Publications
I am committed to making my work publicly accessible. Where a publication is open-access, this page links to the open version. Otherwise it links to the author’s accepted manuscript (the peer-reviewed, pre-typeset version) in accordance with each publisher’s self-archiving policy. If a manuscript you want is not here, please email me and I’ll send it directly.
Scholarly Books
Wang, W., Akcaoglu, M., Rosenberg, J. M., & Kellogg, S. (under contract, anticipated publication late 2026). Computational social science cookbook with R: A practical guide (a volume in the Chapman & Hall/CRC Big Data Series). CRC Press.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Estrellado, R. A., Freer, E. A., Mostipak, J., Rosenberg, J. M., & Velásquez, I. C. (2020). Data science in education using R. Routledge. Note. All authors contributed equally. http://www.datascienceineducation.com/
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Book for General Audience
Rosenberg, K., & Rosenberg, J.M. (in press, anticipated release winter 2026-2027). Hiking Knoxville: Family Friendly Adventures from the City to the Smokies. UT Press. https://familyhikesaroundknox.com/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Articles Under Review or in Press
Lopez, F., Darriet, C., Santibanez, L., Cervantes-Soon, C., Frankenberg, E., Asson, S., Delcid, G., Serrano, E., & Rosenberg, J.M (revise and resubmit). Enrollment patterns and online portrayals of dual language programs in California: Obstacles and promising efforts for equitable access. American Educational Research Journal.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Staudt-Willet, B., Na. H., & Rosenberg, J. M. (in preparation/revising). Understanding the work of educational data scientists: A mixed methods exploration.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Articles Published in Refereed Journals
Robertson, J. R., Logan, M. W., Rosenberg, J. M., & Lombardi, D. (2026). Profiles of scientific thinking. Journal of Educational Psychology, 118(5), 829-851. https://doi.org/10.1037/edu0001011
Open-access version · doi.org/10.1037/edu0001011
Open access (other-oa). Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., Kubsch, M., Sorge, S., Tautz, S., Pritchard, C., Garner, A. V., & Xu, Z. (2026). Embracing Uncertainty in Science: The ABCs of Data and the Confidence Updater. Science Scope, 49(1), 44-50. https://www.tandfonline.com/doi/full/10.1080/08872376.2025.2601357
doi.org/10.1080/08872376.2025.2601357
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Fischer, M., Pritchard, C., Xu, Z., & Rosenberg, J. (2025). Finding Your Way into Data Science Education as a Science Teacher. The Science Teacher, 92(6), 49-55.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., Veletsianos, G., Romero-Hall, E., & Allen, E. (2025). The Accessibility of Published Research in AERA Journals, 2010–2022. Teachers College Record, 127(8), 110-118.
Open-access version · doi.org/10.35542/osf.io/mvh87_v1
Open access (other-oa). OSF preprint.
Borchers, C., Wang, Y., Hodge, E. M., & Rosenberg, J. M. (2025). Decoding Sentiment Signals: Lessons From the Political Reception of the Common Core and Next Generation Science Standards. Educational Researcher. https://doi.org/10.3102/0013189X25133620
doi.org/10.3102/0013189X25133620
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Dogucu, M., Kazak, S., & Rosenberg, J. M. (2025). The Design and Implementation of a Bayesian Data Analysis Lesson for Pre-Service Mathematics and Science Teachers. Journal of Statistics and Data Science Education, 33(2), 177-188.
PDF (open access) · doi.org/10.1080/26939169.2024.2362148
Open access via the publisher.
Borchers, C., Darriet, C., Rosenberg, J. M., & López, F. (2025). Dual Intent in Dual-language Programs: Internet Data Mining of School District Communications. TechTrends, 69(2), 400-412. https://link.springer.com/article/10.1007/s11528-025-01049-1
PDF (open access) · doi.org/10.1007/s11528-025-01049-1
Open access (cc-by). Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Burchfield, M. A., Rosenberg, J. M., & Stegenga, S. M. (2025). Informed or outdated consent? An investigation into the media release policies of school districts in the United States. Journal of Research on Technology in Education, 57(4), 766-783.
doi.org/10.1080/15391523.2024.2313614
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Beymer, P. N., Schell, M. J., Alberts, K. M., Phun, V., Rosenberg, J. M., & Schmidt, J. A. (advance online publication). Students’ situational engagement profiles in formal and informal science learning environments. Journal of Research in Science Teaching. https://onlinelibrary.wiley.com/doi/full/10.1002/tea.22017
Author’s accepted manuscript posted per Wiley self-archiving policy.
+Pritchard, C., +Borchers, C., Rosenberg, J. M., Fox, A. K., & Stegenga, S. M. (2024). The datafication of student information on X (Twitter). Computers and Education Open, 7, 1-10. https://www.sciencedirect.com/science/article/pii/S2666557324000375
Open-access version · doi.org/10.1016/j.caeo.2024.100197
Open access (cc-by-nc). Author’s accepted manuscript posted per Elsevier sharing policy.
Rosenberg, J., & Jones, R. S. (2024). Data science learning in grades K–12: Synthesizing research across divides. Harvard Data Science Review, 6(3), 1-30. https://doi.org/10.1162/99608f92.b1233596
PDF (open access) · doi.org/10.1162/99608f92.b1233596
Open access (cc-by). Posted per MIT Press policy.
Fütterer, T., Omarchevska, Y., Rosenberg, J. M., & Fischer, C. (2024). How do teachers collaborate in informal professional learning activities? An Epistemic Network Analysis. Journal of Science Education and Technology, 1-15. https://link.springer.com/article/10.1007/s10956-024-10122-y%3E
PDF (open access) · doi.org/10.1007/s10956-024-10122-y
Open access (cc-by). Author’s accepted manuscript posted per Springer Nature self-archiving policy.
