SCHOLARS@TAMU

Capraro, R. M., Erdogan, N., Barroso, L. R., Young, J., & Capraro, M. M. (2024). Precollege Mathematics and Engineering LearningOutcomes: Implications for Equitable Preparation,Recruitment, and Retention. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION. 40(5), 1101-1113.

Erdogan, N., & Stuessy, C. L. (2023). College entry indicators for students from inclusive STEM schools in the United States: an HLM analysis of students achievement outcomes and school level indicators. SN Social Sciences. 3(7), 111.

Erdogan, N., Navruz, B., Younes, R., & Capraro, R. M. (2016). Viewing How STEM Project-Based Learning Influences Students' Science Achievement Through the Implementation Lens: A Latent Growth Modeling. Eurasia Journal of Mathematics, Science and Technology Education. 12(8), 2139-2154.

Erdogan, N. (2016). Communities of Practice in Online Learning Environments: A Sociocultural Perspective of Science Education. International Journal of Education in Mathematics, Science and Technology. 4(3), 246-257.

Erdogan, N., & Stuessy, C. (2015). Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement. Kuram ve Uygulamada Egitim Bilimleri. 15(6), 1517-1529.

Sahin, A., Morgan, J. R., & Erdogan, N. (2012). DO HIGH SCHOOL COMPUTER AND AP COURSES AND SAT TEST SCORES HELP STUDENTS CHOOSE STEM MAJORS IN COLLEGE?. ASEE Annual Conference and Exposition, Conference Proceedings.