Dionne Cross Francis, Ph.D.

Joseph R. Neikirk Term Professor

Program Coordinator, Culture, Curriculum, and Teacher Education (CCTE)

Journal Article

Park Rogers, M., Cross Francis, D., Mikeska, J., Bharaj, P., Gustaveson, A., Ogundapo, T., Kinsey, D., Lottero-Perdue, P., Howell, H., Shekell, C., Maltese, A., & Reich, J. (accepted). Elementary mathematics and science teacher educators’ experiences with preparing preservice teachers to facilitate argumentation-focused discussions in online simulations. International Journal of Science and Mathematics Education.

Cross Francis, D., Hong, J., Roloff, T., Lee, S., Dean, T., Mehta, N., Zhao, J., & Schutz, P. (2026). Black women teachers’ experiences within “white” spaces. Teachers and Teaching: Theory and Practice. Published. https://doi.org/DOI: 10.1080/13540602.2025.2607474

Cross Francis, D., Yu, B., Kaur Bharaj, P., Hong, J., Habib, K., & Gustaveson, A. (accepted). Examining the role of rehearsals in pre-service teachers’ mathematics-related teaching identity development. The Elementary School Journal. 100 E cameron avenue

Yu, B., & Cross Francis, D. (accepted). “I Only Realize It When I See It”: How elementary pre-service teachers value theory and research in teaching mathematics. Journal of Mathematics Education, 18(1), 1–12.

Cross Francis, D., Wilson, S., Gustaveson, A., & Yu, B. (2025). “I’m not sure how they would react if they knew.”: Navigating social and teacher identities. Teachers and Teaching: Theory and Practice. Published. https://doi.org/DOI: 10.1080/13540602.2025.2607465

Cross Francis, D., Decuir-Gunby, J., Lopez, F., & McCrudden, M. (2025). A humanizing approach to race-focused research in educational psychology. Educational Psychologist, 60(4), 251–266. https://doi-org.libproxy.lib.unc.edu/10.1080/00461520.2025.2561336.

Howell, H., Mikeska, J., Lottero-Perdue, P., Shekell, C., Kinsey, D., Lee, C., Reich, J., Maltese, A., Park Rogers, M., Cross Francis, D., Kaur, P., & Halder, S. (2025). Exploring the use of simulations in secondary mathematics and science methods courses. Contemporary Issues in Technology and Teacher Education, 25(3), 468–515. https://citejournal.org/volume-25/issue-3-25/general/exploring-the-use-of-simulations-in-secondary-mathematics-and-science-methods-courses

Bharaj, P., Cross Francis, D., & Park Rogers, M. (accepted). Bridging Worlds: Professional Identity Development of an International Mathematics Teacher Educator. Self-Study in Teaching and Teacher Education.

Cross Francis, D., Hong, J., Kaur Bharaj, P., Schutz, P., & Yu, B. (2025). Advancing mathematics teacher development through Holistic Personalized Coaching (HPC): A multiphase mixed methods study. Methods in Psychology, 13. https://doi.org/10.1016/j.metip.2025.100214

Hong, J., Cross Francis, D., Ab Latif, F., Roloff, T., Zhao, J., & Schutz, P. (2025). Counterstories: Disrupting whiteness and heteronormativity in educational psychology research. Contemporary Educational Psychology, 80. https://doi.org/10.1016/j.cedpsych.2025.102343

Hong, J., Cross Francis, D., Roloff, T., Ab Latif, F., Chong, K., & Schutz, P. (2025). “Wrong to be Queer and Latina”: Multiple marginalized and underrepresented teachers’ identity negotiation. Contemporary Educational Psychologist, 86. https://doi.org/10.1016/j.cedpsych.2025.102420

Hong, J., Cross Francis, D., Wang, Q., Recknagel, C., Lewis, L., Parsons, A., & Jeon, M. Y. (2025). Step into another’s shoes: Unpacking teachers’ empathy dispositions in culturally diverse classrooms. Asia-Pacific Journal of Teacher Education. Published. https://doi.org/10.1080/1359866X.2025.2506648

Cross Francis, D., Kaur Bharaj, P., Habib, K., Hinden, A., Gustaveson, A., & Hong, J. (2025). Understanding the role of refutation texts on pre-service teachers’ mathematics-related beliefs. Journal of Mathematical Behavior, 80.