+Narvaiz, S., Lin, Q., Rosenberg, J. M., Frank, K. A., Maroulis, S. J., Wang, W., & Xu, R. (2024). konfound: An R Sensitivity Analysis Package to Quantify the Robustness of Causal Inferences. Journal of Open Source Software, 9(95), 1-6. https://joss.theoj.org/papers/10.21105/joss.05779.pdf
doi.org/10.21105/joss.05779.pdf
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Carpenter, J. P., Rosenberg, J. M., Kessler, A., Romero-Hall, E., & Fischer, C. (2024). The importance of context in teacher educators’ professional digital competence. Teachers and Teaching, 1-17. https://www.tandfonline.com/doi/full/10.1080/13540602.2024.2320155
doi.org/10.1080/13540602.2024.2320155
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Ranellucci, J., & Rosenberg, J. M. (2023). Students’ interest, engagement, and achievement in online high school science courses. Educational Psychology, 1-19. https://doi.org/10.1080/01443410.2023.2299703
doi.org/10.1080/01443410.2023.2299703
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Staudt Willet, K.B., Rosenberg, J.M. (2023). The design and effects of educational data science workshops for early career researchers. Journal Formative Design in Learning. https://doi.org/10.1007/s41686-023-00083-7
doi.org/10.1007/s41686-023-00083-7
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Hodge, E. M., Rosenberg, J. M., & López, F. A. (2023). “We Don’t Teach Critical Race Theory Here”: A sentiment analysis of K-12 school and district social media Statements. Peabody Journal of Education, 1-15. https://www.tandfonline.com/doi/full/10.1080/0161956X.2023.2261318
doi.org/10.1080/0161956X.2023.2261318
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Garner, A. V., & Rosenberg, J. (2023). Utilizing iNaturalist to support place-based learning and data analysis. Science Scope, 46(7), 54-60. https://www.nsta.org/science-scope/science-scope-fall-2023/using-inaturalist-support-place-based-learning-and-data
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M. (2023). Open and useful? Exploring the science education resources on OER Commons. Contemporary Issues in Technology and Teacher Education, 23(3), 490-507. https://citejournal.org/wp-content/uploads/2023/07/v23i3Science2.pdf
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Borchers, C., Rosenberg, J. M., & Swartzentruber, R. M. (2023). Facebook post data: a primer for educational research. Educational Technology Research and Development, 1-20. https://link.springer.com/article/10.1007/s11423-023-10269-2
PDF (open access) · doi.org/10.1007/s11423-023-10269-2
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Rosenberg, J. M., Beymer, P. N., Phun, V., & Schmidt, J. A. (2023). Using intensive longitudinal methods to quantify the sources of variability for situational engagement in science learning environments. International Journal of STEM Education, 10(1), 68. https://link.springer.com/article/10.1186/s40594-023-00449-0
PDF (open access) · doi.org/10.1186/s40594-023-00449-0
Open access (cc-by). Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Kubsch, M., Krist, C., & Rosenberg, J. M. (2023). Distributing Epistemic Functions and Tasks - A framework for augmenting human analytic power with machine learning in science education research. Journal of Research in Science Teaching. https://onlinelibrary.wiley.com/doi/full/10.1002/tea.21803. Note. All authors contributed equally. | NOTE: Recipient of the 2023 Research Worth Reading Award for the Research in Artificial Intelligence in Science Education Research Interest Group, National Association for Research in Science Teaching | NOTE: Recipient of the 2023 GDCP (German Society for the Teaching of Chemistry and Physics) Best Paper Award
Open-access version · doi.org/10.1002/tea.21803
Open access (cc-by). Author’s accepted manuscript posted per Wiley self-archiving policy.
Carpenter, J. P., Morrison, S. A., Rosenberg, J. M., & Hawthorne, K. A. (2023). Using social media in pre-service teacher education: The case of a program-wide twitter hashtag. Teaching and Teacher Education, 124, 1-17. https://www.sciencedirect.com/science/article/pii/S0742051X23000240
doi.org/10.1016/j.tate.2023.104036
Author’s accepted manuscript posted per Elsevier sharing policy.
Rosenberg, J., ^Borchers, C., Stegenga, S. M., ^Burchfield, M. A., Anderson, D., & Fischer, C. (2022). How educational institutions reveal students’ personally identifiable information on Facebook. Learning, Media, & Technology. https://www.tandfonline.com/doi/full/10.1080/17439884.2022.2140672
doi.org/10.1080/17439884.2022.2140672
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Rosenberg, J. M., ^Borchers, C., ^Burchfield, M. A., Anderson, D., Stegenga, S. M., & Fischer, C. (2022). Posts about students on Facebook: A data ethics perspective. Educational Researcher, 51(8), 547-550. https://journals.sagepub.com/doi/full/10.3102/0013189X221120538
PDF (open access) · doi.org/10.3102/0013189X221120538
Posted per AERA author rights.
Rosenberg, J. M., Kubsch, M., Wagenmakers, E.-J., & Dogucu, M. (2022). Making sense of uncertainty in the science classroom: A Bayesian approach. Science & Education, 31, 1239–1262. https://link.springer.com/article/10.1007/s11191-022-00341-3
PDF (open access) · doi.org/10.1007/s11191-022-00341-3
Open access (cc-by). Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Jones. R. S., & Rosenberg, J. M. (2022). Characterizing whole class discussions about data and statistics with conversation profile analysis. Journal of Mathematical Behavior, 67, 1-16. https://www.sciencedirect.com/science/article/abs/pii/S0732312322000645
doi.org/10.1016/j.jmathb.2022.100996
Author’s accepted manuscript posted per Elsevier sharing policy.
Rosenberg, J. M., Schultheis, E., Kjelvik, M., Reedy, A., & +Sultana, O. (2022). Big data, big changes? A survey of K-12 science teachers in the United States on which data sources and tools they use in the classroom. British Journal of Educational Technology, 53(5), 1179-1201. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13245
Author’s accepted manuscript posted per Wiley self-archiving policy.
+Michela, E., Rosenberg, J., Kimmons, R., +Sultana, O., ^Burchfield, M. A., & ^Thomas, T. (2022). “We are trying to communicate the best we can”: Understanding districts’ communication on Twitter during the COVID-19 pandemic. AERA Open, 8, 1-18. https://doi.org/10.1177/23328584221078542
Open-access version · doi.org/10.1177/23328584221078542
Open access (cc-by-nc). Author’s accepted manuscript posted per SAGE self-archiving policy.
Trout Fryxell, R. T., Camponovo, M., Smith, B., Butefish, K., Rosenberg, J. M., Andsager, J. L., … & Willis, M. P. (2022). Development of a community-driven mosquito surveillance program for vectors of La Crosse virus to educate, inform, and empower a community. Insects, 13(2), 164. https://www.mdpi.com/2075-4450/13/2/164
Open-access version · doi.org/10.3390/insects13020164
Open access (cc-by). Open access under publisher’s license.
