1. Capraro, M. M., English, S., Fisseler, S., Matteson, S., Grimi, E., Kotara, D., & Rangel-Chavez, A. (2008, in press). Looking into middle school mathematics classrooms: Lessons learned from research (pp. 287-309). In G. Kulm (Ed.), Teacher knowledge and practice in middle grades mathematics. Rotterdam, The Netherlands: Sense. ^*

2. Yetkiner, E., & Capraro, M. (in press). Middle school mathematics teachers’ knowledge for teaching fractions. RMLE Online. ^*

3. Helfeldt, J., Capraro, R. M., Capraro, M. M., Foster, E. S., & Carter, N. (2009) An urban schools-university partnership that prepares and retains quality teachers for "high need" schools, The Teacher Educator, 44 1-20.

4. Yetkiner, E., & Capraro, M. M. (2009). Middle school mathematics teachers’ knowledge for teaching fractions. Retrieved January 27,2009, from http://www.nmsa.org/Research/ResearchSummaries/TeachingFractions/tabid/1866/Default.aspx ^*

5. Capraro, M. M. (2008). Interdisciplinary STEM project-based learning (p. 91-102). In R. M. Capraro & S. W. Slough (Eds.), Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Rotterdam, The Netherlands: Sense.

6. Piccolo, D., Carter, T., Harbaugh, A., Capraro, M. M., & Capraro, R. M. (2008). Quality of instruction: Examining discourse in middle school mathematics instruction. Journal of Advanced Academics, 19, 376-410. ^*

7. Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 34, 208-216. ^Diss

8. Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and in the United States. Cognition and Instruction, 26, 195-217. ^*

9. Capraro, R. M., & Capraro, M. M. (2007). Pedagogy and curriculum: Antithetical constructs or a nexus in mathematics education? Journal of Curriculum and Pedagogy, 4(1), 34-39.

10. Capraro, M. M., Ding, S., Matteson, S., Li, X., & Capraro, R. M. (2007). Representational implications for understanding equivalence. School Science and Mathematics Journal, 107, 86-88. ^*

1. Examining Hispanic-students mathematics performance on high-stakes tests: An examination of one urban school district in Colorado. Urban Review

2. Capraro, M. M., English, S., Fisseler, S., Matteson, S., Grimi, E., Kotara, D., & Rangel-Chavez, A. (2008, in press). Looking into middle school mathematics classrooms: Lessons learned from research (pp. 287-309). In G. Kulm (Ed.), Teacher knowledge and practice in middle grades mathematics. Rotterdam, The Netherlands: Sense. ^*

3. Yetkiner, E., & Capraro, M. (in press). Middle school mathematics teachers’ knowledge for teaching fractions. RMLE Online. ^*

4. Helfeldt, J., Capraro, R. M., Capraro, M. M., Foster, E. S., & Carter, N. (2009) An urban schools-university partnership that prepares and retains quality teachers for "high need" schools, The Teacher Educator, 44 1-20.

5. Yetkiner, E., & Capraro, M. M. (2009). Middle school mathematics teachers’ knowledge for teaching fractions. Retrieved January 27,2009, from http://www.nmsa.org/Research/ResearchSummaries/TeachingFractions/tabid/1866/Default.aspx ^*

6. Capraro, M. M. (2008). Interdisciplinary STEM project-based learning (p. 91-102). In R. M. Capraro & S. W. Slough (Eds.), Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Rotterdam, The Netherlands: Sense.

7. Piccolo, D., Carter, T., Harbaugh, A., Capraro, M. M., & Capraro, R. M. (2008). Quality of instruction: Examining discourse in middle school mathematics instruction. Journal of Advanced Academics, 19, 376-410. ^*

8. Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 34, 208-216. ^Diss

9. Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and in the United States. Cognition and Instruction, 26, 195-217. ^*

10. Capraro, R. M., & Capraro, M. M. (2007). Pedagogy and curriculum: Antithetical constructs or a nexus in mathematics education? Journal of Curriculum and Pedagogy, 4(1), 34-39.

11. Capraro, M. M., Ding, S., Matteson, S., Li, X., & Capraro, R. M. (2007). Representational implications for understanding equivalence. School Science and Mathematics Journal, 107, 86-88. ^*

12. Slate, J. R., Capraro, M. M., & Onwuegbuzie, A. J. (2007). Students’ stories of their best and poorest K-5 teachers: A mixed data analysis. Journal of Educational Research & Policy Studies, 7(2),1-26.

13. Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2(1), 23-48.

14. Capraro, R. M., Capraro, M. M., Ding, M., & Li, X. (2007). Thirty years of research: Current interpretations of the equal sign. Psychological Reports, 101, 784-86. ^*

15. Capraro, M. M., Capraro, R. M., & Cifarelli, V. V. (2007). What are students thinking as they solve open-ended mathematics problems? In D. K. Pugalee, A. Rogerson, & A. Schnick (Eds.), Proceedings of the ninth international conference of Mathematics Education in a Global Community. (pp. 124-128). Charlotte, NC: The University of North Carolina.

16. Capraro, M. M. & Joffrian, H. (2006). Algebraic Equations: Can Middle-School Students Meaningfully Translate from Words to Mathematical Symbols? Reading Psychology 27, 147 – 164. ^*

17. Capraro, R.M., & Capraro, M.M. (2006). Are you really going to read us a story? Learning Geometry through children's mathematics literature. Reading Psychology, 27, 21-36.

18. Capraro, M. M. (2006). Confidence Intervals. In N. J. Salkind (Ed.), The Encyclopedia of Measurement Statistics. Thousand Oaks, CA: Sage.

19. Capraro, M. M. (2006) Teaching portfolios: Technology skills + portfolio development: Do they = powerful preservice teachers? Teacher Education and Practice, 19, 380-390.

20. Capraro, M. M. (2006). Variable deletion. In N. J. Salkind (Ed.), The Encyclopedia of Measurement Statistics. Thousand Oaks, CA: Sage.

21. Capraro, M.M. (2005). A more parsimonious mathematics beliefs scales. Academic Exchange Quarterly, 9, 83-89

22. Capraro, M. M. (2005). An Introduction to confidence intervals for both statistical estimates and effect sizes. Research in the Schools, 12(2), 22 – 33.

23. Capraro, M.M., Kulm, G., & Capraro, R.M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.

24. Capraro, R., Capraro, MM, Parker, D., Kulm, G., & Raulerson, T. (2005). The Mathematic Content Knowledge Role in Developing Preservice Teachers' Pedagogical Content Knowledge, Journal for Research in Childhood Education, 20, 108-124.

25. Henson, R., Capraro, R.M., & Capraro, M.M. (2004). Reporting practice and use of exploratory factor analysis in educational research journals. Research in the Schools, 11(2), 61-72.

26. Capraro, M.M. & Capraro, R.M. (2003). Exploring the impact of the new APA 5th Edition Publication Manual on the preferences of journal board members. Educational and Psychological Measurement, 63, 554-565.

27. Capraro, M.M. (2003). Measure for measure. Illinois Mathematics Journal, 54(1), 3-5.

28. Capraro, M.M. (2003). Measurement activity and measuring activity with nonstandard units. Wisconsin Teacher of Mathematics, 54(1), 7-10.

29. Capraro, M.M. (2003). Tired of using worksheets? Texas Mathematics Teacher, 45 (1), 9-11.

30. Capraro, M. M. (2002). Defining Constructivism: Its Influence on the Problem Solving Skills of Students. Educational Technology Research and Development, 50(4), 97.

31. Capraro, R.M., & Capraro, M.M. (2002). Myers-Briggs Type Indicator score reliability across studies: A meta-analytic approach. Educational Psychological Measurement, 62, 590-602.

32. Capraro, R. M., & Capraro, M. M. (2002). Treatments of effect sizes and statistical significance tests in textbooks. Educational and Psychological Measurement, 62, 771-782.

33. Capraro, M.M. (2001). Bigger is not better: Seeking parsimony in canonical correlation analysis via variable deletion strategies. (In Press October Issue of Multiple Linear Regression Viewpoints).

34. Capraro, R. M., & Capraro, M. M. (2001). Commonality analysis: Understanding variance contributions to overall canonical correlation effects of attitude toward mathematics on geometry achievement. Multiple Linear Regression Viewpoints, 27(2), 16-23.

35. Capraro, M.M., Capraro, R.M., & Hensen, R. (2001). Measurement error of scores on the mathematics anxiety rating scale across studies. Educational and Psychological Measurement 61(3), 373-386.

36. Capraro, R.M. & Capraro, M.M. (1998). Teacher Talk. In Middle School Math Courses 1 & #, Scott Foresman-Addison Wesley: Chicago, IL.
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