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Julie Saam
Julie Saam,  Ph.D.
Center for Teaching, Learning and Assessment, Director

Research

Professional Publications

  • Saam, J., Balmer, L., & Servizzi, K. (scheduled for press in 2017) Development and Usability of a Pre-service Field and Clinical Evaluation System Aligned with an In-Service Evaluation System. Teaching Education & Practice.  
  • Saam, J. (in press later 2016) Differentiating Instruction in an Online Classroom. Online Classroom: Magna Publications.
  • Saam, J. (2015). Sustainability Principles used to Sustain the Drive towards Teaching Excellence. Transformative Dialogues: Teaching & Learning Journal, 8 (2), 1-12. http://www.kpu.ca/td/.
  • Dixson, M. & Saam, J. (2015). Enhancing Professional Development. In R. K. Morgan, K. T. Olivares, and J. Becker (Eds), Quick Hits: Teaching Tips for Adjunct Faculty and Lecturers (p. 81-82). Bloomington, IN: Indiana University Press.
  • Saam, J. & Dixson, M. (2015). Compartmentalizing, Prioritizing, Personalizing: Balancing Competing Demands. In R. K. Morgan, K. T. Olivares, and J. Becker (Eds), Quick Hits: Teaching Tips for Adjunct Faculty and Lecturers (p. 9-10). Bloomington, IN: Indiana University Press.
  • Saam, J. & Jeong, T.K. (2013) In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools’ Homework Practices, Universal Journal of Educational Research 1(2): 119-127.
  • Nur, Y., Grabner-Hagen, M., & Saam, J. (2013). Teaching goes on: Assessment Models and the Case of an Internally Displaced Higher Education Institution in the Somali Republic. Journal of Academic Administration in Higher Education 9(1):65-75
  • Sigler, E. & Saam, J. (2007) Constructivist or expository instructional approaches: Does instruction have an effect on the accuracy of Judgment of Learning (JOL) for pre-service teachers? Journal of the Scholarship of Teaching and Learning, 7(2), p. 22 – 31.
  • Saam, J., Sorgman, M., & Calhoon, S. K. (2007) Uncovering student perceptions of rubrics. Journal on Excellence in College Teaching, 18(3), 39-54.
  • Sigler, E. & Saam, J. (2006) Theory to Practice: Teacher Candidates’ Conceptual Understanding & Connections Between Educational Psychology and Mathematics Methods. Journal of Scholarship of Teaching and Learning, 6 (1).
  • Saam, J &. Nowak, J. A. (2005) The Effects of Full-day Versus Half-day Kindergarten on the Achievement of  Students with Low/Moderate Income Status. Journal of Research in Childhood Education, 20 (1).
  • Saam, J., & Bell, B. (2003) Science and mathematics integration takes an analogous turn for the better. The Hoosier Science Teacher, XXVIII (4).
  • Barnett, M. Harwood, W., Keating, T., & Saam, J. (2002). Using emerging technologies to help bridge the gap between university theory and classroom practice: Challenges and successes. School Science and Mathematics, 102(6), 1- 15.
  • Saam, J., Boone, W. J., & Chase, V. (2000). Self-efficacy and outcome expectancy of selected upper elementary and middle school science teachers’-Surprises and Lessons. Science Educator, 10(1), 43-49.
  • Saam, J., Boone, W. J., & Chase, V. (2000). A snapshot of upper elementary and middle school science teachers’ self-efficacy and outcome expectancy. (ERIC Document Reproduction Service No. ED 443 685).
  • Saam, J. & Brabson, B. (2000). Wind: A resource for learning. Connect, 13(5), 13-16.
  • Chase, V. & Saam, J. (2000).   Evaluating for outcomes: Teacher institute evaluation for changes in attitudes. The Informal Learning Review, (40), 1, 4-5.
  • Saam, J., Boone, W. J., & Chase, V. (1999). A snapshot of upper elementary and middle school science teachers’ self-efficacy and outcome expectancy. In Keig, (Ed.), 1999 AETS Conference Proceedings. (http://edrs.com/).
  • Saam, J. (1996). A new twist on amusement park physics. The Hoosier Science Teacher, XXI, 87-90.
Last updated: 11/03/2016