Eddy, C. M., Pratt, S. (2018). Conducting high quality mathematics professional development. Hawaii International Conference on Education. http://hiceducation.org/proceedings-library/
Eddy, C. M., Pratt, S., Kuehnert, E. R. (2018). Creating opportunities to listen through lesson study. American Educational Research Assoication. http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository
Kuehnert, E. R., Eddy, C. M., Pratt, S. (2018). Creating opportunities to listen to students' algebraic reasoning. 129-136. Research Council on Mathematics Learning. https://rcml.memberclicks.net/proceedings
Petty, C. S., Eddy, C. M., Pratt, S. (2018). The deliberate formation of mathematics lesson study groups. 145-152. Research Council on Mathematics Learning. https://rcml.memberclicks.net/proceedings
Richardson, C., Eddy, C. M., Natesan, P. (2016). College readiness and the impact increased high school graduation requirements. Southwest Educatinal Research Association. http://sera-edresearch.org/repository
Gupta, D., Eddy, C. M., Jasper, W., Sorto, A., Wilkerson, T. (2016). Refining and validating of algebra teacher self-efficacy instrument. Southwest Educatinal Research Association. http://sera-edresearch.org/repository
Eddy, C. M., Wu, M. (2016). The retention of highly qualified mathematics and science teachers. Southwest Educatinal Research Association. http://sera-edresearch.org/repository
Eddy, C. M., Jasper, W., Wilkerson, T., Sorto, A., Cooper, S., Ward, E., Fuentes, S., Mallam, W., Parker, Y. (2014). A conceptual model for algebra teacher self-efficacy. 129-137. Research Council on Mathematics Learning.
Subramaniam, K., Wojnowski, D., Harrell, P., Eddy, C. M., Pratt, S., Shaker, Z. (2012). Prospective teachers' knowledge of constructing concept maps.. In A. J. Cañas, J. D. Novak, & J. Vanhear (Eds.), Concept Maps: Theory, Methodology, Technology. 2, 377-381. Msida, Malta: Veritas Press.
Eddy, C. M., Wojnowski, D., Harrell, P., Subramaniam, K., Pratt, S. (2012). Using concept mapping to assess a large-scale project.. In A. J. Cañas, J. D. Novak, & J. Vanhear (Eds.), Concept Maps: Theory, Methodology, Technology. 2, 446-451. Msida, Malta: Veritas Press.
Harrell, P., Subramaniam, K., Shaker, Z., Wojnowski, D., Eddy, C. M., Pratt, S. (2012). Using concept maps to assess and categorize elementary preservice teachers misconceptions.. In A. J. Cañas, J. D. Novak, & J. Vanhear (Eds.), Concept Maps: Theory, Methodology, Technology. 2, 452-459. Msida, Malta: Veritas Press.
Harrell, P., Eddy, C. M. (2009). Expanding the pool to staff high-need schools with talented mathematics and science teachers: A two year study of the UNT science and mathematics Robert Noyce Scholarship Program. Honolulu, HI: Proceedings of the Hawaii International Conference on Education.
Byrd, J., Eddy, C. M. (2007). A call for statistical reform in educational administration: report confidence intervals, effect size, and confidence. Washington, D.C.: Proceedings of the University Council for Educational Administration Conference.
Cooper, S., Wilkerson, T., Eddy, C. M., Kamen, M., Marble, S., Junk, D., Sawyer, C. (2007). Mathematics Educators form Virtual Communities to Conduct Lesson Study. In C. Crawford et al. (Eds.) Proceedings of Society for Information Technology and Teacher Education International Conference 2007. 3227-3232. Chesapeake, VA: AACE.
Cruz-White, I., Eddy, C. M., Browning, S., Weilmuenster, J., Fuentes, S. Q., Jones, D. (2017). Texas Middle Grades Mathematics Content Knowledge Test. NCTM CAEP Standards. National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/CAEP-Standards/State-Licensure-for-NCTM-CAEP-Standards/
O'Neal, J., Eddy, C. M., Brown, S., Swarthout, M. (2015). Texas Secondary Mathematics Content Knowledge Test. NCTM CAEP Standards. National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/CAEP-Standards/State-Licensure-for-NCTM-CAEP-Standards/
Harrell, P. E., Eddy, C. M. (2013). A short-cycle formative assessment observation protocol.
