| The use of confidence intervals as a meta-analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK JR Young, JL Young, C Hamilton Journal of Research on Technology in Education 46 (2), 149-172, 2013 | 64 | 2013 |
| Evaluating the effects of professional development on urban mathematics teachers TPACK using confidence intervals JR Young, J Young, C Hamilton, SS Pratt REDIMAT 8 (3), 312-338, 2019 | 43 | 2019 |
| Technology effectiveness in the mathematics classroom: A systematic review of meta-analytic research J Young, F Gorumek, C Hamilton Journal of Computers in Education 5 (2), 133-148, 2018 | 32 | 2018 |
| Concept raps versus concept maps: A culturally responsive approach to STEM vocabulary development J Young, J Young, M Cason, N Ortiz, M Foster, C Hamilton Education Sciences 8 (3), 108, 2018 | 20 | 2018 |
| Interactive whiteboards in mathematics spaces: An examination of technology integration in an urban middle school J Young, C Hamilton, M Cason Contemporary Educational Technology 8 (4), 303-318, 2017 | 17 | 2017 |
| Culturally relevant project-based learning for STEM education: Implications and examples for urban schools JR Young, JV Young, C Hamilton Improving urban schools: Equity and access in K-16 STEM education, 39-65, 2013 | 14 | 2013 |
| Mathematics dispositions and the mathematics learning outcomes of black students: How are they related? J Young, J Cunningham, N Ortiz, T Frank, C Hamilton, T Mitchell Investigations in Mathematics Learning 13 (2), 77-90, 2021 | 10 | 2021 |
| An investigation into the relationships between the technological pedagogical content knowledge of university teacher education faculty and their age, rank, and gender C Hamilton University of North Texas, 2013 | 10 | 2013 |
| Hipatia Press JR Young, J Young, C Hamilton, SS Pratt | | 2019 |
| The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology JR Young, JL Young, C Hamilton | | |
| An investigation into the relationships between the technological pedagogical content knowledge of university teacher education faculty and their age, rank, and gender | | |
