[When authorship is shared, asterisks are used to indicate relatively greater effort or ownership, typically 50% or more.]

Refereed Journal Articles

Tawfik, A., Giabbanelli, P., Hogan, M., Msilu, F., Gill, A., & York, C. S. (2018). Effects of success v failure cases on learner-learner interaction. Computers & Education, 118(2018), 120-132. PDF

Tawfik, A., Gill, A., Hogan, M., York, C. S., & Keen, C. W. (2017). How novices use expert case libraries for problem solving. Technology, Knowledge & Learning. DOI 10.1007/s10758-017-9324-1 PDF

York, C. S., Lowenthal, P. R., Fabrikant, K. B., & Mayall, H. J. (2016). Students’ perceptions of instructional iPads. Academic Exchange Quarterly, 20(2), 32-39. PDF

York, C. S.*, & Ertmer, P. A. (2016). Examining instructional design principles applied by experienced designers in practice. Performance Improvement Quarterly, 29(2), 169-192. DOI: 10.1002/piq.21220 PDF

York, C. S., Yamagata-Lynch, L., & Smaldino, S. E. (2016). Adult reflection in a graduate level online distance education course. Reflective Practice, 17(1), 40-58. http://dx.doi.org/10.1080/14623943.2015.1123686

Banas, J. R.*, & York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal
of Educational Technology, 30(6), 728-746. PDF

Banas, J. R.*, & York, C. S. (2014). The impact of authentic learning exercises on pre-service teachers’ motivational beliefs toward technology integration. International Journal of Information and Communication Technology Education, 10(3), 60-76. PDF

York, C. S.*, & Chinn, L. (2013). Using iPad video to mentor student teacher candidates. School-University Partnerships: The Journal of the National Association for Professional Development Schools, 6(2), 78-83. PDF

York, C. S.*, & Ertmer, P. A. (2013). Design heuristics in academic, corporate, and military instruction: More similar than different. Educational Technology, 53(4), 17-24. PDF

York, C. S.*, & Richardson, J. C. (2012). Interpersonal interaction in online learning: Experienced online instructors’ perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98. PDF

York, C. S.*, & Ertmer, P. A. (2011). Towards an understanding of instructional design heuristics: An exploratory Delphi study. Educational Technology Research and Development, 59(6), 841-863. PDF

Hodge, A. M.*, Richardson, J. C.*, & York, C. S.* (2009). The impact of a web-based homework tool in university algebra courses on student learning and strategies. Journal of Online Learning and Teaching, 5(4), 618-629. http://jolt.merlot.org/vol5no4/hodge_1209.pdf

Ertmer, P. A.*, York, C. S., & Gedik, N. (2009).  Learning from the pros: How experienced designers translate ID models into practice.  Educational Technology, 49(1), 19-26. PDF

Ertmer, P. A.*, Stepich, D. A.*, York, C. S., Stickman, A., Wu, X., Zurek, S., & Goktas, Y. (2008). How instructional design experts use knowledge and experience to solve ill-structured problems. Performance Improvement Quarterly, 21(1), 17-42. PDF

Dondera, R.*, Jia, C.*, Popescu, V.*, Nita-Rotaru, C., Dark, M., & York, C. S. (2008). Virtual classroom extension for effective distance education. Special issue of IEEE Computer Graphics and Applications, 28(1), 64-74.

York, C. S.*, Yang, D., & Dark, M. (2007). Transitioning from face-to-face to online instruction: How to increase presence and cognitive/social interaction in an online information security risk assessment class. International Journal of Information and Communication Technology Education, 3(2), 42-52. PDF

Paper reprint: York, C. S.*, Yang, D., & Dark, M. (2009). Transitioning from face-to-face to online instruction: How to increase presence and cognitive/social interaction in an online information security risk assessment class. In J. Gutierrez (Ed.), Selected readings on telecommunications and networking (pp. 405-415). Hershey, PA: IGI Global.

Ertmer, P. A.*, Ottenbreit-Leftwich, A. T.*, & York, C. S.* (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 53-59. PDF

Nonrefereed Journal Articles

West, R. E., York, C. S., Pastore, R., & Xu, M. (2010). Reflections from the first year of a successful AECT conference mentoring program. TechTrends, 54(2), 13-14.

York, C. S. (2009). Top ten reasons a graduate student should apply to be an ECT Foundation intern. TechTrends, 53(2), 15.

