?. Electronic International Journal of Education, Arts, and Science (EIJEAS), 3(6).

Bicer, A., & Capraro, R. M., (2017). Longitudinal effects of technology integration and teacher professional development on students[48]19 mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 815-833. (.903 impact factor Thompsons) DOI: 10.12973/eurasia.2017.00645a

Bicer, A., Capraro, R. M., Capraro, M. M. (2017). Hispanic students' mathematics achievement in the context of their high school types as STEM and non-STEM schools.International Journal of Mathematical Education in Science and Technology.]DOI: 10.1080/0020739X.2017.1410735

Bicer, A., Capraro, R. M., & Capraro, M. M. (2017). Integrated STEM assessment model. International Journal of Education in Mathematics, Science, and Technology, 13(7), 3959-39685. DOI:10.12973/Eurasia.2017.00766a

*Capraro, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y. S., Young, J., & Young, J. (2017). Developing a useful and integrative STEM disciplinary language. International Journal of Education in Mathematics, Science and Technology, 6(1), 1-11. DOI: 10.18404/ijemst.31232 (.428 impact factor SCOPUS.com)

*Craft, A. M., & Capraro, R. M. (2017). Science, technology, engineering, and mathematics project-based learning: Merging rigor and relevance to increase student engagement. Electronic International Journal of Education, Arts, and Science, 3(6)

*Godwin, A. J., Capraro, M. M., Rupley, W. H., & Capraro, R. M. (2017). Meta-synthesis of factors that contribute to a child's initial communication development and previously identified effects of reading mathematics storybooks to toddlers and preschoolers. Child Development Research, 2017,1-10. https: doi.org/10.1155/2017/4506098

Hill, K. K., Bicer, A., & Capraro, R. M. (2017). Effect of teachers[48]19 professional development from MathForwardTM on students[48]19 math achievement. International Journal of Research in Education and Science, 3(1), 67-74.

Nite, S. B.,Capraro, M. M., Capraro, R. M., & *Bicer, A. (2017). Explicating the characteristics of STEM teaching and learning: A meta-synthesis. Journal of STEM Teacher Education, 52(1), 31-53.

17.Capraro, R. M., Capraro, M. M., Morgan, J., Scheurich, J., *Jones, M., *Huggins, K., Corlu, S. M., *Han, S. Y., & *Younes, R. (2016) The impact of sustained professional development in STEM in a diverse urban district. Journal of Educational Research, 109(2), 181-196. DOI 10.1080/00220671.2014.936997. Manuscript ID 03-13-298.R2. (IF = .847).

Capraro, R. M., Capraro, M. M., Barroso, L. R., & Morgan, J. R. (2016). Through biodiversity and multiplicative principles Turkish students transform the culture of STEM education. International Journal of STEM, 4(1), 1-8.

Capraro, R. M., Capraro, M. M., Morgan, J., Scheurich, J., *Jones, M., *Huggins, K., Corlu, S. M., *Han, S. Y., & *Younes, R. (2016) The impact of sustained professional development in STEM in a diverse urban district. Journal of Educational Research, 109(2), 181-196. DOI 10.1080/00220671.2014.936997. Manuscript ID 03-13-298.R2. (IF = .847)

*Erdogan, N., *Navruz, B., *Younes, R., & Capraro, R. M. (2016). Viewing how STEM PBL influences student[48]19s science learning through the implementation lens: Latent growth modeling. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2139-2154.