Rutherford, T., Duck, K., Rosenberg, J. M., & Patt, R. (2022). Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), 94-131. https://www.tandfonline.com/doi/full/10.1080/15391523.2021.1920520
doi.org/10.1080/15391523.2021.1920520
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Aguilar, S. J., Rosenberg, J., Greenhalgh, S., Fütterer, T., Lishinski, A., & Fischer, C. (2021). A different experience in a different moment? Teachers’ social media use before and during the COVID-19 pandemic. AERA Open, 7, 1-17. https://journals.sagepub.com/doi/full/10.1177/23328584211063898
Open-access version · doi.org/10.1177/23328584211063898
Open access via the publisher.
+Lawson, M. A., Herrick, I., R., & Rosenberg, J. M. (2021). Better together: Mathematics and science pre-service teachers’ sensemaking about STEM. Educational Technology & Society, 24(4), 180–192.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Schweinsburg, M., … Luis, S. (2021). Same data, different conclusions: Radical dispersion in empirical results. Organizational Behavior and Human Decision Processes, 165(7), 228-249. https://www.sciencedirect.com/science/article/pii/S0749597821000200 (Note. I was an author and contributor to this large-scale, collaborative project.)
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Greenhalgh, S. P., Rosenberg, J. M., & Russell, A. (2021). The influence of policy and context on teachers’ social media use. The British Journal of Educational Technology, 52(5), 2020-2037. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13096?af=R
PDF · doi.org/10.1111/bjet.13096
Author’s accepted manuscript posted per Wiley self-archiving policy.
Frank, K. A., Lin, Q., Maroulis, S., Strassman, A., Xu, R., Rosenberg, J. M., Hayter, C., Mahmoud, R., Kolak, M., Dietz, T., & Zhang, L. (2021). Hypothetical case replacement can be used to quantify the robustness of trial results. Journal of Clinical Epidemiology, 134(6), 150-159. https://www.sciencedirect.com/science/article/pii/S0895435621000366 Note. I was a scientific programmer for this project.
doi.org/10.1016/j.jclinepi.2021.01.025
Author’s accepted manuscript posted per Elsevier sharing policy.
Rosenberg, J. M., ^Borchers, C., Dyer, E., Anderson, D. J., & Fischer, C. (2021). Advancing new methods for understanding public sentiment about educational reforms: The case of Twitter and the Next Generation Science Standards. AERA Open, 7, 1-17. https://journals.sagepub.com/doi/10.1177/23328584211024261
Open-access version · doi.org/10.1177/23328584211024261
Open access via the publisher.
Ranellucci, J., Robinson, K., Rosenberg, J. M., Lee, Y.-K., Roseth, C., & Linnenbrink-Garcia. (2021). Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. Contemporary Educational Psychology, 64(4), 1-15. https://doi.org/10.1016/j.cedpsych.2021.101966
doi.org/10.1016/j.cedpsych.2021.101966
Author’s accepted manuscript posted per Elsevier sharing policy.
Akcaoglu, M., Rosenberg, J. M., Hodges, C. B., Hilpert, J. (2021). An exploration of factors impacting middle school students’ attitudes toward computer programming. Computers in the Schools, 38(1), 19-35. https://doi.org/10.1080/07380569.2021.1882209
doi.org/10.1080/07380569.2021.1882209
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Rosenberg, J. M., & Krist, C. (2021). Combining machine learning and qualitative methods to elaborate students’ ideas about the generality of their model-based explanations. Journal of Science Education and Technology, 30(2), 255-267. https://link.springer.com/article/10.1007%2Fs10956-020-09862-4. Note. Both authors contributed equally.
PDF (post-print) · doi.org/10.1007/s10956-020-09862-4
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Rosenberg, J. M., & Staudt Willet, K. B. (2021). Balancing participants’ privacy and open science in the context of COVID-19: A response to Ifenthaler & Schumacher (2016). Educational Technology Research & Development, 69(1), 347-351. https://link.springer.com/article/10.1007/s11423-020-09860-8
PDF (open access) · doi.org/10.1007/s11423-020-09860-8
Open access via the publisher.
Harper, F. K., Rosenberg, J. M., ^Comperry, S., ^Howell, K., & ^Womble, S. (2021). #Mathathome during the COVID-19 Pandemic: Exploring and reimagining resources and social supports for parents. Education Sciences, 11(2), 60, 1-24. https://www.mdpi.com/2227-7102/11/2/60
PDF · Open-access version · doi.org/10.3390/educsci11020060
Open access (cc-by). Open access under publisher’s license.
Anderson, D. J., Rowley, B., Stegenga, S., Irvin, P. S., & Rosenberg, J. M. (2020). Evaluating content-related validity evidence using a text-based, machine learning procedure. Educational Measurement: Issues and Practice, 39(4), 53-64. https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12314
Author’s accepted manuscript posted per Wiley self-archiving policy.
Rosenberg, J. M., Reid, J., Dyer, E., Koehler, M. J., Fischer, C., & McKenna, T. J. (2020). Idle chatter or compelling conversation? The potential of the social media-based #NGSSchat network as a support for science education reform efforts. Journal of Research in Science Teaching, 57(9), 1322-1355. https://onlinelibrary.wiley.com/doi/10.1002/tea.21660
Author’s accepted manuscript posted per Wiley self-archiving policy.
Carpenter, J., Rosenberg, J. M., Dousay, T., Romero-Hall, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C. & Krutka, D. (2020). What should teacher educators know about technology? Perspectives and self-assessments. Teaching and Teacher Education, 95(10), 103-124. https://doi.org/10.1016/j.tate.2020.103124
doi.org/10.1016/j.tate.2020.103124
Author’s accepted manuscript posted per Elsevier sharing policy.
Ranellucci, J., Rosenberg, J. M., & Poitras, E. (2020). Exploring pre-service teachers’ use of technology: The technology acceptance model and expectancy-value theory. Journal of Computer Assisted Learning, 36(6), 810-824. http://dx.doi.org/10.1111/jcal.12459
Author’s accepted manuscript posted per Wiley self-archiving policy.
