Presentations and Selected Publications
(Note: this page is under construction....stay tuned for more...)
Yu, M., Shell, D., & Kauffman, D.F. (2014, August). Cognition and motivation related to college students' writing revision--A phenomenological study. Presented at the American Psychological Association Annual Convention, Washington, D.C. Ganson, K., Zhao, R., & Kauffman, D. F. (2013, December). Time changes things: examining correlates of student-generated goals as they shift for authentic writing assignments. Presented at the Literacy Research Association, Dallas, TX.
McKinney, T.R.F & Nako, B. (2013, May). Mixed methods, emancipatory frameworks, and adolescent literacy: A methodological review. Presented at the International Conference of Qualitative Inquiry, Urbana-Champaign, IL.
Nako, B. & McKinney, T.R.F. (2013, April). The emancipatory potential of mixed methods in adolescent literacy research. Presented at the American Association for the Advancement of Curriculum Studies, San Francisco, CA.
Nako, B. & McKinney, T.R.F. (2013, May). Allies and antagonists: A grounded theory study of how white undergraduates make meaning of racial oppression.Presented at the International Conference of Qualitative Inquiry, Urbana-Champaign, IL.
Zeleny, M.G. (May 2013). The power of personal stories of the dissertation study: Impacting the researcher. Presented at the International Congress Qualitative Inquiry Conference; University of Illinois at Urbana-Champaign.
Zeleny, M.G. (May 2013). The impact of a writing intervention on undergraduate students: A mixed methods study. Presented at the International Congress Qualitative Inquiry Conference; University of Illinois at Urbana-Champaign.
Zhao, R., Ganson, K., & Kauffman, D. F. (2013, April). “At first I really cared about learning the material, but now I just want to get the paper done”: Examining correlates of student-generated writing goal shifts. Presented at the American Educational Research Association, San Francisco, CA.
Nako, B. (2012, November). Incorporating ethnographic tools, quantitative research methods, and portraiture in a mixed-methods design. Presented at the Student Research Conference, College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, NE.
Yilmaz Soylu, M. & Zeleny, M. G. (November 2012). Writing related choices, attitudes and success in undergraduate college women and men. Presented at the Student Research Conference, College of Education and Human Sciences, University of Nebraska at Lincoln, Lincoln, NE.
Zhao, R., Kauffman, D. F., Yilmaz-Soylu, M., & Zeleny, M. (2012, April). Mediating effects of goals, self-efficacy, and affect: A model predicting high school students’ writing performance. Presented at the American Educational Research Association, Vancouver, Canada.
Bruning, R. H., Dempsey, M., Kauffman, D. F., Zhao, T., & Zeleny, M. G. (April 2011). Achievement goals as a predictor of middle school students’ affect, self-efficacy, writing achievement, and scores on a statewide writing assessment. Presented at the American Educational Research Association, New Orleans, LA.
Kauffman, D., Zhao, R. Zeleny, M., Yilmaz-Soylu, M., Dempsey, M., & Bruning, R. (2011, April). Achievement Goals as a Predictor of Middle School Students’ Affect, Self-Efficacy, Writing Achievement, and Scores on a Statewide Writing Assessment. Presented at the American Educational Research Association, New Orleans, LA.
Macintyre Latta, M., Nako, B., Ross, P., Kestman, O., Rivera, J. & Kang, L. (2011, April). Aesthetic play as a “force of the possible.” Presented at the American Association for the Advancement of Curriculum Studies, New Orleans, LA.
Nako, B. (2011, November). The lighthouse: On supporting literacy among young adults in Lincoln, Nebraska: An ethnographic study. Presented at the Literacy Research Association, Jacksonville, FL.
Yilmaz Soylu, M. & Zeleny, M. G. (December 2011). Gender differences in college students’ writing environments. Presented at the Literacy Research Association, Jacksonville, FL.
Zeleny, M. G. & Yilmaz-Soylu, M. (April 2011). Writing habits and attitudes of male and female undergraduate college students. Presented at the American Educational Research Association, New Orleans, LA.
Bruning, R. H., Dempsey, M., Kauffman, D. F., Zhao, T., & Zeleny, M. G. (May 2010). Achievement impact on 11th grade students’ affect, self-efficacy, and writing achievement. Presented at the American Educational Research Association, Denver, CO.
Kauffman, D. F., Zhao, R., Dempsey, M. S., Zeleny, M. G., Wang, S., & Bruning, R. (2010, April). How achievement goals relate to high school students’ affect, self-efficacy beliefs and achievement within writing intensive high school courses. Presented at the American Educational Research Association, Denver, CO.
Nako, B. (2010, April). Reading instruction: What outcomes for high school students? Presented at the American Anthropological Association, New Orleans, LA.
Zeleny, M. G. (May 2010). Writing and math: The impact of a journal-writing intervention on undergraduate math students. Presented at the American Educational Research Association, Denver, CO.
Zeleny, M. G. (December 3, 2010). Writing about mathematics learning: The impact of a journal-writing intervention on undergraduate math students. Presented at the National Reading Conference, Fort Worth, TX.
Zeleny, M. G. & Yilmaz-Soylu, M. (December 4, 2010). Writing habits and attitudes of adolescents: A look at the roles of technology-enhanced and traditional writing in adolescents’ lives. Presented at the National Reading Conference, Fort Worth, TX.
Zumbrunn, S. K., Kauffman, D. F., Hayes, M., & Yilmaz Soylu, M. (2010, May). How writing achievement goals and self-efficacy relate to college writing goals and grade point averages. Presented at the American Educational Research Association, Denver, CO.
Zumbrunn, S. K., Kauffman, D. F. & Bruning, R. H. (2009, December). How writing achievement goals, attitudes, and beliefs relate to hours spent writing and writing grades in college. Presented at the National Reading Conference, Albuquerque, NM.
Publications
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38.
Dempsey, M., PytlikZillig, L., Bruning, R. (2009). Helping preservice teachers learn to assess writing: Practice and feedback in a web-based environment. Assessing Writing, 14, 38-61.
Hebert, M., Graham, S., Rigby-Wills, H., & Ganson, K. (2014). Effects of note-taking and extended writing on expository text comprehension: Who benefits? Learning Disabilities, 12(1), 43-68.
Zumbrunn, S., & Bruning, R. (2013). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Reading and Writing, 26(1), 91-110.
Manuscripts Under Review or in Preparation
Bruning, R., Kauffman, D., McKim, C., & Zumbrunn, S. (2013). Implicit beliefs about writing: Relationships to writing performance, age, gender, and class enrollment.
Sarroub, L., & Nako, B. (2013). Legitimate selves, legitimate texts in a high school literacy classroom.
Larsen, L., & Bruning, R. (2013). Community college students' writing habits, beliefs and performance.
Schneider-Cline, W. (2013). A clinical writing workshop for graduate speech-language pathology students.
Schneider-Cline, W. (2013). Reflection of service learning experiences as related to classroom content: Guided journals or open-ended journals?