Mikeska, J., Cross Francis, D., Lottero-Perdue, P., Park Rogers, M., Shekell, C., Kaur Bharaj, P., Howell, H., Maltese, A., Thompson, M., & Reich, J. (2025). Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations. Teaching and Teacher Education,, 154. https://doi.org/10.1016/j.tate.2024.104858

Yeldell, J., Wilkins-Yel, K., Kaur Bharaj, P., Cross Francis, D., Mahmud, A., Walters, R., & Bryson, T. (2024). Using my education to fight for my communities”: Understanding how an equity-based STEM experience cultivated equity ethic and STEM identity development among women of colour in STEM. London Review of Education, 22(1). https://doi.org/10.14324/LRE.22.1.28.

Shekell, C., Snider, R., Cross Francis, D., Howell, H., & Kaur Bharaj, P. (2024). Noticing and Instructional Vision: A reflection tool to support pre-service teachers’ development within argumentation-focused discussions. Journal of Education Research in Mathematics, 34(3), 595–625.

Lottero-Perdue, P., Howell, H., Kaur Bharaj, P., Park Rogers, M., Cross Francis, D., Maltese, A., Shekell, C., & Mikeska, J. (2024). Teacher educators as designers: Integrating digital simulations into methods courses. Contemporary Issues in Technology and Teacher Education, 24(4). https://citejournal.org/volume-24/issue-4-24/general/teacher-educators-as-designers-integrating-digital-simulations-into-methods-courses

Sevinc, S., Cross Francis, D., Hudson, R., & Liu, J. (2024). The development of elementary teachers’ personal meanings of problem solving through engaging in open-ended tasks. Mathematics Education Research Journal. Published. https://doi.org/10.1007/s13394-024-00493-1

Sevinc, S., Cross Francis, D., Hudson, R., & Liu, J. (2024). The Development of Elementary Teachers’ Personal Meanings of Problem Solving through Engaging in Open-Ended Tasks. Mathematics Education Research Journal. Published.

Cross Francis, D., Sevinc, S., Eker, A., & Tan, V. (2024). A Gingerbread House Community: Using geometry and measurement in the real world. Mathematics Teacher: Learning and Teaching K-12, 117(1), 17–23. https://doi.org/10.5951/MTLT.2023.0060

Lottero=Perdue, P., Masters, H., Mikeska, J., Thompson, M., Park Rogers, M., & Cross Francis, D. (2024). Elementary preservice teachers’ responsiveness while eliciting students’ initial arguments and encouraging critique in online simulated argumentation discussions. Science Education. Published. https://doi.org/10.1002/sce.21847.

Hong, J., Cross Francis, D., & Schutz, P. (2024). Reconceptualizing Teacher Identity Development. Educational Psychologist. Published. https://doi.org/10.1080/00461520.2023.2292713

Liu, j., Cross Francis, D., Lloyd, K., & Eker, A. (2023). Mathematically Productive Relationships (MPRs): A potentially effective classroom management approach. Learning Environment Research: An International Journal (LERI), 26(4), 573–593. https://doi.org/10.1007/s10984-022-09444-8

Park Rogers, M., Hmelo-Silver, C., Nichols, C., Cross Francis, D., & Danish, J. (2023). Learning to teach with science representations: Meaningfully connecting the three dimensions of science. Science and Children [Teaching Teachers: Enhancing the Repertoire of Preservice and Inservice Teachers Column],, 60(3), 59–66.

Hong, J., Cross Francis, D., Haskins, C., Chong, K., Habib, K., Atiade Pinheiro, W., Noon, S., & Dickinson, J. (2023). Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities. Teachers and Teaching: Theory and Practice. Published. https://doi.org/10.1080/13540602.2023.2263739.

Wilkins-Yel, K., Williamson, F., Priddie, C., Cross Francis, D., Gallimore, S., & Davis-Rudolph, J. (2023). A site of radical possibilities: Examining how a multigenerational counterspace promoted STEM persistence among undergraduate Women of Color. Journal of Research in Science Teaching, 60(2), 268–303.