Eddy, C. M., Harrell, P. E. (2013). AssessToday: A short-cycle formative assessment observation protocol. 1-27.
Kalinec-Craig, C., Hulme, K., Morton, K., Eddy,, Mahdi, F., Gupta, D., Montgomery, M., Dotger, S., Matney, G., Heckathorn, J., Chandler-Olcott, K., Fox, M. (2023). The Use of Torres’ Rights of the Learner to Promote Equitable Math Teaching Among Elementary Preservice Teachers. Lesson Study in Preservice Mathematics and Science Teacher Education: Experiences and Perspectives from the United States. 124-134. Routledge.
Eddy, C. M., Pratt, S. S. (2021). Bringing joy and humor into the mathematics classroom.. Teach mathematics with a sense of humor: Why (and how to) be a funnier and more effective mathematics teacher and laugh all the way to your classroom?. Curious Academic Publishing.
Gupta, D., Montgomery, M., Eddy, C. M., Kalinec-Craig, C., Morton, K., Hulme, K., Mahdi, F. (2021). Developing and Supporting Mathematics Teacher Educators Through a Virtual Collaborations. Shifting to Online Learning Through Faculty Collaborative Support. IGI Publisher.
Kamen, M., Junk, D., Marble, S., Cooper, S., Eddy, C. M., Wilkerson, T., Sawyer, T. (2011). Walking the talk: Lessons learned by university mathematics methods instructors implementing lesson study in their teaching. Springer.
Nadeem, F., Eddy, C. M. (2020). Constructivist education in an age of accountability: edited by David W. Kritt, Chem, Switzerland, Springer Nature (Palgrave Macmillan imprint), 2018, 351 pp., $102 (hardcover), ISBN 978-3-319-66049-3.. Journal of Education Policy. 35(3), 442-444.
Alanazi, F., Eddy, C. M. (2020). Meet the Parents: How Schools Can Work Effectively with Families to Support Children’s Learning: By Dorothy Lepkowska and Julie Nightingale. Pp 182. London: Imprint Routledge. 2019.£ 100.00 (hbk)£ 20.69 (ebk). ISBN 978-1-13848945-5 (hbk) ISBN 978-1351-03754-9 (ebk). British Journal of Educational Studies. 1-3.
Nadeem, F., Eddy, C. M. (2019). Constructivist education in an age of accountability. Journal of Education Policy.
Eddy, C. M. (2010). Barrons E-Z algebra. 16, 124. Mathematics Teaching in the Middle School.
Eddy, C. M. (2009). Book review: Ornamental Origami, Exploring 3D geometric designs. 15(5), 302. Mathematics Teaching in the Middle School.
Eddy, C. M., Bump, K., Huang, Z. (2022). Creating a sustainable supplemental induction program for STEM Teachers. Proceedings of the 121st annual convention of the School Science and Mathematics Association. 9, 22-29. School Science and Mathematics Association.
Naresh, N., Eddy, C. M., Naresh, K. M. (2022). Mathematics teacher educators' reflections on their own practice of equity and justice with teacher candidates. Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (2022). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University.. 8. Nashville, Tennessee: Middel Tennessee State University. http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf.
Eddy, C. M., Harrell, P. E., Moonpo, P., Thinwiangthong, S., Suttiamporn, W., Khongthip, Y. (2015). Translating a short cycle formative assessment observation protocol. Honolulu, HI: Proceedings of the Hawaii International Conference on Education.
Pazey, B. L., Eddy, C. M., Bump, K. (2023). Applying an equity framework to develop inclusive visions of STEM teaching and leading: Honoring the voices of students with dis/abilities. Action in Teacher Education.
Thinwiangthong, S., Eddy, C. M., Inprasitha, M. (2020). An investigation of mathematics teachers’ formative assessment abilities after the intervention of lesson study and open approach. Malaysian Journal of Learning and Instruction. 17(1), 101-132.
Eddy, C. M., Moonpoo, P., Inprasitha, M., Thinwiangthong, S., Suttiamporn, W. (2020). Cross-Border research: Retaining construct equivalence for translating a teacher observation instrument.. International Journal of Assessment and Evaluation. 27(1), 45-56.