Schmidt, J. A., Beymer, P. N., Rosenberg, J. M., Naftzger, N. J., & Shumow, L. (2020). Experiences, activities, and personal characteristics as predictors of engagement in STEM-focused summer programs. Journal of Research in Science Teaching, 57(8), 1281-1309. https://onlinelibrary.wiley.com/doi/full/10.1002/tea.21630
PDF (preprint) · doi.org/10.1002/tea.21630
Author’s accepted manuscript posted per Wiley self-archiving policy.
Greenhalgh, S. P., Rosenberg, J. M., Koehler, M. J., Akcaoglu, M., & Staudt Willet, K. B. (2020). Identifying multiple learning spaces within a single teacher-focused Twitter hashtag. Computers & Education, 148(4). https://doi.org/10.1016/j.compedu.2020.103809
PDF (preprint) · doi.org/10.1016/j.compedu.2020.103809
Author’s accepted manuscript posted per Elsevier sharing policy.
Beymer, P. N., Rosenberg, J. M., & Schmidt, J. A. (2020). Does choice matter or is it all about interest? An investigation using an experience sampling approach in high school science classrooms. Learning and Individual Differences, 78(2), 1-15. https://doi.org/10.1016/j.lindif.2019.101812
doi.org/10.1016/j.lindif.2019.101812
Author’s accepted manuscript posted per Elsevier sharing policy.
Rosenberg, J. M., +Edwards, A., & Chen, B. (2020). Getting messy with data: Tools and strategies to help students analyze and interpret complex data sources. The Science Teacher, 87(5). https://learningcenter.nsta.org/resource/?id=10.2505/4/tst20_087_05_30
PDF (preprint) · doi.org/10.2505/4/tst20_087_05_30
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Xu, R., Frank, K. A., Maroulis, S., & Rosenberg, J. M. (2019). konfound: Command to quantify robustness of causal inferences. The Stata Journal, 19(3), 523-550. https://journals.sagepub.com/doi/full/10.1177/1536867X19874223
Open-access version · doi.org/10.1177/1536867X19874223
Open access via the publisher.
Blondel, D. V., Sansone, A., Rosenberg, J. M., Yang, B. W., Linennbrink-Garcia, L., & Schwarz-Bloom, R. D. (2019). Development of an online experiment platform (Rex) for high school biology. Journal of Formative Design for Learning, 3(1) 62-81. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6716597/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Henriksen, D., Mehta, R. & Rosenberg, J. (2019). Supporting a creatively focused technology fluent mindset among educators: survey results from a five-year inquiry into teachers’ confidence in using technology. Journal of Technology and Teacher Education, 27(1), 63-95. https://www.learntechlib.org/primary/p/184724/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & +Lawson, M. J. (2019). An investigation of students’ use of a computational science simulation in an online high school physics class. Education Sciences, 9(49), 1-19. https://www.mdpi.com/2227-7102/9/1/49
PDF (preprint) · Open-access version · doi.org/10.3390/educsci9010049
Open access (cc-by). Open access under publisher’s license.
Rosenberg, J. M., Beymer, P. N., Anderson, D. J., & Schmidt, J. A. (2018). tidyLPA: An R package to easily carry out Latent Profile Analysis (LPA) using open-source or commercial software. Journal of Open Source Software, 3(30), 978. https://doi.org/10.21105/joss.00978
PDF (preprint) · Open-access version · doi.org/10.21105/joss.00978
Open access (cc-by). Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., & Koehler, M. J. (2018). Tweet, and we shall find: Using digital methods to locate participants in educational hashtags. TechTrends, 62(5), 501-508. https://doi.org/10.1007/s11528-018-0313-6
doi.org/10.1007/s11528-018-0313-6
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Beymer, P. N., Rosenberg, J. M., Schmidt, J. A., & Naftzger, N. (2018). Examining relationships between choice, affect, and engagement in out-of-school time STEM programs. Journal of Youth and Adolescence, 47(6), 1178-1191. https://doi.org/10.1007/s10964-018-0814-9
doi.org/10.1007/s10964-018-0814-9
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Akcaoglu, M., Rosenberg, J. M., Ranellucci, J., & Schwarz, C. V. (2018). Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science. International Journal of Educational Research, 87, 67-77. https://www.sciencedirect.com/science/article/pii/S0883035517308492
PDF (preprint) · doi.org/10.1016/j.ijer.2017.12.001
Author’s accepted manuscript posted per Elsevier sharing policy.
Schmidt, J. A., Rosenberg, J. M., & Beymer, P. (2018). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19-43. https://dx.doi.org/10.1002/tea.21409 (Note. This article was recognized as one of the 20 most-downloaded articles in JRST between June, 2016 and June, 2018)
PDF (preprint) · doi.org/10.1002/tea.21409
Author’s accepted manuscript posted per Wiley self-archiving policy.
Rosenberg, J.M., Greenhalgh, S.P., Graves Wolf, L. & Koehler, M.J. (2017). Strategies, use, and impact of social media for supporting teacher community within professional development: The case of one urban STEM program. Journal of Computers in Mathematics and Science Teaching, 36(3), 255-267. https://www.learntechlib.org/primary/p/180387/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Koehler, M. J., Greenhalgh, S. P., Rosenberg, M. J., & Keenan, S. (2017). What the tech is going on with digital teaching portfolios? Using the TPACK framework to analyze teachers’ technological understanding. Journal of Technology and Teacher Education, 25, 31-59. http://www.learntechlib.org/p/173346/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., Greenhalgh, S. P., Koehler, M. J., Hamilton, E., & Akcaoglu, M. (2016). An investigation of State Educational Twitter Hashtags (SETHs) as affinity spaces. E-Learning and Digital Media, 13(1-2), 24-44. http://dx.doi.org/10.1177/2042753016672351
PDF (preprint) · doi.org/10.1177/2042753016672351
Author’s accepted manuscript posted per SAGE self-archiving policy.
Greenhalgh, S. P., Rosenberg, J. M., & Wolf, L. G. (2016). For all intents and purposes: Twitter as a foundational technology for teachers. E-Learning and Digital Media, 13(1-2), 81-98. http://dx.doi.org/10.1177/2042753016672131
PDF (preprint) · doi.org/10.1177/2042753016672131
Author’s accepted manuscript posted per SAGE self-archiving policy.
