Sohr, E. R., Gupta, A., Elby, A., & Radoff, J. (2023). How a child entangles empathy and computational thinking in reasoning about fairness. Early Childhood Research Quarterly, 65, 92-101.

Radoff, J., Turpen, C. Tomblin, D., Mogul, N. F., Agrawal, A., & Elby, A. (2023). “Shaping the macro-ethical reasoning of engineering students through deliberate cultural practices.” Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Baltimore, MD. June 25-28, 2023.

Abdurrahman, F. N., Chudamani, S., Turpen, C., Radoff, J., Elby, A., & Tomblin, D. (2023). The Amazon Effect: A Case Study of Corporate Influence on Student Macro-Ethical Reasoning. Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Baltimore, MD. June 25-28, 2023.

Radoff, J., Turpen, C. A., Abdurrahman, F., Tomblin, D., Agrawal, A., Chen, D., & Chudamani, S. (2022). Examining the “narrow” and “expansive” socio-technical imaginaries influencing college students’ collaborative reasoning about a design scenario. Proceedings of the American Society for Engineering Education Annual Conference and Exposition: Minneapolis, MN. Awarded Best Paper in the LEES Division.

Turpen, C. A., Radoff, J., Adkins, K., Bikki, S., Rahman, K., Sangha, H. (2022). Partnering with undergraduate engineering students to unearth cultural practices within a Science, Technology, and Society (STS) program. Proceedings of the American Society for Engineering Education Annual Conference and Exposition: Minneapolis, MN.

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is really frying my brain!”: How affect supports inquiry in an online learning environment. Research in Science Education, 51, 1223-1246.

Turpen, C. A., Radoff, J., Gupta, A., Sabo, H., & Elby, A. (2019). Examining how undergraduate engineering educators produce, reproduce, or challenge technocracy in pedagogical reasoning. American Society for Engineering Education 2019 Conference Proceedings.

Radoff, J., Jaber, L. Z., & Hammer, D. (2019). “It’s scary but it’s also exciting”: Evidence of meta-affective learning in science. Cognition and Instruction, 37(1), 73-92. DOI: 10.1080/07370008.2018.1539737.

Turpen, C. A., Gupta, A., Radoff, J., Sabo, H., & Elby, A. (2018). Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teams. American Society for Engineering Education 2018 Conference Proceedings.

Radoff, J., Robertson, A., Fargason, S., & Goldberg, F. (2018). Responsive teaching and high-stakes testing: Does deviating from the curriculum to pursue students’ ideas mean they will perform poorly? Science & Children, 55(9), 88-91.

Watkins, J., Hammer, D., Radoff, J., Jaber, L. Z., & Phillips, A. M. (2018). Positioning as not-understanding: The value of showing uncertainty for engaging in science. Journal of Research in Science Teaching, 55(4), 573-599.

Radoff, J., Jaber, L. Z., & Hammer, D. (2016). Meta-affective learning in an introductory physics course. Phys Ed. Research Conf. Proc., 260-263.

Radoff, J., & Hammer, D. (2016). Attention to student framing in responsive teaching. In A. D. Robertson, R. E. Scherr & D. Hammer (Eds.), Responsive Teaching in Science and Mathematics (pp. 189-202). New York, NY: Routledge.

Hammer, D. and Radoff, J. (2014). Children doing science: Essential idiosyncrasy and the challenges of assessment. Commissioned paper for Successful Out-of-School STEM Learning: A Consensus Study, NRC Board on Science Education.

Radoff, J., Goldberg, F., Hammer, D., & Fargason, S. (2010). The Beginnings of Energy in Third Graders’ Reasoning. Phys Ed. Research Conf. Proc., 1289, 269-272.