Iwuji, U., Hamrick, J., Wheeler, K., Ihenagwam, C., Hixson, J., Kelly, D.P., Duru, H., Ademulegun, T., Banda, D., & Hilbert, S. (2024). Educators’ knowledge of and perceptions towards students with autism in Nigeria. International Journal of Developmental Disabilities, 1-11.
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Schettig, E.J., Kelly, D.P., Ernst, J.V., & Clark, A.C. (2023). Facilitative teaching utilizing active learning modules in engineering graphics: A model for promoting success and engagement in technology and engineering education. Journal of Technology Education, 34(1), 5-26.
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Missel, F.R., Ernst, J.V., Kelly, D.P., Schettig, E., Clark, A.C. (2022). Active Learning Strategies and Applications for Engineering Design Graphics Courses.. Technology and Engineering Teacher, 82(4), 15-20.
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Schettig, E.J., Kelly, D.P., Ernst, J.V., Clark, A.C., & Sutton, K.G. (2021). Pandemic- induced impacts: Experiences in an introductory engineering graphics course. Journal of Technology Studies, 47(1), 12-23.
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Kelly, D.P. (2021). Pandemic pedagogy: K-12 technology and engineering education under COVID-19.. Journal of Technology Studies, 47(1), 2-11.
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Kelly, D.P., & Denson, C.D. (2020). Reliability and validity for a 3-D modeling self- efficacy scale for pre-college students. Journal of Technology Studies, 46(2), 44-51.
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Kelly, D.P. (2020). Three-dimensional modeling self-efficacy: An examination of psychometric properties of a domain-specific instrument in engineering graphics education. Journal of Geometry and Graphics, 24(1), 125-140.
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Kelly, D.P. & Kelly, D.L. (2019). Drawing the Line: The challenges of dysgraphia in introductory graphics communication courses.. Journal of Technology Studies, 45(2), 60-66.
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Kelly, D.P., Ernst, J.V., & Clark, A.C. (2019). Active learning in engineering graphics: An analysis of self-efficacy for at-risk and not at-risk students. Engineering Graphics Design Journal, 83(1), 46-59.
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Williams, T.O., Ernst, J.V., Kelly, D.P., & Clark, A.C. (2019). Confirmatory factor analyses of the PSVT:R with data from engineering design graphics students. Engineering Graphics Design Journal, 83(1), 1-8.
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Denson, C.D., Kelly, D.P., & Clark, A.C. (2018). Developing an instrument to measure student self-efficacy as it relates to 3D modeling. Engineering Graphics Design Journal, 82(3), 1-9.
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Kelly, D.P. & Denson, C.D. (2017). STEM teacher efficacy in flipped classrooms. Journal of STEM Education: Innovations and Research, 18(4), 43-50.
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Ernst, J.V., Williams, T.O., Clark, A.C., Kelly, D.P., & Sutton, K. (2017). K-12 STEM educator autonomy: An investigation of school influence and classroom control. Journal of STEM Education: Innovations and Research, 18(5), 5-9.
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Ernst, J.V., Williams, T.O., Kelly, D.P., & Clark, A.C. (2017). Factors of spatial visualization: An analysis of the PSVT:R. Engineering Design Graphics Journal, 81(1), 1-10.
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Kelly, D.P. & Rutherford, T. (2017). Khan Academy as supplemental instruction: A controlled study of a computer-based mathematics intervention. Journal of Computer Assisted Learning, 18(4), 70-77.
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Sutton, K.G., Busby, J.R., & Kelly, D.P. (2016). Multicopter design challenge: Design, fly, and learn. Technology and Engineering Teacher, 76(2), 8-12.
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Kelly, D.P. (2015). Overcoming barriers to classroom technology integration. Educational Technology, 55(2), 40-43.
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