Hamilton, E., Rosenberg, J. M., & Akcaoglu, M. (2016). Examining the Substitution Augmentation Modification Redefinition (SAMR) model for technology integration. Tech Trends, 60, 433-441. http://dx.doi.org/10.1007/s11528-016-0091-y
PDF (preprint) · doi.org/10.1007/s11528-016-0091-y
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Rosenberg, J. M., Terry, C. A., Bell, J., Hiltz, V., & Russo, T. (2016). Design guidelines for graduate program social media use. Tech Trends, 2, 167-175. http://dx.doi.org/10.1007/s11528-016-0023-x
PDF (preprint) · doi.org/10.1007/s11528-016-0023-x
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47, 186-210. http://dx.doi.org/10.1080/15391523.2015.1052663
PDF (preprint) · doi.org/10.1080/15391523.2015.1052663
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Reports
National Academies of Sciences, Engineering, and Medicine. (2026). Data and Computing in K-12 Education: Foundational Competencies. Washington, DC: National Academies Press. https://doi.org/10.17226/29303. N.b. I contributed as a committee member.
Posted per National Academies reuse policy.
Commissioned Papers, White Papers, Reports, and Articles in the Popular Press
Bilal, D., Fagan, J., Rius, A., Vogiatzis, K., Liu, C., Dahms, H., Duncan, L., Kim, H., Odoi, A., Rosenberg, J., Singh, V., & Sobes, V. (2023). AI TENNessee Initiative: Education. AI Tennessee Initiative. N.b. I co-chaired the committee that wrote this white paper with C. Liu.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & Jones, R. S. (2022). K-12 data science learning. Paper commissioned by the National Academies of Sciences, Engineering, and Medicine for Foundations of Data Science for Students in Grades K-12: A Workshop. https://www.nationalacademies.org/event/09-13-2022/docs/DD667E469D0EC5DD91A7D85BC839A9852491A3CF9F15
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M. (2021). School posts on Facebook could threaten student privacy. The Conversation. https://theconversation.com/school-posts-on-facebook-could-threaten-student-privacy-160248
doi.org/10.64628/aai.rd9r494px
Republished under The Conversation’s CC BY-ND license.
Rosenberg, J. M. (2020). Open-source authorship of data science in education using R. R Views. https://rviews.rstudio.com/2020/07/01/open-source-authorship-of-data-science-in-education-using-r/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M. (2018). Opportunities for engaging students in “data practices” in online science classes. Michigan Virtual Learning Research Institute Blog: Research, Policy, Innovation & Networks. https://mvlri.org/blog/opportunities-engaging-students-data-practices-online-science-classes/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & Ranellucci, J. (2017). Student motivation in online science courses: A path to spending more time on course and higher achievement. Michigan Virtual Learning Research Institute Blog: Research, Policy, Innovation & Networks. https://mvlri.org/blog/student-motivation-in-online-science-courses-a-path-to-spending-more-time-on-course-and-higher-achievement/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Naftzger, N., Schmidt, J. A., Shumow, L., Beymer, P. N., & Rosenberg, J. M. (2019). Exploring the link between STEM activity leader practice and youth engagement: Findings from the STEM IE study. Washington, DC: American Institutes for Research. https://www.informalscience.org/exploring-link-between-stem-activity-leader-practice-and-youth-engagement-findings-stem-ie-study
Author’s accepted manuscript posted per Wiley self-archiving policy.
Editor-Reviewed Articles Published in Journals
Kimmons, R., Rosenberg, J. M., Ali, F., & West, R. E. (2026). Trends and topics in educational technology, 2026 edition. TechTrends. https://doi.org/10.1007/s11528-026-01193-2
PDF (open access) · doi.org/10.1007/s11528-026-01193-2
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., Bonvini, M., Bray, A., Gong, R., & Yu, B. (2026). Teaching veridical data science: A panel interview with Matteo Bonvini, Andrew Bray, Ruobin Gong, and Bin Yu. Journal of Statistics and Data Science Education, 34(2), 127-143. https://doi.org/10.1080/26939169.2026.2632565
PDF (open access) · doi.org/10.1080/26939169.2026.2632565
Open access (cc-by). Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Allman, B., Kimmons, R., +Wang, W., +Bao, H., Rosenberg, J. M., & Koehler, M. J. (2024). Trends and topics in educational technology, 2024 edition. TechTrends. https://doi.org/10.1007/s11528-024-00950-5
PDF (open access) · doi.org/10.1007/s11528-024-00950-5
Open access (public-domain). Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Allman, B., Kimmons, R., Rosenberg, J., & Dash, M. (2023). Trends and Topics in Educational Technology, 2023 Edition. TechTrends, 67(3), 583-591. https://link.springer.com/article/10.1007/s11528-023-00840-2
PDF (open access) · doi.org/10.1007/s11528-023-00840-2
Open access (public-domain). Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Hodge, E. M., López, F. A., & Rosenberg, J. M. (2022). How to respond to community concerns about critical race theory. Phi Delta Kappan, 104(3), 48-53. https://journals.sagepub.com/doi/full/10.1177/00317217221136599
PDF (open access) · doi.org/10.1177/00317217221136599
Author’s accepted manuscript posted per SAGE self-archiving policy.
Jiang, S., Lee, V. R., & Rosenberg, J. M. (2022). Data science education across the disciplines: Underexamined opportunities for K‐12 innovation. British Journal of Educational Technology, 53(5), 1073-1079. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13258
Author’s accepted manuscript posted per Wiley self-archiving policy.
Kimmons, R., Rosenberg, J.M. (2022). Trends and topics in educational technology, 2022 Edition. TechTrends, 66, 134-140. https://doi.org/10.1007/s11528-022-00713-0
PDF (open access) · doi.org/10.1007/s11528-022-00713-0
Open access via the publisher.
Frank K.A., Lin Q., Maroulis S., Mueller A.S., Xu R., Rosenberg J.M., Hayter C.S., Mahmoud R.A., Kolak M., Dietz T., Zhang L. (2022). Response to “Three Comments on the RIR method”. Journal of Clinical Epidemiology, 146, 134-140. https://pubmed.ncbi.nlm.nih.gov/35131466/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Kessler, A. M., Likely, R., & Rosenberg, J. (2021). Open for whom? The need to define open science for science education. Journal of Research in Science Teaching, 58(10), 1590-1595. https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21730
PDF (open access) · doi.org/10.1002/tea.21730
Author’s accepted manuscript posted per Wiley self-archiving policy.