*Godwin, A., Rupley, W., Capraro, R. M., & Capraro, M. M. (2016). Reading and math: Creating a family environment for reading. Journal of Education and Learning, 5(1), 44-59

Godwin, A., Rupley, W. H., Capraro, R. M. & Capraro, M. M. (2016). Reading and mathematics bound together: Creating a home environment for preschool learning. Journal of Education and Learning, 5(1), 44-59, doi: http://dx.doi.org/10.5539/jel.v5nlpp.44

*Han, S., *Rosli, R., Capraro, M. M., & Capraro, R. M. (2016). The effect of science, technology, engineering and mathematics (STEM) project based learning (PBL) on students' achievement in four mathematics topics. Journal of Turkish Science Education, 13, 3-29. doi: 10.12973/tused.10168a (SJR = .202)

*Han, S. Y., Capraro, R. M., & Capraro, M. M. (2016). How science, technology, engineering, and nathematics project based learning affects high-need students in the U.S. Learning and Individual Differences, 51,157-166. (IF = 1.631-(2015)

*Kopparla, M., & Capraro, R. M. (2016). The brilliance of Black children in mathematics beyond the numbers and toward new discourses. Teachers College Record, http://www.tcrecord.org/Content.asp?ContentId=20051

*Oner, A. T., Capraro, R. M., & Capraro, M. M. (2016). The effect of T-STEM designation on charter schools: A longitudinal examination of students mathematics achievement. Sakarya University Journal of Education, 6(2), 80-96.

*Oner, A. T., Nite, S. B., Capraro, R. M., & Capraro, M. M. (2016). From STEM to STEAM: Students' beliefs about the use of their creativity. The STEAM Journal, 2(2), Article 6. DOI: 10.5642/steam.20160202.06

12.*Corlu, M. S., Capraro, R. M., & [199]orlu, M. A. (2015). Investigating the mental readiness of pre-service teachers for integrated teaching. International Online Journal of Educational Sciences, 7(1), 17-28.

*Bicer, A., *Boedeker, P., Capraro, R. M., & Capraro, M. M. (2015). The effects of STEM PBL on students' mathematical and scientific vocabulary knowledge. International Journal of Contemporary Educational Research, 2(2), 69-75

*Bicer, A., *Navruz, B., Capraro, R. M., Capraro, M. M., *Oner, T. A., & *Boedeker, P. (2015). STEM schools vs. non-STEM schools: Comparing students' mathematics growth rate on high-stakes test performance. International Journal of New Trends on Education and Their Implications, 6(1), 138-150

Booth, E. A., Capraro, M. M., Capraro, R. M., Chaudhuri, N., Dyer, J., & Marchbanks, M. P. (2015). Innovative developmental education programs: A Texas model. Journal of Developmental Education, 36, 2-10, 18

*Cetin, S. C., Corlu M. S., Capraro M. M., & Capraro R. M. (2015). A longitudinal study of the relationship between mathematics and science: The case of Texas. International Journal of Contemporary Educational Research, 2(1), 13-21

Corlu, M. S., Willson, V. L., Capraro, R. M., & Corlu, M. A. (in press). An exploratory study of integrated Teaching knowledge and STEM teacher education programs in Turkey. Education Sciences: Theory and Practice

*Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service tachers' implementation and understanding of STEM project based learning. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 63-76

Helfeldt, J.P., Capraro, M.M., Capraro, R. M. & Scott, C. (2015). Full-time teaching internships: A public school-university partnership designed to increase teacher retention in urban area schools. Journal of Education and Human Development, (4) 2, 1, DOI: 10:15640/jehd.v4n2_1a1.

*Navruz, B., Capraro, R. M., *Bicer, A., & Capraro, M. M. (2015). A review of higher-order factor analysis interpretation strategies. Journal of Measurement and Evaluation in Education and Psychology, 6(1), 72-94

*Oner, A.T., Navruz, B., & Capraro, R.M. (2015). Developing a macroscopic lens into middle school reform: Psychometric properties of the AMLE SIA. International Journal of Contemporary Educational Research, 2(2), 89-103

*Sahin, A., Oren, M., Willson, V., Hubert, T., & Capraro, R. M. (2015). Longitudinal analysis of T-STEM academies: How do Texas inclusive STEM academies (T-STEM) perform in mathematics, science, and reading? International Online Journal of Educational Sciences, 7(4), 1-10.

Bicer, A., Capraro, M. M., & Capraro, R. M. (2014). Integrating writing into mathematics classroom as one communication factor. The Online Journal of New Horizons in Education, 4(2), 58-67.

