ISC@PDX Research & Community Involvement

Community Partnerships

Research from ISC@PDX

Names in bold are ISC@PDX team members or affiliates. Names with asterisks are student researchers or former researchers with the ISC@PDX team. Full texts for most works can be obtained through Karlyn’s ORCID (links to online publication) or ResearchGate profiles (you may directly request the full text if it’s not freely posted in one of these places).

Published Papers, Book Chapters, & Conference Proceedings

  • Adams-Wiggins, K.R. (accepted). Coloniality and antiblack racism in Black adolescent girls’ lived experiences. In K. Clay, R. Ayers, B. Rubin, & A. Woodson (Eds.), Claiming the Promise and Hope of Youth “Anti-Citizenship”. University of Minnesota Press.
  • Rogat, T.K., Adams-Wiggins, K.R. & Adeoye, T.F. (in press, 2021). Learning in Small Groups: Cognitive and Social Processes. In T. Good and M. McCaslin (Eds.,) Encyclopedia in Educational Psychology, Routledge.
  • Adams-Wiggins, K.R. & Tierney, G. (2021). Contributions of a situative perspective on motivation in the learning sciences: Theorizing motivation for youth voice & equity. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 657-660). Bochum, Germany: ISLS. [Full Text Link]
  • Adams-Wiggins, K.R. & Haluska, C.M.* (2021). Collaboration & peer social relationships: The role of friendships in middle school inquiry science. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 1029-1030). Bochum, Germany: ISLS. [Full Text Link]
  • Adams-Wiggins, K.R. & El-Moslimany, H. (2021). Qualitative inquiry in early childhood education research: Interviewing to study schools’ recognition of funds of knowledge in the kindergarten transition. In S. Tatalović Vorkapić & J. LoCasale Crouch (Eds.), Supporting Children’s Well-Being during Early Childhood Transition to School, (pp. 341-357). Hershey, PA: IGI Global.
  • Adams-Wiggins, K.R., Myers, M.N.*, & Dancis, J.S.* (2020). Negotiating status hierarchies in middle school inquiry science: Implications for marginal non-participation. Instructional Science, 48(4), 427-451. [Full Text Link]
  • Adams-Wiggins, K.R. & Taylor-Garcia, D.V. (2020). The Manichean division in children’s experience: Developmental psychology in an anti-black world. Theory & Psychology, 30(4), 485-506. [Full Text Link]
  • Adams-Wiggins, K.R. (2020). Whose meanings belong?: Marginality and the role of microexclusions in middle school inquiry science. Learning, Culture, and Social Interaction. [Full Text Link]
  • Battey, D., Neal., R, Leyva, L., & Adams-Wiggins, K.R. (2016). The interconnectedness of relational and content dimensions of quality instruction: Supportive teacher-student relationships in urban elementary mathematics classrooms. Journal of Mathematical Behavior, 42, 1-19. [Full Text Link]
  • Sinha, S., Rogat, T.K., Adams-Wiggins, K.R., & Hmelo-Silver, C.E. (2015). Collaborative group engagement in a computer-supported inquiry learning environment. International Journal of Computer Supported Collaborative Learning, 10, 273-307. [Full Text Link]
  • Rogat, T.K. & Adams-Wiggins, K.R. (2015). Facilitative versus directive other-regulation in collaborative groups: Implications for socioemotional interactions. Computers in Human Behavior, 52, 589-600. [Full Text Link]
  • Rogat, T.K., & Adams-Wiggins, K.R. (2014). Other-regulation in collaborative groups: Implications for regulation quality. Instructional Science, 42(6), 879-904. [Full Text Link]
  • Adams-Wiggins, K.R. & Rogat, T.K. (2013). Variation in other-regulation and the implications for competence negotiation. In Proceedings of the Computer-Supported Collaborative Learning Conference (CSCL 2013) – Volume 1, (pp. 18-25). Madison, WI: ISLS. [Full Text Link]
  • Sinha, S., Adams, K., Rogat, T. K., & Hmelo-Silver, C. E. (2012). The role of technologies in facilitating collaborative engagement. In Proceedings ICLS 2012. The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, (pp. 489-490). Sydney, Australia: ISLS. [Full Text Link]
Papers
  • Adams-Wiggins, K.R., Van Dyke, H.*, Arámbula, G.*, Ordonez, D.*, Gomez, K.*, & Garibay, M.* (2021). A strengths-based qualitative analysis of family experiences with schools across the transition from head start to kindergarten. Paper presented at the Biennial Meeting of the Society for Research in Child Development (Virtual). April 7-9.
  • Adams-Wiggins, K.R. (2021). Constructing identities in middle school: African-American girls navigating anti-black racism in East Texas. Symposium paper presented at American Educational Research Association (Virtual). April 9-12.
  • Adams-Wiggins, K.R. (2020). A sociohistorical lens on Black adolescents’ identity development: African-American girls in East Texas. Symposium paper to be presented at American Educational Research Association (AERA), San Francisco, CA. April 17-21.
  • Tan, D., Rogat, T.K. Adeoye, T.F., & Adams-Wiggins, K.R. (2020). Autonomy, Structure, and Involvement in Action: Effective Enactments that Promote Engagement in Science Class. Paper to be presented at the American Educational Research Association (AERA), San Francisco, CA. April 17-21.
  • Holmes, A.* & Adams-Wiggins, K.R. (2019). Sociocognitive conflict regulation in inquiry-based science classrooms: The role of gender. Poster presented at Portland State University Research Week Student Research Symposium. Portland, OR. May 7.