Park Rogers, M., Hmelo-Silver, C., Nicholas, C., Cross Francis, D., & Danish, J. (2023). Learning to teach with science representations: Meaningfully connecting the three dimensions of science. Science and Children [Teaching Teachers Column].. Published.

Liu, J., Cross Francis, D., & Eker, A. (accepted). Examining US Practicing elementary teachers’ perceptions of and comfort with students’ mathematical mistakes. Journal of Mathematics Education..

Neill, C., Hong, J., Wang, Q., Cross Francis, D., Parsons, A., & Lewis, L. (2022). The wrong tool for the job: Teachers’ voices on cultural capital mismatch. International Journal of Multicultural Education., 24(2), 57–79. https://doi.org/10.18251/ijme.v24i2.2533.

Jacobson, E., Cross Francis, D., Willey, C., & Wilkins-Yel, K. (2022). Race, Gender, and Teacher Bias: Examining the Psychometric Evidence of the Attributions of Mathematical Excellence Instrument. AERA Open, 8. https://doi.org/10.1177/23328584221130999.

Cross Francis, D., Kaur Bharaj, P., Liu, J., Phillips, A., Park Rogers, M., Zhong, Q., Cesljarev, C., & Lloyd, K. (2022). Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators. Mathematics, 10(66). https:// doi.org/10.3390/math10010066

Danish, J., Johnson, H., Nicholas, C., Cross Francis, D., Hmelo-Silver, C., Park Rogers, M., Askew, R., Gerber, A., & Enyedy, N. (2021). Situating video as context for teacher learning.  Learning, Culture and Social Interaction. Published. https://doi.org/10.1016/j.lcsi.2021.100542

Cross Francis, D., Ayfer, E., Liu, J., Lloyd, K., & Kaur Bharaj, P. (2021). Mis (alignments) between noticing and instructional quality: the role of psychological and cognitive constructs. Journal of Mathematics Teacher Education. Published. https://doi.org/. https://doi.org/10.1007/s10857-021-09509-0

Cross Francis, D., Hong, J., Liu, J., Eker, A., Lloyd, K., Bharaj, P. K., & Jeon, M. H. (2020). The Dominance of Blended Emotions: A Qualitative Study of Elementary Teachers’ Emotions Related to Mathematics Teaching. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01865

Hong, J., Cross Francis, D., Wang, Q., Lewis, L., Parsons, A., Neill, C., & Meek, D. (2020). The Role of Trust: Teacher Capacity During School Leadership Transition. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00108

Hong, J., & Cross Francis, D. (2020). Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research. Educational Psychologist, 1–12. https://doi.org/10.1080/00461520.2020.1783265

Cross Francis, D., Tan, V., & Nicholas, C. (2019). Supporting disciplinary and interdisciplinary knowledge development and design thinking in an informal, pre-engineering program: A Workplace Simulation Project. School Science and Mathematics, 119(7), 382–395. https://doi.org/10.1111/ssm.12364

Cross Francis, D., Liu, J., Bharaj, P. K., & Eker, A. (2019). Integrating Social-Emotional and Academic Development in Teachers’ Approaches to Educating Students. Policy Insights from the Behavioral and Brain Sciences, 6(2), 138–146. https://doi.org/10.1177/2372732219864375

Lee, M. Y., & Cross Francis, D. (2019). Measuring Penny. Teaching Children Mathematics, 25(4), 232–241. https://doi.org/10.5951/teacchilmath.25.4.0232

Lee, M. Y., & Cross Francis, D. (2018). Investigating the relationships among elementary teachers’ perceptions of the use of students’ thinking, their professional noticing skills, and their teaching practices. Journal of Mathematical Behavior, 51, 118–128. https://doi.org/10.1016/j.jmathb.2017.11.007

Hong, J., Greene, B., Roberson, R., Cross Francis, D., & Rapacki Keenan, L. (2018). Variations in pre-service teachers’ career exploration and commitment to teaching. Teacher Development, 22(3), 408–426. https://doi.org/10.1080/13664530.2017.1358661

Zeybek, Z., & Cross Francis, D. (2017). Let’s Cut the Cake. Teaching Children Mathematics, 23(9), 542–548. https://doi.org/10.5951/teacchilmath.23.9.0542

Lee, M. Y., & Cross Francis, D. (2016). 5 Ways to Improve Children’s Understanding of Length Measurement. Teaching Children Mathematics, 23(4), 218–224. https://doi.org/10.5951/teacchilmath.23.4.0218

Book

Cross Francis, D., Park Rogers, M., Gatza, A., Engebretson, K., & Hudson, R. (Eds.). (2024). Math in action: Tasks for building mathematical literacy, grades 3-5. National Council of Teachers of Mathematics.

