Conferences

Boberg J., & Bourgeois, S. (2019). The effects of an incentivized climate on autonomy, relatedness, and reading achievement during the middle years: A self-determination theory perspective. Seventh International Self-Determination Theory Conference. Amsterdam, The Netherlands.

Boberg, J., & Bourgeois, S. (2018). The effect of incentives on trust, motivation, engagement, and math success during the  middle years. Southwestern Educational Research Association Conference, New Orleans, LA.

Camerena, E., & Bourgeois, S. (2018). Perspectives of credit recovery: A multi-source case study. Southwestern Educational Research Association Conference, New Orleans, LA. 

Bourgeois, S, & Miller, R. (2017). On letting learn: The danger and saving power of assessment. Society for the Philosophical Study of Education Annual Meeting. Chicago, IL.

Bourgeois, S., & Boberg, J. (2017). Parenting style, self-regulation, and engagement: Assessing four dimensions of Engagement. SELF Biennial International Conference, Melbourne, Australia.

Boberg, J., & Bourgeois, S. (2017). The undermining effects of incentives and controlled motivation on student trust, emotional engagement, and reading achievement in preteens. SELF Biennial International Conference, Melbourne, Australia.

Bourgeois, S., & Camarena, E. (2017). Moving students from dropout recovery to college readiness: A case study. Texas Charter Schools Association Conference, Grapevine, TX.

Camarena, E., Bourgeois, S., & Kasapi, J. (2017). Personalized and blended learning: Learning belongs to the learner. Texas Charter Schools Association Conference, Grapevine, TX.

Miller, R., & Bourgeois, S. (2016). Teaching as entertainment vs. the hard school. Society for the Philosophical Study of Education Annual Meeting. Chicago, IL.

Camarena, E., & Bourgeois, S. (2016). Diagnostic assessment and intervention: Closing the achievement gap in the credit recovery model. Texas Charter Schools Association Conference. Austin, TX.

Boberg J., & Bourgeois, S. (2016). School-based trust, motivation, and achievement during the middle years. Sixth International Conference on Self-Determination Theory, Victoria, BC, Canada.

Bourgeois, S., and Holly, J. (2016). Growth and achievement: Quadrant reporting to clarify instructional decisions. NWEA Fusion Central, Indianapolis, IN.

Bourgeois, S., & Boberg, J. (2016). The comparative effects of school-based trust, engagement, and self-regulation on reading achievement during the middle years. Southwestern Educational Research Association Conference, New Orleans, LA.

Bourgeois S., & Brown, S. (2015). MAP as a predictor of state assessment results: A multi-factor model. NWEA Fusion Central, Chicago, IL.

Bourgeois, S., & Boberg, J. (2015). Understanding high-achieving, cognitively disengaged students: A self-determination theory perspective. SELF Biennial International Conference, Kiel, Germany.

Bourgeois, S. & Boberg, J. (2015). Understanding high-achieving, cognitively disengaged students: A mixed methods analysis. Southwestern Educational Research Association Conference, San Antonio, TX.

Boberg J. & Bourgeois, S. (2014). Testing a serial multiple mediator model of the effects of school leadership. Rocky Mountain Educational Research Conference, Pensacola, FL.

Boberg, J. & Bourgeois, S. (2014). School leadership, collective teacher efficacy, and student engagement. Education Leadership Conference, University of North Texas, Denton, TX. 

Bourgeois, S., Brown, S., & Chaney, T. (2014). MAP as a Predictor of STAAR Passing: Extrapolating NWEA Tables. Texas Charter Schools Association Conference, Houston, TX.

Bourgeois, S. (2013). Incentives in the elementary classroom: An exploratory study. Rocky Mountain Educational Research Conference, Edmond, OK.

Bourgeois, S. (2012). Intrinsic and extrinsic motivation for academically gifted students in Germany and the United States: A  phenomenological study. Rocky Mountain Educational Research Conference, Las Cruces, NM.