  • Adams-Wiggins, K. R., Dancis, J.S.*, Myers, M.N.*, Robey, E.A.*, Leatherman, M.R.*, & Romero, C.R.* (2019). Socioculturalizing the status hierarchies: An observational coding scheme for marginal identities in inquiry science collaboration. Annual Meeting of the American Educational Research Association. Toronto, Canada. April 5-9.
  • Rogat, T. K., Adams-Wiggins, K. R., Adeoye, T., & Tan, D. (2019). Situated meanings of mastery in inquiry and traditional science classrooms from students’ perspectives. Annual Meeting of the American Educational Research Association. Toronto, Canada. April 5-9.
  • Rogat, T. K., Adams-Wiggins, K.R. & Adeoye, T. (2018). Shared performance goals negotiated during collaborative group activity in inquiry-based science classrooms. Presented at International Conference on Motivation. Aarhus, Denmark. August 15-17.
  • Adams-Wiggins, K.R. (2018). First-generation college students’ identity development as an affordance for motivation and engagement: Ethnic identity processes. Symposium paper to be presented at Annual Convention of the Association for Psychological Science. San Francisco, California. May 24-27.
  • Rogat, T. K., Adams-Wiggins, K.R., Adeoye, T., & Zhang, Z. S. (2017). Negotiation of shared achievement goals during collaborative group interactions. EARLI Conference for Research on Learning and Instruction. Tampere, Finland. August 29-September 2.
  • Adams-Wiggins, K. R. (2017). Marginality in Early Adolescence: Sociocultural Theory and Methods as a Tool for Educational Equity. Annual Meeting of the American Psychological Association. Washington, D.C. August 3-6.
  • Adams-Wiggins, K. R., Rogat, T. K., Adeoye, T., & Zhang, Z. S. (2017). Situating achievement goals in collaborative contexts: Shared goals. Annual Meeting of the American Educational Research Association. San Antonio, Texas. April 27-May 1.
  • Battey, D., Neal., R, Leyva, L., & Adams-Wiggins, K.R. (2016). Intersections of instructional and relational dimensions of urban mathematics classrooms. Annual Research Conference for National Council of Teachers of Mathematics. San Francisco, California. April 13-16.
  • Adams-Wiggins, K.R. (2015). A sociocultural perspective on identity: Marginal identity trajectories in collaborative learning (Featured participant). Biannual conference of the Southwest Consortium for Innovative Psychology in Education. Albuquerque, New Mexico. November 5-6.
  • Rogat, T., & Adams-Wiggins, K.R. (2015). Evolving methodologies for analysing the interplay between the collaborative group’s regulatory and socioemotional processes. EARLI Conference for Research on Learning and Instruction. Limassol, Cyprus. August 25-29.
Posters
  • Cerda-Lezama, S.*, Lindwall, J.*, & Adams-Wiggins, K.R. (2021). Science identity development in mentored research experiences: The role of recognition. Biannual conference of the Scholarly Consortium for Innovative Psychology in Education (Virtual). Tempe, Arizona. October 12-15.
  • Van Dyke, H.*, Arámbula, G.*, Gomez, K.*, Garibay, M.*, & Adams-Wiggins, K.R. (2021) Parents’ conceptions of parental involvement during the kindergarten transition. Poster to be presented at the Annual Convention of the Western Psychological Association. Las Vegas, Nevada (Virtual). April 29-May 2.
  • Adams-Wiggins, K. R., Dancis, J.S.*, & Myers, M.N.* (accepted, 2020). Marginality in Inquiry Science Learning Contexts: A Microgenetic Analysis of Peer Interactions. Paper to be presented at Society for Research on Adolescence Biennial Meeting. San Diego, California. March 19-21.
  • Labinger, E., Choles, J.R., Rosenscruggs, D., Tremaine, E.J., Adams-Wiggins, K.R., Hernández, M., & Mashburn, A.J. (accepted, 2020). The Kindergarten Transition: Alignment Between Preschool and Kindergarten Teachers’ Pedagogical Beliefs and Classroom Practices. Poster to be presented at Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
  • Rogat, T. K., Adams-Wiggins, K. R., & Adeoye, T. (2018). Shared performance goals negotiated during collaborative group activity in inquiry-based science classrooms. Presented at Annual Meeting of the American Educational Research Association (AERA). New York City, New York. April 13-17.
  • Adams-Wiggins, K.R. (2016). Early adolescents exercising agency in collaborative learning: Negotiating marginality and exclusion in small groups. Presented at Biennial meeting of the Society for Research on Adolescence (SRA). Baltimore, Maryland. March 31-April 2.
  • Adams-Wiggins, K.R., & Rogat, T.K. (2016). Shared achievement goals in collaborative learning contexts. Presented at Annual meeting of the American Educational Research Association (AERA). Washington, D.C. April 8-12.
  • Adams-Wiggins, K.R. (2015). The development of marginal identities in inquiry science collaborative learning. Biennial meeting of the Society for Research in Child Development (SRCD). Philadelphia, Pennsylvania. March 19-21.
Invited Talks
  • Adams-Wiggins, K. R., & Taylor-Garcia, D.V. (May 29, 2019). Childhood in an anti-black world: The question of the human in developmental psychology. Presented at UC San Diego Cross-Cultural Center Faculty-in-Residence Series. San Diego, CA.

Last Updated: 11-8-2021