Peer-Reviewed Journal Articles
* = Co-author was a student when research was initiated.
Lakin, J.M., Ewald, M.L., Hardy, E., Cobine, P.A., Marino, J.G., Landers, A.L. & Davis, V.A. (accepted). Getting everyone to the fair: Who participates in and benefits from Science and Engineering Fairs. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-021-09910-7 Pre-print PDF
Barakat*, M., & Lakin, J.M. (accepted). The Cultural Competence of Educational Leaders Questionnaire: Developing an assessment tool for leadership development. Journal of School Leadership. https://journals.sagepub.com/doi/full/10.1177/1052684620972059
Elliott, D.C., & Lakin, J.M. (online first). Unparallel pathways: Exploring how divergent academic norms contribute to the transfer shock of STEM student. Community College Journal of Research and Practice. http://doi.org/10.1080/10668926.2020.1806145
Lakin, J.M., Marghitu, D., Davis, V.A., & Davis, E.W. (2021). Introducing engineering as an altruistic STEM Career. To appear in The Science Teacher, 88(4), 54-60. Pre-print PDF.
Lakin, J.M. (forthcoming). Service-Driven Identification Practices: Why the services you offer must drive identification decisions. Teaching for High Potential. Pre-print PDF
Elliott, D.C., & Lakin, J.M. (2020). Running the STEM gauntlet: The complicity of four-year universities in the transfer penalty. Research in Higher Education, 61, 540-565. doi: 10.1007/s11162-019-09586-4/doi.org/10.1016/j.cedpsych.2020.101920
Lakin, J.M., & Wai, J. (2020). Spatially gifted, academically inconvenienced: Do spatially talented students experience less academic engagement and more behavioral issues? British Journal of Educational Psychology, 90(4), 1015-1038. http://doi.org/10.1111/bjep.12343 Pre-print PDF.
Lakin, J.M., & Wai, J. (2020) Finding and Developing Spatially Talented Youth. Phi Delta Kappan, 102(4), 36-39. https://doi.org/10.1177%2F0031721720978061
Lakin, J.M., Wittig (Hill)*, A. Davis, E.W., & Davis, V.A. (2020). Am I an Engineer Yet? Perceptions of Engineering and Identity Among First Year Students. European Journal of Engineering Education, 45(2), 214-231. Pre-print PDF.
Wai, J., & Lakin, J.M. (2020). Finding the missing Einsteins: Expanding the breadth of cognitive and noncognitive measures used in academic services. Contemporary Educational Psychology, 63. https:/
Lakin, J. M., & Rambo-Hernandez, K. (2019). Fidelity of Implementation: Understanding Why and When Programs Work. Gifted Child Today, 42(4), 205–214. https://doi.org/10.1177/1076217519862327 Pre-print PDF
Lakin, J.M., Davis, V.A., & Davis, E.W. (2019). Finding fit: Alignments between career values and future career as predictors of engineering commitment for women and underrepresented minority students. International Journal of Engineering Education, 35 (1A), 168–181. Pre-print PDF
Lakin, J.M. (2018). Making the cut in gifted selection: Selection decisions and their impact on program diversity. Gifted Child Quarterly, 62(2), 210-219. doi: 10.1177/0016986217752099 (2018 GCQ Paper of the Year Award from the National Association of Gifted Children) Pre-print PDF.
Harrison, J., & Lakin, J.M. (2018). Mainstream teachers’ implicit beliefs about English language learners: An Implicit Association Test of teacher beliefs. Journal of Language, Identity & Education, 17(2), 85-102. doi: 10.1080/15348458.2017.1397520
Harrison, J., & Lakin, J.M. (2018). Pre-service teachers’ implicit and explicit beliefs about English language learners: An implicit association test study. Teaching and Teacher Education, 72, 54-63. Pre-print PDF
Schnittka, C.G., Lakin, J.M., Savrda*, A., Moss*, J., Greene*, S. & Alenzi*, A. (2017). Science STUFF (Science, Society and Technology for Underrepresented Future Fabricators): Curriculum for future makers and designers. European Journal of Curriculum Studies, 4(1), 601-617. Retrieve from http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/155
Lakin, J.M., & Chaudhuri, S. (2016). Getting more out of educational workshop evaluations: Positively packing the rating scale. Educational Research Quarterly, 40 (1), 51-67. Pre-print PDF
Lakin, J.M., & Elliott, D.C. (2016). STEMing the shock: Examining GPA "Transfer Shock" and its Impact on STEM Major and Enrollment Persistence. Journal of the First-Year Experience & Students in Transition, 28(2), 9-32. Pre-print PDF
Lakin, J.M., Han, Y., & Davis, E. (2016). First-year students' attitudes towards the grand challenges and nanotechnology. Journal of STEM Education, 17(3), 70-76. Open Access.
