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Mikesell, L. (2010). Examining perseverative behaviors of a frontotemporal dementia patient and caregiverresponses: The benefits of observing ordinary interactions and reflections on caregiver stress. In Mates, A. W., Mikesell, L., Smith, M. S. (Eds.), Discourse, Sociality and Frontotemporal Dementia: Reverse Engineering the Social Mind (pp. 85-113). Equinox.
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Mikesell, L. (2014). Conflicting demonstrations of understanding in the interactions of individuals with frontotemporal dementia: Considering cognitive resources and their implications for caring and communication. In R. Schrauf & N. Muller (Eds.), Dialogue and dementia: Cognitive and communicative resources for engagement (pp. 147-180). New York: Psychology Press.
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Mikesell, L. (2007). Differences between generation 1.5 and English-as-a-second-language writers: A corpus-based comparison of the use of past participles in academic essays. CATESOL, 19(1), 7-29. (Winner of the 2007 CATESOL/Michigan University Graduate Student Research Award.)
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Mikesell, L., Bromley, E., Young, A. S., Vona, P., & Zima, B. (2015). Integrating client and clinicians perspectives on psychotropic medication treatment: Developing a communication-centered epistemic model of shared-decision making for mental health contexts. Health Communication, 1-11. Epub ahead of print.
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Reynolds, R., & Harel Caperton, I. (2010). Evidence of student engagement, meaning-‐making, and development of contemporary learning abilities in Globaloria-‐West Virginia public schools: Results of student feedback survey analysis, Pilot Year 2. American Education Research Association (AERA), Denver, CO, April, 2010.
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Reynolds, R. (2014). Understanding and measuring student inquiry and resource use processes, and their contribution to outcomes, in “guided discovery-‐based” learning. Information Interaction in Context conference (IIiX), Workshop on Searching as Learning. Regensburg, Germany, August, 2014.
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Reynolds, R., Robinson, M., Leeder, C., Jones, A. (In Progress). How varying student role-‐taking and levels of effort within teams contribute to their collaborative information seeking and sense-‐making processes during guided inquiry-‐based game design. Paper in preparation for submission to Library & Information Science Research, Spring, 2016.
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Reynolds, R. & Leeder, C. (In Progress). Opportunities, challenges and limitations in using learning analytics data to understand student inquiry, collaboration and learning processes during longer-‐term creative guided inquiry projects. Paper in preparation for Journal of Learning Analytics, Spring, 2016 submission.
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Reynolds, R., & Harel Caperton, I. (2011). Contrasts in student engagement, meaning-‐making, dislikes, and challenges in a discovery-‐based program of game design learning. Educational Technology Research and Development, 59(2), pp. 267-‐289.
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Reynolds, R. (2016). Relationships among tasks, collaborative inquiry processes, inquiry resolutions, and knowledge outcomes in adolescents during guided discovery-‐based game design in school. Journal of Information Science: Special Issue on Searching as Learning. 42: 35-‐ 58.
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