Authenticity and Personal Creativity: How EarSketch Affects Student Persistence. - Tom McKlin; Brian Magerko; Taneisha Lee; Dana Linnell Wanzer; Doug Edwards; Jason Freeman 001 (SIGCSE, 2018)

Accounting for Pedagogical Content Knowledge in a Theory of Change Analysis. - Tom McKlin; Taneisha Lee; Dana Linnell Wanzer; Brian Magerko; Doug Edwards; Sabrina Grossman; Emily Bryans; Jason Freeman 001 (ICER, 2019)

Exploring the Correlation Between Teacher Pedagogical Content Knowledge and Content Knowledge in Computer Science Classrooms. - Tom McKlin; Taneisha Lee; Dana Linnell Wanzer; Brian Magerko; Doug Edwards; Sabrina Grossman; Emily Bryans; Jason Freeman 001 (ITiCSE, 2019)

Implementing EarSketch: Connecting Classroom Implementation to Student Outcomes. - Tom McKlin; Dana Linnell Wanzer; Taneisha Lee; Brian Magerko; Doug Edwards; Sabrina Grossman; Jason Freeman 001 (SIGCSE, 2019)

Assessing the Attitudes Towards Computing Scale: A Survey Validation Study. - Dana Linnell Wanzer; Tom McKlin; Doug Edwards; Jason Freeman 001; Brian Magerko (SIGCSE, 2019)

Promoting intentions to persist in computing: an examination of six years of the EarSketch program. - Dana Linnell Wanzer; Tom McKlin; Jason Freeman 001; Brian Magerko; Taneisha Lee (Comput. Sci. Educ., 2020)