Bicer, A., Capraro, R. M., & Capraro, M. M. (2014). Pre-service teachers[48]19 linear and quadratic inequalities understandings. International Journal for Mathematics Teaching and Learning

*Bicer, A., *Navruz, B., Capraro, M. M., & Capraro, R. M. (2014). STEM schools vs. non-STEM schools: Comparing students mathematics state based test performance. International Journal of Global Education, 3(3), 8-18

Capraro, M. M., Capraro, R. M., & Jones, M. (2014). Numeracy and algebra: Path to full participation in community society? Reading Psychology, 35(5), 422-436

Capraro R. M., & Han, S. (2014). STEM: The education frontier to meet 21st century challenges. Middle Grades Research Journal, 9(3).

Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2014). In-service teachers implementation and understanding of project based learning in science, technology, engineering, and mathematics fields: A mixed analysis. EURASIA Journal of Mathematics, Science & Technology Education, 10(6), 219-227

Han, S. Y., Capraro, R. M., & Capraro, M. M. (2014). How science, technology, engineering, and mathematics (STEM) project based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 1-25

*Navruz, B., *Erdogan, N., *Bicer, A., Capraro, R.M., & Capraro, M. M. (2014). Would a STEM school [48]18by any other name smell as sweet[48]19? International Journal of Contemporary Educational Research, 1(2), 67-75.

Oner, A. T., Navruz, B., Bicer, A., Peterson, C. A., Capraro, R. M., & Capraro, M. M. (2014). T-STEM academies[48]19 academic performance examination by education service centers: A longitudinal study. Turkish Journal of Education, 3(4), 4-14.

Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227-241.

Bicer, A., Capraro, M. M., & Capraro, R. M. (2013). The effects of parent[48]19s SES and educationlevel on students' mathematics achievement: Examining the mediation effects of parental expectations and parental communication. The Online Journal of New Horizons in Education, 3(4), 89-97

Bicer, A., Capraro, R. M., & Capraro, M. M. (2013). Integrating writing into mathematics classrooms to increase students' problem solving skills. International Online Journal of Educational Sciences, 5(2), 361-369

Bicer, A., Capraro, R. M., & Capraro, M. M. (2013). The journey of a middle school student: Explorations of mathematics private tutoring in school life. Sakarya University Journal of Education, 3(3), 123-136

*Erdogan, N., Corlu, M. S., & Capraro, R. M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation literacy skills? International Online Journal of Educational Sciences, 5(1), 1-9

Rosli, R., Han, S., Capraro, R. M. & Capraro, M. M. (2013). Exploring preservice teachers' computational and representational knowledge of content and teaching fractions. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 17(4), 221-241

Capraro, M. M., Capraro, R. M., & Cifarelli, V. (2012). Open-ended problem solving tasks for pre-service middle-grades teachers that elicit mathematical reasoning. International Journal of University Teaching and Faculty Development, 2(2), 99 - 120

Capraro, R. M., Capraro, M. M., Younes, R., Han, S. Y., & Garner, K. (2012). Changes in equality problem types across four decades in four second and sixth grade textbook series. Journal of Mathematics Education. 5, 166-186

Ding, M., Li. X., Capraro, M.M., & Capraro, R. (2012). Supporting meaningful initial learning of the associative property: Cross-cultural differences in textbook presentations. International Journal for Studies in Mathematics Education, 5(1), 114-130

Matteson, S., Capraro, M. M., Capraro, R. M., & Lincoln, Y. S. (2012). Extricating justification scheme theory in middle school problem solving. Investigations in Mathematics Learning.5(1), 38-62

Matteson, S., Capraro, M.M., Capraro, R.M., & Lincoln, Y.S. (July, 2012). Extricating justification scheme theory in middle school mathematical problem solving. Investigations in Mathematics Learning, 5:1, 38-62

Sahin, A., Erdogan, N., Morgan, J., Capraro, M., M., & Capraro, R. M. (2012). The effects of high school course taking and SAT scores on college major selection. Sakarya University Journal of Education, 2(3), 96-109

Stearns, L. M., Morgan, J., Capraro, M. M., & Capraro, R. M. (2012). A teacher observation instrument for PBL classroom instruction. Journal of STEM Education: Innovations and Research, 13(3), 25-34

Capraro, R. M., Capraro, M. M., & Rupley, W. (2011). Reading enhanced word problem solving (REPS): A theoretical model. European Journal of Psychology of Education.

Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2011). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66

*Capraro, R. M., Yetkiner, Z. E., Ozel, S., Corlu, M. S., Capraro, M. M., Ye, S., & Kim, H. G. (2011). An international perspective between problem types in textbooks and students' understanding of relational equality. Mediterranean Journal for Research in Mathematics Education: An International Journal, 10, 187-213

*Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing algorithmic computations with the help of science: A Turkish middle and high grades study. Turkish Online Journal of Educational Technology, 10(2), 72-81

*Han, S. Y., Rosli, R., Capraro R. M. & Capraro, M. M. (2011). The textbook analysis on probability: The case of Korea, Malaysia, and U. S. textbooks. Journal of the Korea Society of Mathematics Education Series D: Research in Mathematical Education, 15(2), 127-140

**Muzheve, M. T., & Capraro, R. M. (2011). An exploration of the role natural language and idiosyncratic representations in teaching how to convert among fractions, decimals, and percents. Journal of Mathematical Behavior

**Piccolo, D., Capraro, R. M., & Capraro, M. M. (2011). Student teachers' general and content-specific pedagogical development within a mathematics milieu. Middle Grades Research Journal, 5(4), 169-183.

*Zientek, L. R., Carter, T. A., Taylor, J. M., Capraro, R. M. (2011). Preparing prospective teachers: An examination of attitudes toward statistics. The Journal of Mathematical Sciences and Mathematics Education, 5, 25-38

Capraro, M. M., Capraro, R. M., Carter, T., & Harbaugh, A. (2010) Questioning, curiosity, and representing: What makes a difference mathematically in middle-school classrooms? Research in Middle level Education Online, 34(4), 1-19

Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates' perceived level of competence? Teacher Education Quarterly, 37(1), 131-154.

Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical misunderstandings. Journal of Mathematics Education, 3(2), 58-66.

Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., zel, S., Kim, H. G., & Kk, A. R. (2010). An international comparison of the equal sign: An update. Psychological Reports, 106(1), 49-53.

Corlu, M. S., Burlbaw, L. M., Capraro, R. M., Corlu, M. A., & Han, S. (2010). "The Ottoman Palace School Enderun and the Man with Multiple Talents, Matrakci Nasuh," Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 14,1: 19--31.

Piccolo, D., Capraro, M. M., & Capraro, R. M. (2010). Mentoring urban interns: Amalgamation of experiences in the formation of mathematics teachers. The Teacher Educator, 45(1), 37-53.

Capraro, R. M., Burlbaw, L.M., and L. R. Zietek. (2009). "Content and pedagogical knowledge in Colorado teachers' mathematics exams at the turn of the 20th century," Curriculum History 2009: 158-174.

Capraro, R. M., & Capraro, M. M. (2009). Quantitative reporting practices in middle-grades research journals: Lessons to learn. Middle Grades Research Journal, 4(2), 1-10.

Capraro, R., Young, J., Lewis, C., Yetkinker, E. & Woods, M. (2009). An examination of math achievement and growth in a Midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 49-65.

Denton, J., Davis, T., Capraro, R., Smith, B., Beason, L., Graham, D., & Strader, A. (2009). Examining applicants for admission and completion of an online teacher certification program. Journal of Educational Technology & Society, 12(1), 214-219.

Denton, J. J., Davis, T. J., Capraro, R. M., Smith, B. L., Beason, L., Graham, D., & Strader, R. A. (2009). Examination of applicant profiles for admission into and completion of an online secondary teacher certification program. Educational Technology & Society, 12(1), 214-229.

