SimLab Publications & Presentations
Bell, C. A., Phelps, G., McCaffrey, D., Liu, S., Weren, B., Glazer, N., & Forzani, F. (2023, February). Simulating classroom interactions at scale for the improvement of practice-based teacher education (Wisconsin Center for Education Research, University of Wisconsin–Madison Working Paper No. 2022-3). https://wcer.wisc.edu/docs/working-papers/WCER_Working_Paper_No_2022_3.pdf
Howell, H., Mikeska, J.N., Tierney, J., Baehr, B. & Lehman, P. (2021). Conceptualization and development of a performance task for assessing and building elementary preservice teachers’ ability to facilitate argumentation-focused discussions in mathematics: The ordering fractions task. (Research Memorandum No. RM-21-10). ETS.
Hullinger, L. & Tierney, J., (2018, Feb 27). ETS NOTE Practices for Teaching Content (PTC): Task Development of Innovative Performance Assessments for Teacher Licensure. Prepared for 2018 ETS Open House. Princeton, NJ.
Lent, S. & Bell, C.A. (2025, May) Enhancing professional practice through mixed-reality software. Prepared for the 2025 University of Wisconsin-Madison Teaching & Learning Symposium. Madison, WI.
Lent, S. (2025, April). Considerations for innovative approaches in teacher education: Using mixed-reality simulation. Prepared for the AERA 2025 Annual Meeting. Denver, CO.
Lent, S. (2025, April). Intersections of multilingual learners and students with disabilities: Considerations for an innovative approach to teacher education. Prepared for the AERA 2025 Annual Meeting. Denver, CO.
Lent, S. & Tierney, J. (2025, March). Integrating mixed-reality simulation in special education preparation: A design-based research approach. Prepared for the SITE 2025 Annual Conference. Orlando, FL.
Lent, S., Bell, C.A. & Steinhauer, E. (2024, April). Core Practice Simulations to Support Equitable Practices in Special Education Teaching and Learning. Prepared for the AERA 2024 Annual Meeting. Philadelphia, PA.
Mikeska, J.N., Beigman Klebanov, B., Marigo, A., Tierney, J., Maxwell, T. & Nazaretsky, T. (2024). Exploring the potential of automated and personalized feedback to support science teacher learning. In Proceedings of the 25th International Conference on Artificial Intelligence in Education. Recife, Brazil
Mikeska, J.N., Beigman Klebanov, B., Tierney, J., Marigo, A. & Maxwell, T. (2024, September). Using natural language processing to generate personalized feedback to support teacher learning of key teaching competencies. Prepared for the NCME 2024 Special Conference on Classroom Assessment.
Chicago, IL.
Mikeska, J.N., Kanagaki, N., Kinsey, D., Marigo, A., Maxwell, T. & Tierney, J. (2023, July 27). Supporting Culturally Responsive Teaching in Elementary Science Teachers. Prepared for the 2023 ETS Lunch and Learn Series. Princeton, NJ.
Mikeska, J. N., Marigo, A., Maxwell, T., Tierney, J., Nazaretsky, T., Beigman Klebanov, B., & Pham, D. (2023, April 18-21). Toward AI-powered approximations of practice: Using automated evaluation of teacher attention to and use of student ideas during argumentation-focused science discussions. Prepared for the National Association for Research in Science Teaching 2023 Annual Meeting. Chicago, IL.
Mikeska, J.N., Marigo, A., Tierney, J., Maxwell, T. & Beigman Klebanov, B. (2024, March 17-20). Using artificial intelligence to generate feedback reports about teachers’ ability to attend to student ideas equitably and responsively. Prepared for the National Association for Research in Science Teaching 2024 Annual Meeting, Denver, CO.
Mikeska, J.M., Marigo, A., Tierney, J., Maxwell, T., Pham, D. & Beigman Klebanov, B. (2024, March 17-20). Exploring Automated Evaluation of Teacher Attention to Student Ideas During Argumentation-Focused Science Discussions. Prepared for the National Association for Research in Science Teaching 2024 Annual Meeting. Denver, CO.
