Peer-Reviewed Publications (17)

Peer-Reviewed Publications

Kazakoff, E.R., Macaruso, P., Hook, P., (in press). Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners. Educational Technology Research & Development. DOI: 10.1007/s11423-017-9565-7 (open access)

Kazakoff, E. R., Orkin, M., Bundschuh, K., & Schechter, R. L. (2018). Fostering Engagement in Educational Technologies Through Developmental Theory and Program Data. In R. Roscoe, S. Craig, & I. Douglas (Eds.), End-User Considerations in Educational Technology Design (pp. 99-122). Hershey, PA: IGI Global.

Prescott, J.E., Bundschuh, K., Kazakoff, E.R., & Macaruso, P. (2017). Elementary school-wide implementation of a blended learning program for reading intervention in a Title I school: Implications for students who are English Learners. Journal of Educational Research. (open access)

Schechter, R., Kazakoff, E.R., Bundschuh, K., Prescott, J.E., Macaruso, P. (2017). Exploring the impact of engaged teachers on implementation fidelity and reading skill gains in a blended learning reading program. Reading Psychology, 38(6), 553-579.

Wilkes, S., Macaruso, P., Kazakoff, E., & Albert, J. (2016). Exploration of a Blended Learning Approach to Reading Instruction in Second Grade. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 791-796). Association for the Advancement of Computing in Education (AACE).

Schechter,R., Macaruso,P., Kazakoff, E.R., & Brooke,E. (2015). Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Computers in the Schools.32(3-4), 183-200.

Kazakoff, E.R. (2015). Technology-based literacies for young children: Digital literacy through learning to code. In K. Heider & M. Jalongo (Eds.) Young Children and Families in the Information Age, 10, 43-60.

Kazakoff, E.R. (2015). Digital technology and classroom management. In G. Scarlett (Ed.) The SAGE Encyclopedia of Classroom Management, 254-255.

Kazakoff, E.R. (2014). Toward a theory-predicated definition of digital literacy for early childhood. Journal of Youth Development – Bridging Research and Practice (Special Issue: Media and Youth), 9(1), 41-58. (open access)

Kazakoff, E.R. & Bers, M.U. (2014). Put your robot in, Put your robot out: Sequencing through programming robots in early childhood. Journal of Educational Computing Research, 50(4), 553-573.

Bers, M.U., Flannery, L.P., Kazakoff, E.R, & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145-157.

Sullivan, A., Kazakoff, E.R., & Bers, M.U. (2013). The Wheels on the Bot go Round and Round: Robotics Curriculum in Pre-Kindergarten Classrooms. Journal of Information Technology Education: Innovations in Practice, 12, 203 -219.

Flannery, L.P., Kazakoff, E.R., Bontá, P., Silverman, B., Bers, M.U., and Resnick, M. (2013). Designing ScratchJr: Support for early childhood learning through computer programming. In Proceedings of the 12th International Conference on Interaction Design and Children (IDC '13). ACM, New York, NY, USA, 1-10. DOI=10.1145/2485760.2485785

Kazakoff, E.R., M. Sullivan, A., & Bers, M.U. (2013) The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255. DOI: 10.1007/s10643-012-0554-5.

Kazakoff, E.R. & Bers, M. U. (2012). Programming in a robotics context in the kindergarten classroom: The impact on sequencing skills. Journal of Educational Multimedia and Hypermedia, 21(4), 371-391.

Bers, M. & Kazakoff, E.R. (2012). Developmental technologies: Technology and human development (Chapter 26). In R.M. Lerner, M.A. Easterbrooks, I.B. Weiner (Eds.), Handbook of Psychology, Developmental Psychology (pp. 639-658). Hoboken, NJ: Wiley.

Bers, M. & Kazakoff, E.R. (2012). Techno-Tykes: Digital technologies and young children (Chapter 13). In O.N. Saracho, & B. Spodek (Eds.), Handbook of Research on the Education of Young Children (pp. 197 - 205). New York, NY: Routledge.