Refereed Journal Articles
- Byrnes, J.P., Wang, A.H., Miller-Cotto, D. (in press). Children as mediators of their own cognitive development in kindergarten. Cognitive
- Barbieri, C.A., Miller-Cotto, D., Booth, J.L. (2019). Lessening the load of misconceptions: Design based principles for algebra learning.
Journal of the Learning Sciences. [here]
- Byrnes, J.P., Miller-Cotto, D., & Wang, A. (2018). Children as mediators of their own cognitive development: The case of learning science in kindergarten and first grade. Journal of Cognition and Development, 19, 248-277. [here]
- Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70. [here]
- Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34-51. [here]
- Booth, J. L., McGinn, K. M., Barbrieri, C., Begolli, K. N., Chang, B., Miller-Cotto, D., Young, L. K., & Davenport, J. L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary, D. B. Berch, R. J. Ochsendorf & K. M. Koepke (Eds.), Acquisition of complex arithmetic skills and higher-order mathematics concepts Vol 3 (pp. 297–325). London: Academic Press. [here]