Book Editor

Lowenthal, P., York, C. S., & Richardson, J. C. (Eds.). (2014). Online learning: Common misconceptions, benefits, and challenges. Nova Science Publishers. https://www.novapublishers.com/catalog/product_info.php?products_id=47972&osCsid=17944cc6366b46709739b9cdd4575629

Book Chapters

Hodge, A., York, C. S., & Rech, J. (2017, in press). University educators and disciplinary specialists working together to enhance community outreach and deepen K12 teacher content knowledge.  In J. Allen & R. Reiter-Palmon (Eds.). The Cambridge Handbook of Organizational Community Engagement and Outreach. Cambridge University Press.

Medley, R.*, Nolley, C. Labriola, T., Brown, Y., Polowy, M., Lloyd, V., York, C. S., & Yamagata-Lynch, L. (2017, in press). Evolutional and technological influences in design:  A longitudinal examination of the PRIDE design case. In E. Boling, M. J. Bishop, J. Elen, & V. Svihla (Eds.). Handbook of Research on Educational Communications and Technology (5th ed.). Bloomington, IN: AECT.  

Fabrikant, K. B., Bolton, C., York, C. S., & Hodge, A. (2017, in press). The power of supports to improve edTPA outcomes. In J. E. Many & R. Bhatnagar (Eds.). Implementing and analyzing performance assessment in teacher education (pp. 105-120). Information Age Publishing.

Banas, J. R.*, & York, C. S. (2016). Pre-service teachers’ motivation to use technology and the impact of authentic learning exercises. In L. A. Tomei (Ed.). Advances in information and communication technology education: Exploring the new era of technology-infused education. Hershey, PA: IGI Global. ISBN: 978-1-5225-1709-2 PDF

Dunlap, J. C., Bose, D., Lowenthal, P. R., York, C. S., Atkinson, M., & Murtagh, J. (2015). What sunshine is to flowers: A literature review on the use of emoticons to support online learning. In S. Y. Tettegah & M. Gartmeier (Eds.). Emotions, technology, design, and learning (pp. 163-283). San Diego, CA: Elsevier. PDF

Fabrikant, K. B., York, C. S., & Morris, M. E. (2014). Integrating technology into pedagogical content knowledge in K-12 and university professional development. In J. K. Holtz, S. B. Springer, & C. J. Boden-McGill (Eds.). Building sustainable futures for adult learners (pp. 541-558). Charlotte, NC: Information Age Publishing. PDF

York, C. (2013). Cognitive apprenticeship. In R. C. Richey (Ed.) Encyclopedia of terminology of Educational Communications and Technology (pp. 35-36). New York: Springer.

York, C. (2013). Cognitive learning theory. In R. C. Richey (Ed.) Encyclopedia of terminology of Educational Communications and Technology (pp. 38-39). New York: Springer.

York, C. (2013). Cognitive strategies. In R. C. Richey (Ed.) Encyclopedia of terminology of Educational Communications and Technology (pp. 41-42). New York: Springer.

York, C. S.*, & Fabrikant, K. B. (2011). High technology. In O. Wendt, R. W. Quist, & L. L. Lloyd (Eds.), Assistive Technology Volume 4: Principles and applications for communication disorders and special education (pp. 221-263). Bingley, UK: Emerald Publishing. PDF

Leftwich, A.*, with Mong, C., York, C., Sadaf, A., & Newby, T. (2010). TaskStream: Advancing educational excellence (4th ed.). Pearson Education, Inc., Upper Saddle River, NJ.

Leftwich, A. T.*, with York, C., Sadaf, A., & Newby, T. (2008). TaskStream: Advancing educational excellence (3rd ed.). Pearson Education, Inc., Upper Saddle River, NJ.

Newby, T. J.*, & York, C. S.* (2007). Desktop publishing: MS Publisher: The basics of desktop publishing. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration. Pearson Education, Inc., Upper Saddle River, NJ.

Leftwich, A.*, with York, C. (2006). Taskstream: The tools of engagement EDCI 270 manual (2nd ed.). Pearson Education, Inc., Upper Saddle River, NJ.

York, C. S. (2005). Desktop publishing: MS Publisher: The basics of desktop publishing. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration. Pearson Education, Inc., Upper Saddle River, NJ.

York, C. S. (2005). Internet searching: The basics of a simple web search. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration. Pearson Education, Inc., Upper Saddle River, NJ.