Helfeldt, J., Capraro, R. M., Capraro, M. M., Foster, E. S., & Carter, N. (2009) An urban schools-university partnership that prepares and retains quality teachers for "high need" schools, The Teacher Educator, 44 1-20.

[214]zel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics classrooms. School Science and Mathematics, 108, 80-85.

Capraro, R. M., & Thompson, B. (2008). The educational researcher defined: What will future researchers be trained to do? Journal of Educational Research, 101, 247-253

Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and in the United States. Cognition and Instruction, 26, 195-217.

Piccolo, D., Carter, T., Harbaugh, A., Capraro, M. M., & Capraro, R. M. (2008). Quality of instruction: Examining discourse in middle school mathematics instruction. Journal of Advanced Academics, 19, 376-410.

Yetkiner, Z. E., Anderoglu, H. Y., & Capraro, R. M. (2008). Research summary: Project-based learning in mathematics. Retrieved January 2, 2008, from http://www.nmsa.org/Research/ResearchSummaries/ProjectBasedLearninginMath/tabid/1570/Default.aspx

Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 34, 208-216.

Capraro, M. M., Ding, S., Matteson, S., Li, X., & Capraro, R. M. (2007). Representational implications for understanding equivalence. School Science and Mathematics Journal, 107, 86-88.

Capraro, R. M., & Capraro, M. M. (2007). Pedagogy and curriculum: Antithetical constructs or a nexus in mathematics education? Journal of Curriculum and Pedagogy, 4(1), 34-39.

Capraro, R. M., Capraro, M. M., Ding, M., & Li, X. (2007). Thirty years of research: Current interpretations of the equal sign. Psychological Reports, 101, 784-86.

Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2(1), 23-48.

Beal, G. Sulentic, M.M., & Capraro, R.M. (2006). How do literacy experiences affect the teaching propensities of elementary pre-service teachers? Reading Psychology, 27, 235-255.

Capraro, R.M. (2006). (Decoding + Chunking + Comprehension) ^ Reading Aloud = mathematical fluency. Reading Psychology, 27, 1-3.

Capraro, R.M., & Capraro, M.M. (2006). Are you really going to read us a story? Learning Geometry through children's mathematics literature. Reading Psychology, 27, 21-36.

Capraro, M.M., Kulm, G., & Capraro, R.M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.

Capraro, R., Capraro, MM, Parker, D., Kulm, G., & Raulerson, T. (2005). The Mathematic Content Knowledge Role in Developing Preservice Teachers' Pedagogical Content Knowledge, Journal for Research in Childhood Education, 20, 108-124.

Carter, T.A., & Capraro, R.M. (2005). Stochastic misconceptions of pre-service teachers, Academic Exchange Quarterly, 9, 105-111.

Zientek, L. R., Kadhi, T., & Capraro, R. M. (2005). Analysis of the literature on alternative certification programs, Academic Exchange Quarterly, 9, 121-125.

Capraro, R.M. (2004). Statistical significance, effect size reporting, and confidence intervals: Best reporting strategies. Journal for Research in Mathematics Education, 35, 57-62.

Henson, R., Capraro, R.M., & Capraro, M.M. (2004). Reporting practice and use of exploratory factor analysis in educational research journals. Research in the Schools, 11(2), 61-72.

Naiser, E.A., Wright, W.E., & Capraro, R.M. (2004). Teaching fractions: Strategies used for teaching fractions to middle grade students. Journal of Research in Childhood Education, 18, 193-198.

Capraro, M.M. & Capraro, R.M. (2003). Exploring the impact of the new APA 5th Edition Publication Manual on the preferences of journal board members. Educational and Psychological Measurement, 63, 554-565.

Capraro, R.M., & Capraro, M.M. (2002). Myers-Briggs Type Indicator score reliability across studies: A meta-analytic approach. Educational Psychological Measurement, 62, 590-602.