Rosenberg, J. M., ^Burchfield, M. B., ^Borchers, C., ^Gibbons, B., & Anderson, D., and Fischer, C. (2021). Posts on Facebook by schools and districts and the potential risks to students’ privacy. Phi Delta Kappan. https://kappanonline.org/social-media-students-privacy-facebook-rosenberg/
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Kimmons, R., Rosenberg, J., & Allman, B. (2021). Trends in educational technology: What Facebook, Twitter, and Scopus can tell us about current research and practice. TechTrends, 65(2), 125-136.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Mehta, R., Henriksen, D., & Rosenberg, J. M. (2019). It’s not about the tools. Educational Leadership, 76(5), 64-69. https://ascd.org/el/articles/its-not-about-the-tools
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & Logan, C. W. (2017). Review of the book What’s Worth Teaching: Rethinking Curriculum in the Age of Technology, by A. Collins. Teachers College Record. http://www.tcrecord.org/Content.asp?ContentID=22173
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Phillips, M., Harris, J., Rosenberg, J. M., & Koehler, M. J. (2017). TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.3907
PDF (open access) · doi.org/10.14742/ajet.3907
Open access (cc-by-nc-nd). Open access under AJET’s CC BY-NC-ND license.
Contributions to Edited Volumes
Rosenberg, J., King, A., Swartzentruber, R., & Carpenter, J. (2025). The strengths and drawbacks of measuring self-reported and digitally traced social networks. In Handbook of Social Network Analysis and Education (pp. 102-113). Edward Elgar Publishing. https://www.elgaronline.com/edcollchap/book/9781035312191/chapter7.xml
PDF (open access) · doi.org/10.31219/osf.io/gk9ej
Open access via the publisher.
Rosenberg, J. M., Bhidiya, H., & Pritchard, C. (2025). Triangulating computational and qualitative methods to measure scientific uncertainty. In P. Wulff, M. Kubsch, & C. Krist (Eds.), Applying machine learning in science education research: When, how, and why? (pp. 313–332). Springer.
PDF (open access) · doi.org/10.1007/978-3-031-74227-9_15
Open access (cc-by). Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Rosenberg, J. (in press). Comparing self-report and digital trace measures of social networks. In N. Kolleck (Ed.), Handbook of social network analysis and education research (Research Handbooks on Social Networks series). Edward Elgar Publishing.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Dai, T., Rosenberg, J. M., & +Lawson, M. A. (2022). Data representations and visualizations in educational research. In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section; D. Fisher (Ed.), Routledge encyclopedia of education. Taylor & Francis: New York, NY. https://doi.org/10.4324/9781138609877-REE148-1
doi.org/10.4324/9781138609877-REE148-1
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Rosenberg, J. M., +Lawson, M. A., Anderson, D. J., & Rutherford, T. (2020). Making data science count in and for education. In E. Romero-Hall (Ed.), Research methods in learning design & technology (pp. 94-110). Routledge: New York, NY. https://osf.io/preprints/edarxiv/hc2dw/download/
PDF (post-print) · doi.org/10.35542/osf.io/hc2dw
OSF preprint.
Greenhalgh, S. P., Staudt Willet, B., Rosenberg, J. M., & Koehler, M. J. (2020). Lessons learned from applying Twitter research methods to educational technology phenomena. In E. Romero-Hall (Ed.), Research methods in learning design & technology (pp. 64-77). Routledge: New York, NY.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Eidelman, R., Rosenberg, J. M. ,& Shwartz, Y. (2019). Assessing the interaction between self-regulated learning (SRL) profiles and actual learning in the chemistry online blended learning environment (COBLE). In Sampson, D., D. Ifenthaler, M. Spector, P. Isafas, & S. Sergis (Eds), Learning technologies for transforming teaching, learning and assessment at large scale (pp. 231-255). Berlin, Germany: Springer.
doi.org/10.1007/978-3-030-15130-0_12
Author’s accepted manuscript posted per Springer Nature self-archiving policy.
Herring, M., Koehler, M. J., Mishra, P., Rosenberg, J. M., & Teske, J. (2016). Introduction to the 2nd edition of the TPACK handbook. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for educators (2nd ed., pp. 1-8). New York, NY: Routledge.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Keenan, S., Rosenberg, J. M., Greenhalgh, S. P. & Koehler, M. J. (2016). Examining teachers’ technology use through digital portfolios. In L. Liu & D. C. Gibson (Eds.), Research highlights in technology and teacher education 2016 (pp. 53-60). Chesapeake, VA: Association for the Advancement of Computing in Education.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Phillips, M., Koehler, M. J. & Rosenberg, J. M. (2016). Considering context: Teachers’ TPACK development and enactment. In L. Liu & D. C. Gibson (Eds.), Research highlights in technology and teacher education (pp. 197-204). Chesapeake, VA: Association for the Advancement of Computing in Education.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & Koehler, M. J. (2015). Context and teaching with technology in the digital age. In M.L. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 440-465). Hershey, PA: IGI Global.
doi.org/10.4018/978-1-4666-8403-4.ch017
Author’s accepted manuscript posted per IGI Global policy.
Rosenberg, J. M., Greenhalgh, S. P., & Koehler, M. J. (2015). A performance assessment of teachers’ TPACK using artifacts from digital portfolios. In L. Liu & D. C. Gibson, Research highlights in technology and teacher education 2015. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). Technological pedagogical content knowledge for teachers and teacher educators. In N. Bharati and S. Mishra (Eds.), ICT integrated teacher education: A resource book (pp. 1-8). Commonwealth Educational Media Center for Asia, New Delhi, India.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Papers Published in Refereed Conference Proceedings
Chen, C., Zhao, Y., Rosenberg, J. M., & Hodge, L. L. (2025, August). Mapping the Research Landscape of Culturally Relevant Pedagogy in Computing Education: A Topic Modeling Approach. In Proceedings of the 2025 ACM Conference on International Computing Education Research V. 2 (p. 20).
doi.org/10.1145/3702653.3744322
Author’s accepted version posted per ACM author rights policy.
Demirci, S., Dogucu, M., Zieffler, A. & Rosenberg, J. (2024) The Learning Difficulties of Introductory Data Science Students. In E. Jones (Ed) Proceedings of the International Association for Statistical Education Satellite Conference. https://www.iase-pub.org/conference_proceedings/IASECP/article/view/254/247
PDF (open access) · doi.org/10.52041/iase2023.501
Open access via the publisher.
