| Conceptual and Theoretical Frameworks for Application-Oriented Higher Education | East-West Crosscurrents in Higher Education | 2022 |
| An alternative to STEBI-A: validation of the T-STEM science scale | International Journal of STEM Education | 2022 |
| Approaches to Quality Education in Tertiary Sector: An Empirical Study Using PLS-SEM | Education Research International | 2022 |
| Diagnosing the learning crisis: What can value-added analysis contribute? | International Journal of Educational Development | 2021 |
| Interpreting Data: Creating Meaning | The Enabling Power of Assessment | 2021 |
| Designing and validating an evaluation inventory for assessing teachers’ professional accountability | Language Testing in Asia | 2021 |
| Trade-offs in selecting the number of years for estimation of teacher effectiveness | Education Economics | 2021 |
| Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development | Urban Review | 2021 |
| Portfolios2 | | 2020 |
| A Comparison of Gwet’s AC1 and Kappa When Calculating Inter-Rater Reliability Coefficients in a Teacher Evaluation Context | Journal of Education Human Resources | 2020 |
| Data-based student learning objectives for teacher evaluation | Cogent Education | 2020 |
| Teacher Evaluation Through the Eyes of the Principal: How Individual and School Contexts Shape Perceptions of Practice | Leadership and Policy in Schools | 2020 |
| How professional development program features impact the knowledge of science teachers | Professional Development in Education | 2020 |
| Objective Standard Setting in Educational Assessment and Decision Making | Educational Policy | 2020 |
| The Overwhelming Need: How the Unequal Political Economy Shapes Urban Teachers’ Working Conditions | Urban Education | 2020 |
| A TESOL Practicum in Australia | Educational Linguistics | 2019 |
| Portfolios2 | | 2019 |
| Unlocking the Future of Learning by Redesigning Educator Learning | | 2019 |
| Linking Student Achievement to Teacher Preparation: Emergent Challenges in Implementing Value Added Assessment | Journal of Teacher Education | 2019 |
| Time-Indexed Effect Size for Educational Research and Evaluation: Reinterpreting Program Effects and Achievement Gaps in K–12 Reading and Math | Journal of Experimental Education | 2019 |
| Countering Expert Uncertainty: Rhetorical Strategies from the Case of Value-Added Modeling in Teacher Evaluation | Minerva | 2019 |
| Understanding the role cumulative exposure to highly qualified science teachers plays in students' educational pathways | Journal of Research in Science Teaching | 2019 |
| Making Inferences About Teacher Observation Scores Over Time | Educational and Psychological Measurement | 2019 |
| Methodological issues in value-added modeling: an international review from 26 countries | Educational Assessment, Evaluation and Accountability | 2019 |
| Teaching standards and the promotion of quality teaching | European Journal of Education | 2019 |
