Selected Publications
Journal Publications
Hartenstine, D., & Fizzano, P., Brobst, J. A., Litzler, E., & Barber DeGraaff, R. (2020, June). CS/M Scholars Program - an NSF S-STEM Project. Paper presented at 2020 ASEE Virtual Annual Conference. https://doi.org/10.18260/1-2--34360
Alqudah, S., Litzler, E., Brobst, J. A., Davishahl, J., & Klein, A. G. (2020, June), S-STEM Becoming Engaged Engineering Scholars (BEES): Insights from Year 1. Paper presented at 2020 ASEE Virtual Annual Conference. https://doi.org/10.18260/1-2--35171
Chappell Moots, S., Porter, M., Sullivan, M., & Johnson, S. (2019). Success with Algebra: Exploring the impact of two instructional models on students and teachers. Virginia Mathematics Teacher, 46(1), 28-35.
Brobst, J.A., Markworth, K.A. (2019). Elementary content specialization: Perspectives on perils and promise. School Science and Mathematics, 119: 369- 381. https://doi.org/10.1111/ssm.12362
Melton, J., & Brobst, J.A. (2019). Elementary content specialization: What to consider. School Science and Mathematics, 119. https://onlinelibrary.wiley.com/action/downloadSupplement?doi=10.1111%2Fssm.12362&file=ssm12362-sup-0001-Supinfo.pdf
Miller, M., Hanley, D., & Brobst, J. (2019). The impacts of a research-based model for mentoring elementary preservice teachers in science. Journal of Science Teacher Education, 30(4): 357-378. https://doi.org/10.1080/1046560X.2019.1573127
Melton, J., Miller, M., & Brobst, J. (2019). Mentoring the mentors: Hybridizing professional development to support cooperating teachers' mentoring practice in science. Contemporary Issues in Technology and Teacher Education, 19(1). Retrieved from https://www.citejournal.org/volume-19/issue-1-19/science/mentoring-the-mentors-hybridizing-professional-development-to-support-cooperating-teachers-mentoring-practice-in-science
Markworth, K., Brobst, J., Ohana, C., & Parker, R. (2018). Exploring elementary content specialization: benefits and cautions, pitfalls and fixes. NCSM Journal of Mathematics Education Leadership, 19(2): 3-11. https://www.mathedleadership.org/pubtype/journal/
Garner, J. and Chappell, S. (2018). Measuring wellbeing as students transition between schools: The psychometric properties of the Quality of Transition Instrument. Journal of At-Risk Issues, 21(2), 1-12.
Chappell, S., Arnold, P., Nunnery, J., & Grant, M. (2015). An examination of an online tutoring program's impact on low-achieving middle school students' mathematics achievement. Online Learning, 19(5), 37-53.
Garner, J.K., Arnold, P. & Nunnery, J. (2014). School-wide impact of military-connected student enrollment: Educators' perceptions. Children and Schools, 36 (1), 31-39.
Nunnery, J., Chappell, S., & Arnold, P. (2013). A meta-analysis of a cooperative learning model's effects on student achievement in mathematics. Cypriot journal of educational sciences, 8(1), 34-38.
Chappell, S., Nunnery, J., Pribesh, S., & Hager, J. (2011). A meta-analysis of Supplemental Educational Services (SES) provider effects on student achievement. Journal of education for students placed at risk, 16(1), 1-23.
Owings, W., Kaplan, L., & Chappell, S. (2011). Troops to Teachers as school administrators: A national study of principal quality. NASSP Bulletin 95(3), 212-236.
White Papers and Research Briefs
Chappell Moots, S., Garner, J.K., Loney, M. & Webster, H. (2020). Priming the STEM pipeline through high school physics [Research Brief]. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University. Access this research brief here.
Chappell Moots, S. (2020). Career and Technical Education: An evidence-based dropout prevention strategy [White Paper]. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University, commissioned by the CTE Technical Assistance Center of New York through the Successful Practices Network/National Dropout Prevention Center.
Cross, B. & Chappell Moots, S. (2020). Equitable access to quality CTE [White Paper]. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University, commissioned by the CTE Technical Assistance Center of New York through the Successful Practices Network/National Dropout Prevention Center.
Technical Reports
Chappell Moots, S. (2020). Preparing educators to serve trauma-impacted students through the Trauma Skilled Schools Model: A research brief. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell Moots, S., Carver, A., & Garner, J. (2020). Chesapeake Public Schools DoDEA Military Partners K-12 Cumulative Final Report 2015-2020. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell, S., Brobst, J. (2019). College Access Corps Impact Evaluation. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell, S., Polychronopoulos, G., Garner, J., Arnold, P., Carver, A., & Nunnery, J. (2017). Virginia Beach City Public Schools' Teaching Exceptional Students Together (TEST) Program DoDEA Military Partners K-12 Evaluation Report. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Arnold, P., Chappell, S., Nunnery, J., Perry, T., & Paiva, I. (2015). A formative evaluation of the Norfolk Public Schools' Open Campus High School Program. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Chappell, S., O'Connor, K., Withington, C., & Stegelin, D. (2015). A meta-analysis of dropout prevention outcomes and strategies. Norfolk, VA: The Center for Educational Partnerships, Old Dominion University.
Attached Publications
Broadening Participation in STEM through High School Physics, April 2022
A Meta-Analysis of Dropout Prevention Outcomes and Strategies
Troops to Teachers Grant Study 4: Technical Report 2012-2013
The Examination of a Pullout STEM Program for Urban Upper Elementary Students
A meta-analysis of Supplemental Educational Services provider effects
Needs of Military-connected School Divisions in Southeast Virginia
