| 2011-02 | Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue | 함승환 |
| 2011-10 | Korean Version of the Life Perspectives Inventory-Psychometric Properties and Implications for the High School Counseling | 조한익 |
| 2019-03 | Latent class analysis of no-formal learners’ self-directed learning patterns in open educational resource repositories | 박주호 |
| 2013-03 | “융복합교육”의 개념화: 융(복)합적 교육 관련 담론과 현장 교사 포커스 그룹 면담을 중심으로 | 함승환 |
| 2013-03 | “융복합교육”의 개념화: 융(복)합적 교육 관련 담론과 현장 교사 포커스 그룹 면담을 중심으로 | 차윤경 |
| 2012-11 | Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context | 장형심 |
| 2018-06 | MIRT 등급반응 모형을 위한 공통-문항 척도연계 방법 | 김성훈 |
| 2013-06 | Multicultural Education and Asian Immigrants in Korea: Current Status and Evolving Issues | 함승환 |
| 2016-08 | A New Autonomy-supportive Way of Teachingt That Increases Conceptual Learning: Teaching in Students' Preferred Ways | 장형심 |
| 2012-01 | A Note on the Reliability Coefficients for Item Response Model-Based Ability Estimates | 김성훈 |
| 2020-05 | Patterns of peer scaffolding in technology-enhanced inquiry classrooms: application of social network analysis | 신서경 |
| 2018-02 | Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles | 장형심 |
| 2019-07 | Policy influences and practical contributions of multicultural education in diverse contexts | 차윤경 |
| 2013-10 | Principal instructional leadership and teaching for learner autonomy: A multilevel analysis of the case of South Korea | 함승환 |
| 2013-11 | Principal instructional leadership and teaching for learner autonomy: A multilevel analysis of the case of South Korea | 차윤경 |
| 2020-11 | Principal support, professional learning community, and group-level teacher expectations | 박주호 |
| 2016-06 | Rasch 모형을 사용한 가교-고정 문항 모수 추정에서 WINSTEPS와 ICL 프로그램의 기능 비교 | 김성훈 |
| 2016-03 | Rasch 모형하에서 공통 능력척도 개발을 위한 적률 및 특성곡선 척도연계 방법들의 기능 비교 | 김성훈 |
| 2020-11 | Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model | 박주호 |
| 2019-11 | The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement | 박주호 |