Cross Francis, D., Park Rogers, M., Engebretson, K., & Gatza, A. (Eds.). (accepted). Math in Action: Relevant Tasks for Building Mathematical Literacy (Grade Bands 3-5). National Council of Teachers of Mathematics.

Schutz, P. A., Hong, J. Y., & Cross Francis, D. (2020). Teachers’ Goals, Beliefs, Emotions, and Identity Development. Routledge. https://doi.org/10.4324/9780429456008

Schutz, P. A., Hong, J., & Cross Francis, D. (2018). Research on teacher identity: Mapping challenges and innovations. In Research on Teacher Identity: Mapping Challenges and Innovations (pp. 1–251). https://doi.org/10.1007/978-3-319-93836-3

Book Chapter

Hong, J., Cross Francis, D., Lee, S., Dean, T., Zhao, J., Chen, Y., Mehta, N., & Schutz, P. (accepted). From awareness to action: Critical teacher identity development. In Teacher Identity Development: Expanding Conceptualizations to Account for Changing and Challenging Contexts. (2nd ed). Springer.: Vol. 2nd.

Hong, J., Lee, S., Zhao, J., Cross Francis, D., & Schutz, P. (2025). Relationships among teacher beliefs and teacher identity. In International handbook of research on teachers’ beliefs. Routledge.

Cross Francis, D., Kaur Bharaj, P., Yu, B., Hong, J., & Gusteveson, A. (2025). Holistic Individualized Coaching: A Personalized Learning Approach to Support Teacher Learning. In Handbook on Personalized Learning..

Cross Francis, D., Gusteveson, A., Yu, B., & Kaur Bharaj, P. (accepted). The Evolution of Teachers’ Math-related Beliefs Research. In International handbook of research on teachers’ beliefs.

Gustaveson, A., & Cross Francis, D. (2025). Reframing deficit narratives in elementary math: Reflections and considerations for practice. In Demystifying Social Justice Education: Moving from Trendy to Transformative Equity and Justice Practices in Schools (pp. 159–184). Myers Education Press.

Cross Francis, D., Ataide Pinheiro, W., Kaur Bharaj, P., Darwin Kilpatrick, T., Esquibel, J., & Halder, S. (2024). An Investigation of Gender Biases in Teacher-Student Interaction in Mathematics Lessons Within a Virtual Teaching Simulator. In Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 201–228). https://doi.org/10.4018/979-8-3693-1164-6.ch009

Cross Francis, D., Park Rogers, M., Eker, A., Liu, J., & Lloyd, K. (2024). Developing climate literacy. In D. Cross Francis, M. Park Rogers, A. M. Gatza, K. Engebretson & R. Hudson (Eds.), Math in action: Tasks for building mathematical literacy, grades 3-5. National Council of Teachers of Mathematics.. National Council of Teachers of Mathematics.

Cross Francis, D., Engebretson, K., Park Rogers, M., & Gatza, A. (2024). Developing Cultural, Economic, and Health Literacies. In A. M. Gatza, K. Engebretson & R. Hudson (Eds.), Math in action: Tasks for building mathematical literacy, grades 3-5. National Council of Teachers of Mathematics.

Cross Francis, D., Park Rogers, M., Kaur Bharaj, P., Habib, K., Hinden, A., Yeldell, J., Phillips, A., & Gatza, A. (2024). Developing ecological literacy. In A. M. Gatza, K. Engebretson & R. Hudson (Eds.), Math in action: Tasks for building mathematical literacy, grades 3-5. National Council of Teachers of Mathematics.