York, C. S.*, & Newby, T. J.* (2005). Data management: MS Access: The basics of collecting, organizing, and retrieving loads of information. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration, CD-ROM. Pearson Education, Inc., Upper Saddle River, NJ.

Ottenbreit, A. T.*, with York, C. (2005). Taskstream. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration. Pearson Education, Inc., Upper Saddle River, NJ.

Leftwich, A. T.*, with York, C. (2005). Taskstream: The tools of engagement EDCI 270 manual. Pearson Education, Inc., Upper Saddle River, NJ.

Thesis and Dissertation Publication

York, C. S. (2010). Extracting heuristics from experienced instructional designers. Dissertation, Purdue University, West Lafayette, Indiana.

York, C. S.*, Boggess, J., & Shapland, M. (2000). Transitioning from a small-scale (Microsoft Access) to an enterprise-scale (Oracle) relational database management system. Unpublished thesis manuscript, Purdue University, West Lafayette, Indiana.

Articles in Refereed Conference Proceedings

York, C. S.*, & Ertmer, P. A. (2010, October). Examining instructional design principles applied by experienced designers in practice. Proceedings of the Association for Educational Communications and Technology, Anaheim, CA.

York, C. S.*, Ertmer, P. A., & Gedik, N. (2009, October). Instructional design heuristics (rules of thumb). Proceedings of the Association for Educational Communications and Technology, Louisville, KY.

York, C. S.*, Hodge, A. M.*, & Richardson, J. C.* (2008). Web-based homework in university algebra courses: student perceptions of learning and motivation to learn. Proceedings of the Society for Information Technology and Teacher Education International Conference, Las Vegas, Nevada. (pp. 4618-4624).

Dark, M.*, York, C. S.*, Popescu, V., & Nita-Rotaru, C. (2007, October). Evaluating interactivity and presence in a new online distance learning system. Proceedings of the Frontiers in Education, Milwaukee, WI.

York, C. S.*, Ottenbreit-Leftwich, A. T.*, & Ertmer, P. A.* (2005, October). Exemplary technology use: Teachers' perceptions of critical factors. Proceedings of the Association for Educational Communications and Technology, Orlando, FL.

Ottenbreit-Leftwich, A. T.*, York, C. S.*, Richardson, J. C., & Newby, T. J. (2005, October). Pre-service teachers: Development of perceptions and skills pertaining to technology integration. Proceedings of the Association for Educational Communications and Technology, Orlando, FL.

York, C.S.*, Ottenbreit-Leftwich, A. T.*, Richardson, J. C., & Newby, T. J. (2005, March). Exploring options for delivery in a large technology integration lecture course for pre-service teachers. Proceedings of the Society from Information Technology and Teacher Education: Phoenix, AZ.

Manuscripts in Preparation

Chen, Y.*, York, C. S., Mayall, H. J., & Smith, T. J. (2017, finalizing). Cloud -based collaborative narrative writing practice for iPanchitos from a Funds of Knowledge approach: A multiphase mixed methods study.

Chen, Y.*, Mayall, H. J., & York, C. S. (2017, finalizing). Conceptualizing a mobile-assisted cultural-based writing instructional model for young English language learners (iPanchitos) from the Funds of Knowledge perspective.

Fabrikant, K., Bolton, C., & York, C. S. (2017, writing). Teacher education candidates’ perceptions of structural and academic supports for teacher work sample portfolios (edTPA).

Bolton, C., Fabrikant, K., York, C. S., & Hodge, A. (2017, writing). Using supports to improve teacher work sample portfolio (edTPA) outcomes. 

York, C. S., Lowenthal, P., & Banas, J. R. (2017, revising). An examination of speech-language pathologists’ iPad use, desired applications, and anticipated training.

Huang, W. D., York, C. S., & Best, K. (2017, writing). Effects of formal and informal learning on perceived instructional design heuristics among novice and expert instructional designers.

York, C. S., Gill, A., Mayall, H. J., & Huang, W. D. (2017, writing). Novice perceptions of heuristics in instructional design.

Gravel, R. J., Mayall, H. J. & York, C. S., Hodge, A. (2017, writing). The effects of pre-kindergarten through twelfth grade in-service teachers’ participation in a professional development course aligned with the TPACK framework.

Hodge, A. M., York, C. S., Sointu, E., & Mayall, H. J. (2017, data analysis). Technology integration in mathematics classrooms: Faculty competencies and challenges.