Mikeska, J.N., Nazaretsky, T., Maxwell, T., Marigo, A., Pham, D., Beigman Klebanov, B. & Tierney, J. (2023, June 6). Using AI to support teacher learning. Prepared for the 2023 ETS Lunch and Learn Series. Princeton, NJ.
Mikeska, J.N., Tierney, J., Kanagaki, N., Lottero-Perdue, P., Marigo, A., Maxwell, T., Miller, K. & Kinsey, D. (2024, March 17-20). Supporting elementary teachers’ use of culturally responsive pedagogy with scenario-based performance tasks. Prepared for the National Association for Research in Science Teaching 2024 Annual Meeting. Denver, CO.
Phelps, G., Bell, C.A., Corcoran, L., Dickerman, D., Forzani, F., Forsyth, C., Fowler, M., Garcia, N., Gillespie, S., Glazer, N., Hansen, E., Hullinger, L., Kurzum, C., Laitusis, C., Loew, R., McCaffrey, D., Pedley, K., Russell, M., Sims-Gunzenhauser, A., Tan, A., Tierney, J., Warren, B., (2018, April). Developing simulated performance assessments for teacher licensure. Prepared for the National Council on Measurement in Education 2018 Annual Meeting. New York, NY.
Tierney, J., Maxwell, T., Cisterna, D., Baehr, B., Marigo, A., Mikeska, J., Kanagaki, N. & Beigman Klebanov, B. (in review). Creating personalized feedback reports powered by artificial intelligence to support teacher learning of core learning practices. Connections, An official AMTE publication for the mathematics teacher education community.
Witherspoon, M., Sykes, G., & Bell, C. A. (2016). Leading a classroom discussion: Definition, supporting evidence, and measurement of the ETS® National Observational Teaching Examination (NOTE) Assessment Series (Research Memorandum RM-16-09). Educational Testing Service
References
Bondie, R., Mancenido, Z., & Dede, C. (2021). Interaction principles for digital puppeteering to promote teacher learning. Journal of Research on Technology in Education, 53(1), 107–123. https://doi.org/10.1080/15391523.2020.1823284
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544
Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, 42(2), 208–231. https://doi.org/10.3102%2F0162373720906217
Davis, E. A., Kloser, M., Wells, A., Windschitl, M., Carlson, J., & Marino, J.-C. (2017). Teaching the practice of leading sense-making discussions in science: Science teacher educators using rehearsals. Journal of Science Teacher Education, 28(3), 275–293. https://doi.org/10.1080/1046560X.2017.1302729
Dieker, L. A., Rodriguez, J. A., Lignugaris-Kraft, B., Hynes, M. C., & Hughes, C. E. (2014). The potential of simulated environments in teacher education: Current and future possibilities. Teacher Education and Special Education, 37(1), 21–33. https://doi.org/10.1177/0888406413512683
Kavanagh, S. S., Monte-Sano, C., Reisman, A., Fogo, B., McGrew, S., & Cipparone, P. (2019). Teaching content in practice: Investigating rehearsals of social studies discussions. Teaching and Teacher Education, 86, 102863. https://doi.org/10.1016/j.tate.2019.06.017
Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2015). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31. https://doi.org/10.1177/0022487115615
Mikeska, J. N., & Howell, H. (2020). Simulations as practice-based spaces to support elementary teachers in learning how to facilitate argumentation-focused science discussions. Journal of Research in Science Teaching, 57(9), 1356–1399. https://doi.org/10.1002/tea.21659
Mikeska, J. N., Howell, H., & Straub, C. (2019). Using performance tasks within simulated environments to assess teachers’ ability to engage in coordinated, accumulated, and dynamic (CAD) competencies. International Journal of Testing, 19(2), 128–147.
Qi, Y., & Sykes, G. (2016). Eliciting student thinking: Definition, research support, and measurement of the ETS® National Observational Teaching Examination (NOTE) Assessment Series (Research Memorandum No. RM-16-06). Educational Testing Service.
Stickler, L., & Sykes, G. (2016). Modeling and explaining content: Definition, research support, and measurement of the ETS® National Observational Teaching Examination (NOTE) Assessment Series (Research Memorandum No. RM-16-07). Educational Testing Service