Cross Francis, D. (2023). Mathematics teaching and learning. In Handbook of Educational Psychology. 4th Edition (pp. 480–508). Routledge.

Hong, J., Cross Francis, D., K, C., Lewis, L., Parsons, A., Neill, C., & Wang, Q. (2023). Agency, resilience, and attribution: Examining the disparate challenges of two schools interfacing with neoliberal-based policies. In Understanding the dynamics of teacher agency, resilience, and identity in the neoliberal age (pp. 17–46).

Cross Francis, D., Kaur Bharaj, P., & Hinden, A. (2022). Exploring Ghanaian Primary Teachers’ Readiness for Curricula and Pedagogical Reform. In Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East..

Cross Francis, D., Cross Francis, D., & Hinden, A. (2022). Exploring Ghanaian Primary Teachers’ Readiness for Curricula and Pedagogical Reform. In Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East.. Information Age Publishing.

Buck, G., Cross Francis, D., & Wilkins-Yel, K. (2020). Research on Gender Equity in STEM Education. In Handbook of Research on STEM Education (pp. 289–299). Routledge.

Hong, J., Cross Francis, D., & Schutz, P. A. (2018). Research on teacher identity: Common themes, implications, and future directions. In Research on Teacher Identity: Mapping Challenges and Innovations (pp. 243–251). https://doi.org/10.1007/978-3-319-93836-3_21

Schutz, P. A., Cross Francis, D., & Hong, J. (2018). Research on teacher identity: Introduction to mapping challenges and innovations. In Research on Teacher Identity: Mapping Challenges and Innovations (pp. 3–9). https://doi.org/10.1007/978-3-319-93836-3_1

Cross Francis, D., Hong, J., Liu, J., & Eker, A. (2018). “I’m not just a math teacher”: Understanding the development of elementary teachers’ mathematics teacher identity. In Research on Teacher Identity: Mapping Challenges and Innovations (pp. 133–143). https://doi.org/10.1007/978-3-319-93836-3_12

Conference Proceeding

Kaur Bharaj, P., Cross Francis, D., Habib, K., Yu, B., & Gustaveson, A. (2025). Becoming a mathematician: Challenging identity barriers in pre-service teacher education. R. M. Zbiek, X. Yao, A., McCloskey, & F. Arbaugh (Eds.), Proceedings of the Forty-seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1298–1302. https://doi.org/10.51272/pmena.47.2025

Kaur Bharaj, P., Cross Francis, D., Howell, H., Shekell, C., Pinheiro, W., & Mikeska, J. (2025). Designing tasks to support facilitation of argumentation-focused discussions. R. M. Zbiek, X. Yao, A., McCloskey, & F. Arbaugh (Eds.), Proceedings of the Forty-seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 792–795. https://doi.org/10.51272/pmena.47.2025

Roan, E., Brand, K., Gustaveson, A., Cross Francis, D., Smith, B., Franklin, J., & Jacobson, E. (2025). Exploring Teachers’ Attribution Beliefs: Unpacking the Complexities of Mathematical Success and Struggle. Proceedings of the Forty-seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 194–198. https://doi.org/10.51272/pmena.47.2025

Yu, B., & Cross Francis, D. (2025). I know it is useful but…” Pre-service Elementary Teachers’ Inclination To Use Theories In Mathematics Classroom Practices. 857–862. https://doi.org/10.51272/pmena.47.2025

Cross Francis, D., Kaur Bharaj, P., Yu, B., Gustaveson, A., & Habib, K. (2025). Shaping mathematics teacher identity: The role of instructional rehearsals in pre-service teacher development. R. M. Zbiek, X. Yao, A., McCloskey, & F. Arbaugh (Eds.), Proceedings of the Forty-seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 756-759). Pennsylvania State University, 756–759. https://doi.org/10.51272/pmena.47.2025

Habib, K., Gustaveson, A., & Cross Francis, D. (2025). “It’s like talking to my therapist: Engaging preservice elementary teachers in identity work. R. M. Zbiek, X. Yao, A., McCloskey, & F. Arbaugh (Eds.), Proceedings of the Forty-seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 776–780. https://doi.org/10.51272/pmena.47.2025

Kaur Bharaj, P., Cross Francis, D., Gustaveson, A., Habib, K., & Hinden, A. (2024, November). Math Autobiographies: The Power Of Storytelling In Mathematics Education. Kosko, K. W., Caniglia, J., Courtney, S. A., Zolfaghari, M., & Morris, G. A., (2024). Proceedings of the Forty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kent MState University.. Published.