Eddy, C. M., Pratt, S., Martinez, M. (2020). Breaking the routine in mathematics. Texas Mathematics Teacher. 66(1), 38-46.
Eddy, C. M., Kuehnert, E. R. (2018). The advancement of teacher questioning in mathematics education. American Educational History Journal. 45(2), 33-53.
Eddy, C. M. (2018). Mathematics for all: From fantasy to reality.. Educational Studies in Mathematics. 99(3), 359-362. Springer.
Wilkerson, T., Eddy, C. M., Quebec-Fuentes, S., Sorto, M., Gupta, D., Ward, E. K., Jasper, W. A., Parker, Y. A., Mallam, W., Cooper, S., Kerschen, K. (2018). Development and validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of algebra teachers’ knowledge and personal teaching self-efficacy. School Science and Mathematics. 118(6), 206-217. http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1949-8594
Eddy, C. M., Pratt, S., Green, C. (2018). Interactive maps for systems of linear-inequalities. The Mathematics Teacher. 111(6), 424-430. National Council of Teachers of Mathematics.
Kuehnert, E., Eddy, C. M., Miller, D., Pratt, S., Senawongsa, C. (2018). Bansho for sequencing mathematical ideas. Teaching Children Mathematics. 24(6), 362-369. National Council of Teachers of Mathematics. www.nctm.org/tcm
Eddy, C. M., Harrell, P. E., Heitz, L. (2017). An observation protocol of short-cycle formative assessment in the mathematics classroom. Investigations in Mathematics Learning. 9(3), 130-147. Taylor & Francis.
Isoda, M., R. A., Eddy, C. M., Matney, G., Williams, J., Calfucura, P., Aguirre, C., Becerra, P., Gormaz, R., Soto-Andrade, J., Noine, T., Mena-Lorca, A., Olfos, R., Baldin, Y., Malaspina, U. (2017). Teaching energy efficiency: A cross-border public class and lesson study in STEM. Interaction Design & Achitecture(s). 35, 7-31. Scuola Iad.
Pratt, S., Eddy, C. M. (2017). Selecting Tools to Model Integer and Binomial Multiplication. Journal of Mathematics Education at Teachers College. 8(2), 31-40. http://journals.tc-library.org/index.php/matheducation/index
Eddy, C. M., Araya, R. (2016). Challenges of Cross-Border Lesson Study for STEM Education on the APEC Project. 39(4), 31-40. Khon Kaen University.
Pratt, S., Eddy, C. M. (2016). Area Models for Integer and Binomial Multiplication. 6(3), 6-8. https://amte-tx.com/online-journal-2/
Eddy, C. M., Quebec Fuentes, S., Ward, E. K., Parker, Y. A., Cooper, S., Jasper, B., Mallam, W., Sorto, M. A., Wilkerson, T. (2015). Unifying the algebra for all movement. Journal of Advanced Academics. 26(1), 59-92. Sage Publications. https://us.sagepub.com/en-us/nam/journal-of-advanced-academics/journal202069#submission-guidelines
Harrell, P. E., Eddy, C. M. (2012). Examining mathematics teacher content knowledge: Policy and practice. Policy Futures in Education. 10(1), 103-116.
Eddy, C. M., Hughes, K., Kieftenbeld, V., Hayata, C. (2012). Quadrilaterals: Transformations for developing student thinking. Illinois Mathematics Teacher. 61(1), 36-47.
Quebec Fuentes, S., Parker, Y., Epperson, J., Kribs-Zaleta, C., Jorgenson, T., Mallam, W., Gawlik, C., Eddy, C. M. (2011). A Model of a Cross-Institutional Collaborative Working Group. Academic Exchange Quarterly. 15(4), 160-165.
Eddy, C. M., Easton-Brooks, D. (2011). Ethnic matching, school placement, and mathematics achievement of African-American students from kindergarten through fifth grade. Journal of Urban Education. 46, 1280-1299.
Cooper, S., Wilkerson, T., Eddy, C. M., Kamen, M., Marble, S., Junk, D., Sawyer, C. (2011). Lesson study among mathematics educators: Professional collaboration enabled through a virtual community. Learning Communities Journal. 3, . http://celt.muohio.edu/lcj/index.php
Harrell, P. E., Eddy, C. M. (2011). Teacher content knowledge: Policy and practice.. Education Research and Perspectives. 38, 81-104.