Capraro, R. M., & Capraro, M. M. (2002). Treatments of effect sizes and statistical significance tests in textbooks. Educational and Psychological Measurement, 62, 771-782.

Capraro, M. M., & Capraro, R. M. Bigger is not better: Seeking parsimony in canonical correlation analysis via variable deletion strategies. (2001). Multiple Linear Regression Viewpoints, 27(2), 24-33.

Capraro, M.M., Capraro, R.M., & Hensen, R. (2001). Measurement error of scores on the mathematics anxiety rating scale across studies. Educational and Psychological Measurement 61(3), 373-386.

Capraro, R. M., & Capraro, M. M. (2001). Commonality analysis: Understanding variance contributions to overall canonical correlation effects of attitude toward mathematics on geometry achievement. Multiple Linear Regression Viewpoints, 27(2), 16-23.

David, H. L., & Capraro, R. M. (2001). Strategies for teaching in heterogeneous environments while building a classroom community. Education, 122(1), 80-86.

Bicer, A., Nite, S. B., Capraro, R., M., & Capraro, M., M. (2016). Assessment techniques in mathematics: A literature review. In R. V.Nata (Ed.), Progress in education, Volume 39 (pp. 270-288). Haulage, NY:Nova Science Publishers.

Capraro, R. M., Burlbaw, L. M., Zientek, L. R. (2016). Content and pedagogical knowledge in Colorado teachers[48]19 mathematics exams at the turn of the 20th century. In L. M. Burlbaw & D. Morowski (Eds.), Reflections on People, Policy, and Practices in Curriculum History

Capraro, R. M., & Navruz, B. (2015). Time series in educational research. In G. Ritzer (Ed.), Blackwell encyclopedia of sociology (2nd Edition). Malden, MA: Blackwell.

Rosli, R., Capraro, M. M., Goldsby, D., Gonzalez y Gonzalez, E., Onwuegbuzie, A. J., & Capraro, R. M. (2015). Middle grade preservice teachers' mathematical problem solving and problem posing. In F. M. Singer, N. Ellerton, & J. Cai (Eds.). Mathematical problem posing: From research to effective practice (pp.333-354). New York, NY:

Capraro, R. M. (2014). Mathematics assessment for special needs students. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed., pp. 1625). Hoboken, NJ: John Wiley and Sons.

5.Capraro, R. M., & Slough, S. (2013). Why PBL? Why STEM? Why now? An introduction to STEM. Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.) Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd Edition, pp. 1-6). Rotterdam, The Netherlands: Sense.

Capraro, R. M., & Corlu, M. S. (2013). Changing views on assessment for STEM project-based learning. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.) Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd Edition, pp. 109-118). Rotterdam, The Netherlands: Sense

Capraro, R. M., & Slough, S. (2013). Why PBL? Why STEM? Why now? An introduction to STEM. Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.) Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd Edition, pp. 1-6). Rotterdam, The Netherlands: Sense

Muzhave, M., Capraro, M. M., & Capraro, R. M. (2013) The private sector, building STEM partnerships, and moving models forward. In M. M. Capraro, R. M. Capraro, & C. W. Lewis (Eds.). Improving urban schools: Equity and access in k-16 STEM education for all students (pp. 25-38). Charlotte, NC: Information Age

Rupley, W., Capraro, R. M., & Capraro, M. M. (2011). Theorizing an integration of reading and mathematics: Solving mathematical word problems in the elementary grades. LEARNing Landscapes, Special issue: Mind, Brain and Education, 5, 227-250

Capraro, R. M., & Capraro, M. M. (2010). Quantitative reporting practices in middle-grades research journals: Lessons to learn. In D. Hough (Ed.), Research supporting middle grades practice (pp. 79-89). Charlotte, NC: Information Age. (Best Paper- Reproduced as a chapter in edited volume).

Capraro, R. M., & Yetkiner, Z. E. (2010). P-value. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1143-1148). Thousand Oaks, CA: Sage.