Garrison-Fletcher, L., Lakin, J.M., & Young, J.W. (2015). Meeting the educational needs of late-arriving English language learners: A new assessment design. NYS TESOL Journal, 2(1), 52-59. Journal version
Lakin, J., & Shannon, D.M. (2015). The role of treatment acceptability, effectiveness, and understanding in treatment fidelity: Predicting implementation variation in a middle School Science Program. Studies in Educational Evaluation, 47, 28-37. Pre-print PDF
Lakin, J., & Wallace, C.S. (2015). Assessing teachers' use of inquiry methods in the middle school science classroom. Journal of Science Teacher Education, 26(2), 139-162. The final publication is available at Springer via http://dx.doi.org/10.1007/s10972-014-9412-1. Pre-print PDF
Lakin, J.M. (2014). Test directions as a critical component of test design: Best practices and the impact of examinee
characteristics. Educational Assessment, 19, 17-34. Pre-print PDF
Lakin, J.M., & Gambrell. J.L. (2014). Sex differences in fluid reasoning: Manifest and latent estimates from the Cognitive Abilities Test. Journal of Intelligence, 2, 36-55. Available from http://www.mdpi.com/2079-3200/2/2/36
Evans, A.M., Carney, J.S., Lakin, J.M., & Stafford, E. (2013). Assessing peer problematic behavior and related training experiences. In G. R. Walz, J. C. Bleuer, R. K. Yep (Eds.), Ideas and research you can use: VISTAS 2013 (pp. 1-11). Retrieve from http://www.counseling.org/Resources/
Lakin, J.M. (2013). Sex differences in reasoning abilities: Surprising evidence that male-female ratios in the tails of the quantitative reasoning distribution have increased. Intelligence, 41, 263-274. Pre-print PDF
Lakin, J.M., & Young, J.W. (2013). Evaluating growth for ELL Students: Implications for accountability policies. Educational Measurement: Issues and Practice, 32(3), 11-26. Pre-print PDF
Lakin, J.M. (2012). Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal batteries. Psychology in the Schools, 49(8), 756-768. Pre-print PDF
Lakin, J.M. (2012). Multidimensional ability tests and culturally and linguistically diverse students: Evidence of measurement invariance. Learning and Individual Differences, 22(3), 397-403. Pre-print PDF
Lakin, J.M., Elliott, D.C., &; Liu, O.L. (2012). Investigating ESL Students' Performance on Outcomes Assessments in Higher Education. Educational and Psychological Measurement, 72(5), 734-753. Pre-print PDF
Lakin, J.M., & Gambrell, J.L. (2012).Distinguishing verbal, quantitative, and nonverbal facets of fluid intelligence in young students. Intelligence, 40(6), 560-570. Pre-print PDF
Lakin, J.M., & Lai, E.R. (2012). Multi-group generalizability analysis of verbal, quantitative, and nonverbal ability tests for culturally and linguistically diverse students. Educational and Psychological Measurement, 72 (1), 139-158.
Young, J.W., Lakin, J.M., Courtney, R., & Martiniello, M. (2012). Advancing the quality and equity of education for Latino students through: A white paper (ETS RR-12-01). Princeton, NJ: ETS. Available online
Lakin, J.M., & Lohman, D.F. (2011). The predictive accuracy of verbal, quantitative, and nonverbal reasoning tests: Consequences for talent identification and program diversity. Journal for the Education of the Gifted, 34, 595-623.
Lohman, D.F., & Lakin, J.M. (2009). Consistencies in sex differences on the Cognitive Abilities Test across countries, grades, test forms, and cohorts. British Journal of Educational Psychology, 79, 389-407. Pre-print PDF
Lohman, D.F., Gambrell, J., & Lakin, J.M. (2008). The commonality of extreme discrepancies in the ability profiles of academically gifted students. Psychology Science Quarterly, 50, 269-282. Pre-print PDF
Lohman, D. F., Korb, K. A., & Lakin, J.M. (2008). Identifying academically gifted English-language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. (2008 GCQ Paper of the Year Award from the National Association of Gifted Children). PDF
Invited Chapters and other Publications
Lakin, J.M. (2020). Chapter 5. Identification issues at a micro-level: Best practices regarding instrumentation and selection criteria. In Stambaugh, T., & Olszewski-Kubilius, Unlocking Potential: Identifying and Serving Gifted Students from Low Income Backgrounds. Draft version here.
Lakin, J.M., & Kell, H. (2020). Reasoning, problem solving, and intelligence. In R.J. Sternberg (Ed.), Cambridge Handbook of Intelligence. New York, NY: Cambridge University Press.
Ackerman, P.L., & Lakin, J.M. (2018). Expertise and Individual Differences. In S.I. Pfieffer (Ed.), Handbook of Giftedness in Children: Psycho-educational Theory, Research, and Best Practices (2nd ed.), pp. 65-80. Switzerland: Springer International Publishing.
Williams, P.S., Lakin, J.M., & Kensler, L.A.W (2014). Teachers' Perception of Teacher Leadership: A New Tool for Measuring Teacher Leadership. In N. Bond (Ed.), The Power of Teacher Leaders: Their Roles, Influence, and Impact (pp. 210-222). Routledge.
Lohman, D. F., & Lakin, J.M. (2011). Reasoning, problem solving, and intelligence. In R.J. Sternberg & S.B. Kaufman (Eds.), Cambridge Handbook of Intelligence. New York, NY: Cambridge University Press.
Lohman, D. F., & Lakin, J.M. (2007).Nonverbal test scores as one component of an identification system: Integrating ability, achievement, and teacher ratings.In J. VanTassel-Baska (Ed.), Alternative Assessments for Identifying Gifted and Talented Students (pp. 41-66). Austin, TX: Prufrock Press.