Eddy, C. M., Easton-Brooks, D. (2011). Teacher efficacy as a multi-group model using latent class analysis. Education Research International. 1-7.
Eddy, C. M., Eddy, C. M. (2011). The mathematics argument: Proponents and opponents of a standardized core. American Educational History Journal. 38, 277-288.
Byrd, J. K., Eddy, C. M. (2010). An investigation of principals' use of data in data-driven decision-making and the impact on student achievement. School Leadership Review. 5(2), 65-93.
Kieftenbeld, V., Nateson, P., Eddy, C. M. (2010). An item response theory analysis of the Mathematics Teacher Efficacy Beliefs Instrument. Journal of Psychoeducational Assessment.
Eddy, C. M., Patton, B., Gimdt, L. A. (2010). Interactive electronic mathematics presentations for the classroom. Studies in Learning, Evaluation, Innovation and Development. 7(3), 120-136.
Eddy, C. M., Patton, B. (2010). Middle grades students in engaging mathematics with interactive electronic mathematics presentations. Journal of the Research Center for Educational Technology. 6(2), 102-111.
Byrd, J. K., Eddy, C. M. (2009). Statistical applications in two leading educational administration journals. The Journal of Educational Administration. 47, 508-520.
Eddy, C. M., Addams, J. (2008). Jane Addams. Other.
Byrd, J., Eddy, C. M. (2007). A call for statistical reform in educational administration: Report confidence intervals, effect size, and confidence. Proceedings of the University Council for Educational Administration Conference, Washington, D.C..
Cooper, S., Wilkerson, T., Eddy, C. M., Kamen, M., Marble, S., Junk, D., Sawyer, C. (2007). Mathematics educators form virtual communities to conduct lesson study. 3227-3232. Chesapeake, VA: AACE.
Eddy, C. M., Wilkerson, T. L. (2005). Essential components of pre-service mathematics teacher preparation: Supporting teaching for understanding. Texas Teacher Education Forum. 28, 3-9.
Eddy, C. M. (2009). In the first Person. 3(4), 2. The Baylor Impact.
Petty, C., Eddy, C. M., Pratt, S. S. (2023). Examining mathematics teacher motivation during lesson study: The role of contextual factors for perceived relatedness.. Learning Environments Research. 26(1), 255-270.
Eddy, C. M. (2008). Evaluation of Problem Solving to Develop Algebraic Thinking (Midwestern State University) Teacher Quality Grants. Austin, Tx: Texas Higher Education Coordinating Board.
Burton, M., Eddy, C. M., Grady, M., Krupa, E., Miller, T., Salinas, A. (2016). Connecting and becoming stronger advocates through affiliates. Connections. 25(3), . Association of Mathematics Teacher Educators. https://amte.net/connections/2016/03/connecting-and-becoming-stronger-advocates-through-affiliates
Eddy, C. M. (2008). XTreem Mathematics: Teaching Algebra I..
Eddy, C. M. (2006). The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding. Pro Quest Digital Dissertations & Theses (UMI No. 3195295). http://wwwlib.umi.com/dissertations/gateway
Eddy, C. M., Huang, Z. (2023). Building a Pathway for Engineering Majors at HSI to be STEM Teachers: Will they come?. NCTM Research Conference.
Eddy, C. M., Huang, Z. (2023). Creating a Sustaining Pathway for University of North Texas Engineering Majors to be STEM Teachers. Noyce Summit.
Eddy, C. M., Quintanilla, J. A., Pratt, S., Friday, S. M., Bush, B. (2017). UNT Secondary NCTM CAEP SPA Report.
Eddy, C. M., Harrell, P. E. (2015). The growth of math, science, and writing teachers' content knowledge: As measured by concept maps 2014-2015. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.
Harrell, P. E., Eddy, C. M. (2014). Concept map report 2013-2014. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.
Eddy, C. M., Harrell, P. E. (2014). The growth of math, science, and writing teachers' content knowledge: As measured by concept maps 2012-2014. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.
Harrell, P. E., Eddy, C. M. (2013). Concept map report 2012-2013. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.