Publications

• Quaisley, K. & Males, L. M. (in press). Lessons learned from studying the teacher intended curriculum: The value of capturing and analyzing attention. In D. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), Lessons Learned from Research on Mathematics Curriculum. Information Age Publishing.
• Hagman, J. E., Voigt, M., Bennett, A., Nicole, F., Bolick, M. A., Pai, L., Kress, N., Quaisley, K., Tremaine, R., Funk, R., Hill, P. W., & Smith, W., M. (2024). Experiencing tensions of nepantla with inner-departmental change groups. Frontiers in Education 9, 1-14. https://doi.org/10.3389/feduc.2024.1454303
• Quaisley, K., Funk, R., Pai, L., Ahrens, S., Smith, W. M., \& Thomas, A. (2024). Impacting elementary grades STEM teacher leadership identities. School Science and Mathematics, 1-13. https://doi.org/10.1111/ssm.18313
• Quaisley, K., Funk, R., Smith, W. M., Criswell, B., & Hutchinson, A. (2023). From becoming to being: How STEM teachers develop leadership identities. International Journal of Leadership in Education. 1-28. https://doi.org/10.1080/13603124. 2023.2292161
• Quaisley, K., Funk, R., Smith, W. M., & Criswell, B. (2023). The Rock Cycle as a Metaphor for Developing STEM Teacher Leaders. AAAS ARISE Blog. https://aaas-arise.org/2023/09/06/the-rock-cycle-as-a-metaphor-for-developingstem-teacher-leaders/
Block, S., Quaisley, K., & Males, L. M. (2023). First impressions matter: An analysis of prospective teachers’ noticing of curriculum materials. In Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Anderson, R., Weiland, T., Males, L. M., & Quaisley, K. (2022). How four white MTEs attempted to acknowledge, act, and hold ourselves accountable for incorporating antiracism into graduate courses for teachers. Teaching for Excellence and Equity in Mathematics 13(1), 60-70.
Quaisley, K. & Wakefield, N. (2022). From active learning trigonometry to lecture-oriented calculus: Student interactions. Nebraska Educator Journal 6(2), 72-99. https://doi.org/10.32873/unl.dc.ne034
Setniker, A., Males, L. M., Quigley, K., & Block, S. (2019). The influence of high school teachers’ curricular noticing on planning. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 120-124). University of Missouri.
Miller, E., Uhing, K., Hass, M., Zigterman, R., Quigley, K., Lai, Y., & Wakefield, N. (2018). Graduate student instructors’ growth as teachers: A review of the literature. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.),Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 185-197). San Diego State University and University of California San Diego.