Lishinski, A., Bao, H., & Rosenberg, J. (2024, March). Self-efficacy Interventions for CS1. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education V.2 (p. 1935). https://dl.acm.org/doi/abs/10.1145/3626253.3635348
doi.org/10.1145/3626253.3635348
Author’s accepted version posted per ACM author rights policy.
Palaguachi, C., Cox, E., Rosenberg, J., Dyer, E., & Krist, C. (2023, October). Automatic speech recognition (ASR) in noisy classrooms: Evaluating the usefulness of three popular ASR tools. In Learning Sciences Graduate Student Conference, 2023. https://www.lsgsc.org/_files/ugd/fd445f_74a457de2acb47099455e5a416952899.pdf#page=44
PDF (open access) · doi.org/10.22318/cscl2024.727401
Open access via the publisher.
Krist, C., Dyer, E. B., Rosenberg, J., Palaguachi, C., & Cox, E. (2023). Leveraging Computationally Generated Descriptions of Audio Features to Enrich Qualitative Examinations of Sustained Uncertainty. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1258-1261. International Society of the Learning Sciences. https://repository.isls.org/handle/1/9894
PDF (open access) · doi.org/10.22318/icls2023.981192
Open access via the publisher.
Thomas, T., Rosenberg, J. M., Penner, E. & Burchfield, M. (2022). Racism and school districts’ social media posts: “Is it being talked about?”. Proceedings for the Social Media and Society conference.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Burchfield, M., Rosenberg, J. M., & Stegenga, S. (2022). Updated or outdated consent? A study of the media release policies of U.S. K-12 school districts. Proceedings for the Social Media and Society conference.
PDF (open access) · doi.org/10.31219/osf.io/c2bhw
Open access (public-domain). OSF preprint.
Lishinski, A., Narvaiz, S., and Rosenberg, J. M. (2022). Self-efficacy, interest, and belongingness – URM Students’ momentary experiences in CS1. Proceedings of the 2022 ACM Conference on International Computing Education Research (ICER ’22). https://dl.acm.org/doi/abs/10.1145/3501385.3543958. Note. Unlike most of academia, premiere conferences in computing education are selective venues for archival research. These conference proceedings exceed many journals in their selectivity, visibility, and impact.
doi.org/10.1145/3501385.3543958
Author’s accepted version posted per ACM author rights policy.
Carpenter, J., Morrison, S., Rosenberg, J., & Hawthorne, K. (2022). Professional learning networks for pre-service teachers: A social network analysis of a program-wide teacher education Twitter hashtag. In Society for Information Technology & Teacher Education International Conference (pp. 1489-1497). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/220934/
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Borchers, C., Rosenberg, J., Gibbons, B., Burchfield, M., & Fischer, C. (2021). To scale or not to scale: Comparing popular sentiment analysis dictionaries on educational Twitter data. In I.-H. Hsiao, S. Sahebi, F. Bouchet, & J.-J. Vie (Eds), Proceedings of the 14th International Conference on Educational Data Mining (pp. 619-624). Paris, France. https://educationaldatamining.org/EDM2021/virtual/static/pdf/EDM21_paper_122.pdf
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Burchfield, M., Rosenberg, J., Borchers, C., Thomas, T., Gibbons, B., & Fischer, C. (2021). Are violations of student privacy “quick and easy”? Investigating the privacy of students’ images and names in the context of K-12 educational institution’s posts on Facebook. In I.-H. Hsiao, S. Sahebi, F. Bouchet, & J.-J. Vie (Eds), Proceedings of the 14th International Conference on Educational Data Mining (pp. 744-749), Paris, France. https://educationaldatamining.org/EDM2021/virtual/static/pdf/EDM21_paper_276.pdf.
PDF (preprint) · Open-access version · doi.org/10.31219/osf.io/5tpb9
Open access (cc-by). OSF preprint.
Lishinski, A., & Rosenberg, J. (2021). All the pieces matter: The relationship of momentary self-efficacy and affective experiences with CS1 achievement and interest in computing. Proceedings of the 17th ACM Conference on International Computing Education Research, 252–265. https://doi.org/10.1145/3446871.3469740. Note. This presentation received the best poster award. Unlike most of academia, premiere conferences in computing education are selective venues for archival research. These conference proceedings exceed many journals in their selectivity, visibility, and impact.
doi.org/10.1145/3446871.3469740
Author’s accepted version posted per ACM author rights policy.
Rosenberg, J. M., & Kubsch, M. (2021). Considering K-12 learners’ use of Bayesian methods. In E. de Vries, Y. Hod, & J., Ahn (Eds.), The International Society of the Learning Sciences 2020 Conference Proceedings (pp. 947-948). International Society of the Learning Sciences. https://repository.isls.org/handle/1/7635
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., Galas, E., & Staudt Willet, K.B. (2021). Who are the data scientists in education? An investigation of the identities and work of individuals in diverse roles. In E. de Vries, Y. Hod, & J., Ahn (Eds.), The International Society of the Learning Sciences 2020 Conference Proceedings (pp. 1057-1058). International Society of the Learning Sciences. https://repository.isls.org/handle/1/7394
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Kubsch, M., Rosenberg. J. M., & Krist, C. (2021). Beyond supervision: Human / machine distributed learning in learning sciences research. In E. de Vries, Y. Hod, & J., Ahn (Eds.), The International Society of the Learning Sciences 2020 Conference Proceedings (pp. 897-898). International Society of the Learning Sciences. https://repository.isls.org/handle/1/7609
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & Nguyen, H. (2021). How K-12 school districts communicated during the COVID-19 pandemic: A study using Facebook data. Proceedings of the 11th International Conference on Learning Analytics & Knowledge (LAK21). https://joshuamrosenberg.com/post-prints/LAK21-Rosenberg-Nguyen-Districts-Facebook-published.pdf
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & Staudt Willet, K. B. (2021). Advancing social influence models in learning analytics. Companion proceedings of the 11th International Conference on Learning Analytics & Knowledge (LAK21). http://ceur-ws.org/Vol-2868/article_2.pdf
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Lishinski, A., & Rosenberg, J. M. (2021). How CS1 students experienced COVID-19 in the moment: using an experience sampling approach to understand the transition to emergency remote instruction. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (p. 1254). https://dl.acm.org/doi/abs/10.1145/3408877.3439657
doi.org/10.1145/3408877.3439657
Author’s accepted version posted per ACM author rights policy.