Shekell, C., Mikeska, J., Howell, H., Cross Francis, D., Kaur Bharaj, P., & Dix, J. (2022). Mathematical Argumentation: Alignment of Task Goals with Preservice Teachers’ Enactments in a Simulated Classroom. Proceedings of the Forty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,, 1275–1282.

Cross Francis, D., Kaur Bharaj, P., Shekell, C., Howell, H., Park Rogers, M., & Maltese, A. (2022). Tracking Mathematics Teacher Identity Development in Online Simulations: The Case of the Online Practice Suite. Proceedings of the Forty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1170–1175.

Liu, J., Cross Francis, D., Eker, A., Lloyd, K., & Bharaj, P. (2021). Mis)Alignment Between Teachers’ In-the-Moment Noticing and Post-Instruction Noticing. Olanoff, D., Johnson, K., & Spitzer, S. (2021). Proceedings of the Forty-third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 744–748.

Howell, H., Cross Francis, D., Kaur Bharaj, P., & Shekell, C. (2021). PST Learning to Facilitate Argumentation via Simulation: Exploring the Role of Understanding and Emotion. Proceedings of the Forty-third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1033–1038.

Cross Francis, D., Kaur Bharaj, P., & Hinden, A. (2021). “First Teachers Talk, Talk, now they Listen, Listen”: Ghanaian Teachers’ Professional Readiness for Mathematics Reform. Olanoff, D., Johnson, K., & Spitzer, S. (2021). Proceedings of the Forty-third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp.813-818). Philadelphia, PA., 813–818.

Bharaj, P. K., & Cross Francis, D. (2020). “A square is not long enough to be a rectangle”: exploring prospective elementary teachers’ conceptions of quadrilaterals. Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Published. https://doi.org/10.51272/pmena.42.2020-106

Cross Francis, D., Liu, J., Eker, A., Bharaj, P. K., Lloyd, K., Hong, J., & Jeon, M. (2020). “I must be a glutton for punishment”: Teachers’ emotions related to videorecording of mathematics instruction. Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Published. https://doi.org/10.51272/pmena.42.2020-294

Other

Kaur Bharaj, P., Cross Francis, D., Habib, K., Hinden, A., & Gustaveson, A. (2023). Exhausted, drained, and apathetic: An emerging coach’s emotions trajectory during her first year. In In Lamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1) (pp. 646–643). 201B Peabody Hall, CB #3500

Cross Francis, D., Habib, K., Gustaveson, A., Kaur Bharaj, P., & Hinden, A. (2023). Holistic Individualized Coaching: Attending to teachers’ psychological and affective attributes. In Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1). University of Nevada, Reno. (pp. 665-670).

Cross Francis, D., Jessup, N., Yavuz, S., Franklin, J., Pierce, S., Gustaveson, A., Jacobsen, E., & Willey, C. (2023). Inservice Teachers’ Attributions for Mathematical Success. In Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 2). (pp. 63–68).

Cross Francis, D., Kaur Bharaj, P., Habib, K., Gustaveson, A., Hinden, A., & Hong, J. (2023). Multidirectional shifts in elementary teachers’ math teacher identity: Understanding the role of instructional coaching. In Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education.

Humburg, M., Bell, A., Kiefert, D. (., Tu, X., Hmelo-Silver, C., Danish, J., Lee, S., Henrie, A., Park Rogers, M., Cross Francis, D., & Enyedy, N. (2023). Learning to be a science teacher: The worries, joys, and vulnerabilities of exploring new pedagogies. In Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp. 649–657).

Cross Francis, D., Kaur Bharaj, P., Kabib, K., Hinden, A., & Gustaveson, A. (2023). Holistic Individualized Coaching: Foregrounding Teachers’ Psychological and Affective Attributes to Support Learning. In In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.). (2023). Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp. 2022–2023).