Outstanding Paper Award Winners

Winners of the SERA Linda Reichwein Outstanding Paper Award

Each year, SERA holds a contest for the SERA Linda Reichwein Zientek Outstanding Paper Award.  In 2021, the SERA board renamed the SERA Bruce Thompson award to the SERA Linda Reichwein Zientek award in recognition of Linda’s service to SERA, including service as the SERA Executive Director beginning 2014, and Deputy Executive Director 2011-2014.

2024Predicting Student At-Risk Status Through the MAP Growth Assessment System and the Local Assessment Model. Stephanie Bermudez, Blue Ridge ISD, and George Willey, University of Mary Hardin-Baylor
2023The Road Back to Normal?: A Longitudinal Qualitative Investigation of Teacher Experiences through COVID-19. Karen McIntush, University of Houston
2022STEM Instructional Strategies for English Learners: A Metasynthesis of Qualitative Research Since No Child Left Behind. Rebecca DeLozier, Texas Tech University
2021Assessing Local Fit by Approximating Probabilities. Noah Padgett, Baylor University
2020 Is Flipping Effective? A Meta-Analysis of the Effect of Flipped Instruction on K-12 Students’ Academic Achievement. Gang Zhu, East China Normal University
2019 – A Meta-Analysis of Gender Differences in Variance Ratio, Number of High-Achieving Students, and General Achievements in Mathematics. Ehsan Ghasemi, Texas Tech University
2018 – Preschool Children’s Seriation Learning Progressions While Interacting with Touch-Screen Math Apps. Emma Bullock, Sam Houston State University
2017 – A Comparison of Bayesian and DerSimonian and Laird Estimation in Meta-Analysis. Peter Boedeker, University of North Texas
2016The Student Writing Affect Survey: Measurement Development and Validation. Katherine L. Wright, Texas A&M University, and Tracey S. Hodges, University of Southern Mississippi
2015Behavioral Outcomes of Early Exposure to Violence. Kara M. Styck, University of Texas at San Antonio, and Grant Morgan, Baylor University
2014Multicomponent Treatment of Rapid Naming, Reading Rate, and Visual Attention in Single and Double Deficit Dyslexics. Kary A. Johnson, Texas Wesleyan University
2013Finite Mixture Modeling with Nonnormal Indicators: A Monte Carlo Examination of Fit Indices for Model Selection. Grant B. Morgan, Baylor University, and Aaron R. Baggett, University of Mary Hardin-Baylor
2012The Use of Effect Size Estimates to Evaluate Covariate Selection and Bias Reduction in Propensity Score Matching. Forrest C. Lane, University of Southern Mississippi, and Robin K. Henson, University of North Texas
2011 – Attenuation of the Squared Canonical Correlation Coefficient Under Varying Estimates of Score Reliability. Celia M. Wilson, Texas Wesleyan University
A Mixed Research Study of Approaches Used by Mixed Research Instructors. Anthony J. Onwuegbuzie, Sam Houston State University, Rebecca K. Frels, Lamar University, Nancy L. Leech, University of Colorado at Denver, and Kathleen M.T. Collins, University of Arkansas at Fayetteville
2010 – Institutional Effectiveness and Student Attrition: A SEM Model Using the IPEDS Dataset. Terence Fung, University of North Texas
2009 – Validity of the Cultural Awareness and Beliefs Inventory of Urban Teachers: A Mixed Methods Design. Prathiba Natesan, Florida International University, Patricia Faye Roberts-Walter, Del Mar Community College, Gwendolyn Webb-Johnson and Norvella Carter, Texas A&M University
2008 – Experimental Design and Some Threats to Experimental Validity: A Primer. Susan Troncoso Skidmore, Texas A&M University
2007 – Constructing an Understanding of the Equal Sign: Do Chinese Textbooks Make a Difference? Meixia Ding, Texas A&M University, and Xiaobao Li, Western Carolina University
2006 – Dialogue or Monologue? A Framework for Technology Supported Classroom Communications, Carmen Fies, The University of Texas at San Antonio
2005 – Assessing Teachers’ Beliefs about Pedagogical Knowledge: Developing an Instrument, Helenrose Fives, Texas Tech University, and Michelle M. Buehl, University of Memphis
2004 – A Call for Qualitative Power Analysis, Anthony J. Onwuegbuzie, University of South Florida, and Nancy Leech, University of Colorado at Denver
2003 – Taking the ‘Q’ Out of Research: Teaching Research Methodology Courses Without the Divide Between Quantitative and Qualitative Paradigms, Anthony J. Onwuegbuzie, Howard University, and Nancy Leech, University of Colorado at Denver
2002 – Differential Impacts of Pre-College Self-Regulatory Factors on the Academic Achievement of University Students with and without Learning Disabilities, Lilia M. Ruban, University of Houston
2001 – Coercive School Desegregation in Lafayette Parish: The Disintegration of a School System?, Stephen Caldas, University of Louisiana, Lafayette, and Carl Bankston, III, Tulane University
2000 – Reliability and Validity of SERVQUAL Scores Used to Evaluate Perceptions of Library Service Quality, Bruce Thompson, Texas A&M University and Baylor College of Medicine, and Colleen Cook, Texas A&M University
1998 – Alternative Education for At-Risk Youth: An Analytic Review of Evaluation Findings, Katherine Friedrich, Houston Independent School District
1996 – An Application of Generalizability Theory to the Attention Deficit Hyperactivity Disorder Scale, Shari L. Davis, Texas Tech University
1995 – Inclusion Versus Non-Inclusion Classrooms: Investigating the Effects and Detecting Sample Bias, Debra A. King, University of Southern Mississippi
1994 – The Validity of Mental and Motor Scores from the New Bayley Scales of Infant Development-II: A Second-Order Factor Analysis, Bruce Thompson, Texas A&M University and Baylor College of Medicine, John Wasserman, James Gyurke, Kathleen Matula, and Blaine Carr, Psychological Corporation
1993 – Congruence in Maternal and Professional Early Intervention Assessments of Children with Exceptionalities, Patricia Snyder, Louisiana State University Medical Center, Bruce Thompson, Texas A&M University and Baylor College of Medicine, & James David Sexton, University of New Orleans
1992 – Teacher Decisional Participation: Rhetoric or Reality, Dianne L. Taylor, Tulane University, & Ira E. Bogotch, University of New Orleans
1989 – Hispanic Students’ Perceptions of Math Problem-Solving Strategies and Instruction, H.C. Waxman, University of Houston, Y.N. Padron, University of Houston-Clear Lake, S.L. Knight, Texas A&M University, E.W. Owens & K. Ebner, University of Houston
1988 – Examining the Relationship Between Teacher Behaviors and Students’ Cognitive Reading Strategies, Stephanie L. Knight, University of Houston-Clear Lake
1987 – Teacher Training in Analogical Reasoning: Effects on Young Children of Differing Age, SES, Gender and Race, Alexander, P.A., Tallent, M.K., Willson, V.L., & White, C.S.
1986 – The Future Problem Solving Program: An Investigation of Effects on Problem-Solving Ability, Mary K. Tallent
1985 – Three Analyses of Simulated-Recall Data, Walter C. Parker, The University of Texas at Arlington
1984 – Comparison of Three Types of Tests for Basic Skills Program Evaluation, Ralph A. Hanson, University of Tulsa
1983 – A Meta-Analysis of the Effects of New Science Curricula on Student Performance, William C. Kyle, Jr., The University of Texas at Arlington, and James A. Shymansky, The University of Iowa