+Mann, M., ^Bui, H., ^Gibbons, B., +Lishinski, A., Dyer, E., & Rosenberg, J. M. (2021). “Not my subject”?: A survey of teachers regarding the implementation of new K-8 computing education standards. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (p. 1343). https://dl.acm.org/doi/abs/10.1145/3408877.3439666
doi.org/10.1145/3408877.3439666
Author’s accepted version posted per ACM author rights policy.
Rosenberg, J. M., +Schmidt, A., Rosenberg, A. M., +Longnecker, J., & +Mann M. (2020). Becoming ‘tidier’ over time. Studying #tidytuesday as a social media-based context for learning to visualize data. In M. Gresalfi and I. Horn (Eds.), The Interdisciplinarity of the Learning Sciences: The International Conference of the Learning Sciences 2020 Conference Proceedings (Vol 3., pp. 1811-1812). ISLS. https://repository.isls.org/handle/1/6455
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Jones R. S., & Rosenberg, J. M. (2020). Studying whole class discussions at scale. In M. Gresalfi and I. Horn (Eds.), The Interdisciplinarity of the Learning Sciences: The International Conference of the Learning Sciences 2020 Conference Proceedings (Vol 5., pp. 2499-2506). ISLS. https://repository.isls.org/handle/1/6612
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
D’Angelo, C., Dyer, E. B., Krist, C., Rosenberg, J. M., & Bosch, N. (2020). Advancing computational grounded theory for audiovisual data from mathematics classrooms. In M. Gresalfi and I. Horn (Eds.), The Interdisciplinarity of the Learning Sciences: The International Conference of the Learning Sciences 2020 Conference Proceedings (Vol 4., pp. 2393-2394). ISLS.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Dyer, E. B., D’Angelo, D., Bosch, N., Krist, C., & Rosenberg, J. M. (2020). Analyzing learning with speech analytics and computer vision methods: Technologies, principles, and ethics. In M. Gresalfi and I. Horn (Eds.), The Interdisciplinarity of the Learning Sciences: The International Conference of the Learning Sciences 2020 Conference Proceedings (Vol 5., pp. 2651-2652). ISLS. https://joshuamrosenberg.com/publications/dyer-et-al-icls-2020.pdf
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M. (2020). More confidently uncertain? Teaching learners to apply Bayesian methods to make sense of scientific phenomena. In M. Gresalfi and I. Horn (Eds.), The Interdisciplinarity of the Learning Sciences: The International Conference of the Learning Sciences 2020 Conference Proceedings (Vol 5., pp. 2681-2682). ISLS.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Lishinski, A., & Rosenberg, J. (2020, February). Accruing interest: What experiences contribute to students developing a sustained interest in computer science over time? In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (p. 1414). https://dl.acm.org/doi/abs/10.1145/3328778.3372568
doi.org/10.1145/3328778.3372568
Author’s accepted version posted per ACM author rights policy.
Rosenberg, J., & Lishinski, A. (2020, February). Variable interest rate: What experiences explain differences in interest in computer science among students? In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (p. 1404). https://dl.acm.org/doi/abs/10.1145/3328778.3372537
doi.org/10.1145/3328778.3372537
Author’s accepted version posted per ACM author rights policy.
Carpenter, J., Rosenberg, J. M., Dousay, T., Romero-Hall, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C. & Krutka, D. (2019). What do teacher educators think of teacher education technology competencies?. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 796-801). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from https://www.learntechlib.org/primary/p/207735/.
doi.org/10.1016/j.tate.2020.103124
Author’s accepted manuscript posted per Elsevier sharing policy.
Peterson, A., Freer, D., & Rosenberg, J. M. (2017). Interacting with purpose: What is the difference between face-to-face and online student relationships in a combined program? In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3411-3414). Austin, TX: Association for the Advancement of Computing in Education. Retrieved from https://www.learntechlib.org/p/177955/
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Krist, C., & Rosenberg, J. M. (2016). Finding patterns in and refining characterizations of students’ epistemic cognition: A computational approach. In Looi, C.-K., Polman, J., Cress, U., & Reimann, P. (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences Proceedings 2016 (Vol. 2, pp. 1223-1224). Singapore, Singapore: ICLS.
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., Koehler, M. J., Akcaoglu, M., Greenhalgh, S. P. & Hamilton, E. (2016). State Educational Twitter Hashtags: An introduction and research agenda. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 355-360). Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved from http://www.editlib.org/p/171698
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Greenhalgh, S. P., Rosenberg, J. M. & Wolf, L. G. (2016). For every tweet there is a purpose: Twitter within (and beyond) an online graduate program. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2044-2049). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.editlib.org/p/171972
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Schwarz, C. V., Ke, L., Lee, M, & Rosenberg, J. M. (2014). Developing mechanistic explanations of phenomena: Case studies of two fifth grade students’ epistemologies in practice over time. In J. L. Polman, E. A. Kyza, K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, . . . L. D’Amico (Eds.), Learning and becoming in practice: The international conference of the learning sciences (ICLS) 2014 (Vol. 1, pp. 182-189). Boulder, CO: ISLS. http://www.isls.org/icls2014/Proceedings.html
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. M., & Koehler, M. (2014). Context and Technological Pedagogical Content Knowledge: A content analysis. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2412-2417). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/131183
doi.org/10.1080/15391523.2015.1052663
Author’s accepted manuscript posted per Taylor & Francis self-archiving policy.
Greenhalgh, S. P., Rosenberg, J. M., Zellner, A. & Koehler, M. J. (2014). Zen and the art of portfolio maintenance: Best practices in course design for supporting long-lasting portfolios. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1604-1610). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/131027
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J., Terry, C., Bell, J., Hiltz, V., Russo, T. & The EPET Social Media Council (2014). What we’ve got here is failure to communicate: Social media best practices for graduate school programs. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1210-1215). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/130949
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).
Rosenberg, J. (2013). Review of mobile device use policies in public high schools. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3774-3779). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/48698
Author’s accepted manuscript posted per standard green-OA self-archiving norms (publisher policy not verified individually).