Malmros, C., & Capraro, R. M. (2010). Settling the west faster and safer. In R. Capraro, M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project based learning: For teachers by teachers (pp. 79-86). Rotterdam, The Netherlands: Sense

Capraro, M. M., Capraro, R. M., Harbaugh, A., Cifarelli, V., Pugalee, D., & Lamm, M. (2009). Developing proportional reasoning across ideas of equality. In J. Novotna & H. Moraova (Eds.), Proceedings of the International Symposium Elementary Mathematics Teaching (pp.267-269). Prague, Czech Republic: Charles University.

Capraro, R. M., & Slough, S. (2008). Why PBL? Why STEM? Why now? An introduction to project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. In R. M. Capraro & S. W. Slough (Eds.), Project based learning: An integrated science technology engineering and mathematics (STEM) approach (pp. 1-6). Rotterdam, The Netherlands: Sense.

Capraro, R. M., & Yetkiner, Z. E. (2008). New views on assessment in STEM PBL. In R. M. Capraro & S. W. Slough (Eds.), Project based learning: An integrated science technology engineering and mathematics (STEM) approach (pp. 171-186). Rotterdam, The Netherlands: Sense.

Capraro, R. M., & Yetkiner, Z. E. (2008). Teachers' role in developing representational fluency in middle grades. In G. Kulm (Ed.), Teacher knowledge and practice in middle grades mathematics (pp. 273-286). Rotterdam, The Netherlands: Sense.

Kulm, G., & Capraro, R. M. (2008). Textbook use and student learning of number and algebra ideas in middle grades. In G. Kulm, (Ed.), Teacher knowledge and practice in middle grades mathematics (pp. 255-272). Rotterdam, The Netherlands: Sense.

Yetkiner, Z. E., & Capraro, R. M. (2008). Factors influencing the implementation of STEM PBL. In R. M. Capraro & S. W. Slough (Eds.), Project based learning: An integrated science technology engineering and mathematics (STEM) approach (pp. 79-90). Rotterdam, The Netherlands: Sense.

Capraro, M. M., Capraro, R. M., & Cifarelli, V. V. (2007). What are students thinking as they solve open-ended mathematics problems? In D. K. Pugalee, A. Rogerson, & A. Schnick (Eds.), Proceedings of the ninth international conference of Mathematics Education in a Global Community. (pp. 124-128). Charlotte, NC: The University of North Carolina.

Capraro, R. M. (2006). Significance level. In N. J. Salkind (Ed.), Encyclopedia of Measurement and Statistics. Thousand Oaks, CA: Sage.

Capraro, R. M. (2006). Time series in educational research. In G. Ritzer (Ed.), Blackwell Encyclopedia of Sociology. Malden, MA: Blackwell Publishing.

Capraro, R.M. & Capraro, M.M. (1998). Teacher Talk. In Middle School Math Courses 1 & #, Scott Foresman-Addison Wesley: Chicago, IL.

Young, J. L., Young, J. R., & Capraro, R. M. (2017). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review. 1-21. DOI 10.1007/s11256-017-0434-9 (.740 impact factor SCOPUS.com)

*Oner, A. T., & Capraro, R. M. (2016). Is STEM academy designation synonymous with higher student achievement? Egitim ve Bilim-Education and Science, 41(185), 1-17. doi:10.15390/EB.2016.3397. (.254 impact factor Thompsons)

Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age on innovation. Egitim ve Bilim-Education and Science, 39(171), 74-85.

Capraro, M. M., Capraro, R. M., Yetkiner, Z. E., Rangel-Chavez, A. F., & Lewis, C. W. (2010). Examining Hispanic-students mathematics performance on high-stakes tests: An examination of one urban school district in Colorado. Urban Review, 42(3), 193-209.

Capraro, R. M., Capraro, M. M., Rupley, W. H., & Slough, S. W. (2010). The confluence of reading and mathematics strategies to enhance mathematical cognition. Policy Brief.