Chase, K., Daro, V., Kennedy, S., Jablonski, A. (2024). Strengthening implementation through cross-district collaboration. https://eic.fpg.unc.edu/wp-content/uploads/Final-EIC-Brief-Cross-District-Collaboration.pdf
Chase, K., Kaul, M., & Thompson, C. Best Practices for Designing Accessible Performance Assessment. Learning Policy Institute.
Abrahamson, D., & Chase, K. (in press). Syntonicity and emergence: A design-based research reflection on the Piagetian roots of constructionism. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Constructionism in context. Cambridge, MA: MIT Press.
Chase, K. (2018). Giant steps for algebra. In A. Bakker (Eds.) Design research in education: A practical guide for early career researchers. (pp.176-178). Routledge, New York.
Courey, S., & Chase, K. (2018). Teaching CCSS mathematics: Engaging LD students in the general education classroom. In D. Conrad, & S. Blackman (Eds.), Caribbean discourse in inclusive education: Responding to learner diversity and learning difficulties. (pp. 1-27). Information Age, Charlotte.
Chase, K., & Abrahamson, D. (2018). Searching for buried treasure: Uncovering discovery in discovery-based learning. In D. Abrahamson & M. Kapur (Eds.), Practicing discovery-based learning: Evaluating new horizons [Special issue]. Instructional Science.
Chase, K., & Abrahamson, D. (2015). Reverse-scaffolding algebra: empirical evaluation of design architecture. ZDM, 1-15. doi: 10.1007/s11858-015-0710-7
Chase, K., & Abrahamson, D. (2015). Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology. In B. Shapiro, C. Quintana, S. Gilutz, & M. Skov (Eds.), Proceedings of the 14th annual conference of ACM SIGCHI Interaction Design & Children (IDC 2015) (Vol. Vol. “Full papers”, pp. 189-198). Tufts University, Boston: ACM.
Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372-389. doi: 10.1080/14623943.2015.1052384
Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling transparency via situated, intermediary learning objectives. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee & L. D’Amico (Eds.), Proceedings of “Learning and Becoming in Practice,” the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 23-30). Boulder, CO: International Society of the Learning Sciences.
Chase, K., & Courey, S. (2014). Adopting technology rich pedagogical practices: a case study in blended learning. EdTechnology Ideas, (4). Retrieved from: http://edtechnologyideas.com/articles-5-issue-4-adopting-technology-rich-pedagogical-practices-case-study-blended-learning-written-kiera-chase-susan-courey-san-francisco-state-university/.
Chase, K., & Abrahamson, D. (2013). Rethinking transparency: constructing meaning in a physical and digital design for algebra. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. “Short Papers,” pp. 475-478). New York: The New School & Sesame Workshop.
Chase, K. & Courey, S. (2013). Blended learning and how teachers immigrate into technology rich pedagogical practices. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013, (pp. 4781-4784). Chesapeake, VA: AACE.
Chase, K. (2012) Upside down exhibition. Unboxed: Journal of adult learning in schools. Vol, 9.
Chase, K., Kaul, M., & Thompson, C. Best Practices for Designing Accessible Performance Assessment. Learning Policy Institute.
Abrahamson, D., & Chase, K. (in press). Syntonicity and emergence: A design-based research reflection on the Piagetian roots of constructionism. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Constructionism in context. Cambridge, MA: MIT Press.
Chase, K. (2018). Giant steps for algebra. In A. Bakker (Eds.) Design research in education: A practical guide for early career researchers. (pp.176-178). Routledge, New York.
Courey, S., & Chase, K. (2018). Teaching CCSS mathematics: Engaging LD students in the general education classroom. In D. Conrad, & S. Blackman (Eds.), Caribbean discourse in inclusive education: Responding to learner diversity and learning difficulties. (pp. 1-27). Information Age, Charlotte.
Chase, K., & Abrahamson, D. (2018). Searching for buried treasure: Uncovering discovery in discovery-based learning. In D. Abrahamson & M. Kapur (Eds.), Practicing discovery-based learning: Evaluating new horizons [Special issue]. Instructional Science.
Chase, K., & Abrahamson, D. (2015). Reverse-scaffolding algebra: empirical evaluation of design architecture. ZDM, 1-15. doi: 10.1007/s11858-015-0710-7
Chase, K., & Abrahamson, D. (2015). Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology. In B. Shapiro, C. Quintana, S. Gilutz, & M. Skov (Eds.), Proceedings of the 14th annual conference of ACM SIGCHI Interaction Design & Children (IDC 2015) (Vol. Vol. “Full papers”, pp. 189-198). Tufts University, Boston: ACM.
Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372-389. doi: 10.1080/14623943.2015.1052384
Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling transparency via situated, intermediary learning objectives. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee & L. D’Amico (Eds.), Proceedings of “Learning and Becoming in Practice,” the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 23-30). Boulder, CO: International Society of the Learning Sciences.
Chase, K., & Courey, S. (2014). Adopting technology rich pedagogical practices: a case study in blended learning. EdTechnology Ideas, (4). Retrieved from: http://edtechnologyideas.com/articles-5-issue-4-adopting-technology-rich-pedagogical-practices-case-study-blended-learning-written-kiera-chase-susan-courey-san-francisco-state-university/.
Chase, K., & Abrahamson, D. (2013). Rethinking transparency: constructing meaning in a physical and digital design for algebra. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. “Short Papers,” pp. 475-478). New York: The New School & Sesame Workshop.
Chase, K. & Courey, S. (2013). Blended learning and how teachers immigrate into technology rich pedagogical practices. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013, (pp. 4781-4784). Chesapeake, VA: AACE.
Chase, K. (2012) Upside down exhibition. Unboxed: Journal of adult learning in schools. Vol, 9.
Publications in preparation or under review
Chase, K., & Abrahamson, D. (in preparation). Constructing rules: mathematical concepts emerge from modeling know-how. In C. R. Hirsch (Ed.), Annual perspectives in mathematics education (APME) 2016: mathematical modeling and modeling mathematics. Reston, VA: NCTM.
