Research
Refereed Journal Articles
Archambault, L., Hale, A., Merritt, E. (accepted). Breaking Through Barriers: Making Sustainability Literacy Happen in K-12 Classrooms. Green Schools Catalyst Quarterly. (Invited)
Archambault, L., Hale, A. E., & Shelton, C. C. (accepted). Using digital stories to address sustainability literacy: Designing a university hybrid course to inspire and engage millennial learners. Journal of Applied Instructional Design.
Merritt, E., Archambault, L., & Warren, A. (accepted). Sustainability education in elementary classrooms: Reported practices of alumni from a preservice teacher course. Discourse and Communication for Sustainable Education.
Richter, J., Hale, A., & Archambault, L., (accepted). Responsible innovation and education: Beyond integrating values and technology in the classroom. Journal of Responsible Innovation. (Invited).
Shelton, C., & Archambault, L. (accepted). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research
Archambault, L., Bergstorm, K., Bollmann-Zuberbuhler, B., Burns, H., Cirillo, J., Cloud, J., … Withycombe, L. (2017). Education for a sustainable future: Benchmarks for individual and social learning. Journal of Sustainability Education. Retrieved from http://www.susted.com/wordpress/special-project-education-for-a-sustainable-future-benchmarks/ (Invited)
Dalal, M., Archambault, L., & Shelton, C. (2017). Professional development for international teachers: Examining TPACK and technology integration decision-making. Journal of Research on Technology in Education, DOI: 10.1080/15391523.2017.1314780
Foley, R., Archambault, L., & Warren, A. (2017). Learning outcomes in sustainability education among future elementary school teachers. International Journal of Sustainability in Higher Education, 11(1), 33-51.
Hale, A., Shelton, C., Richter, J. & Archambault, L. (2017). Integrating Geoscience and Sustainability: Engaging Elementary Teachers in Science Education. Journal of Geoscience Education Special Edition on Sustainability, 65(2), 101-112.
Shelton, C., Archambault, L., & Hale, A. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68.
Archambault, L. & Kennedy, K. (2016). Moving Forward and Moving On: Continuing the Mission of K-12 Online Education Research. Journal of Online Learning Research, 2(3), 201-203.
Archambault, L., Kennedy, K., & Friedhoff, J. (2016). Accountability for students in K-12 online learning: Perspectives from Michigan stakeholders and beyond. Online Learning Journal. 20(3), 126-139.
Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016). Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States. Journal of Online Learning Research, 2(3), 303-326.
Kennedy, K. & Archambault, L. (2016). Forging New Frontiers: Exploring Uncharted Territory in the Field of K-12 Online and Blended Learning. Journal of Online Learning Research, 2(1), 1-2.
Shelton, C., Warren, A. & Archambault, L. (2016). Exploring the use of interactive digital storytelling video: promoting student engagement in a university hybrid course. TechTrends, 60(5), 465-474.
Archambault, L. & Larson, J. (2015). Pioneering the digital age of instruction: Learning from and about K-12 online teachers. Journal of Online Learning Research, 1(1), 49-83.
Kennedy, K. & Archambault, L. (2015). Bridging the Gap Between Research and Practice in Online Learning. Journal of Online Learning Research, 1(1), 5-7.
Warren, A., Archambault, L., & Foley, R., (2015). Sustainability Education Framework for Teachers: Developing sustainability literacy through futures, values, systems, and strategic thinking. Journal of Sustainability Education. Retrieved from http://www.jsedimensions.org/
Archambault, L. (2014). Teaching virtually: Strategies and challenges in the 21st century online classroom. International Journal of Online Pedagogy and Course Design, 4(1), 1-15.
Archambault, L., DeBruler, K., and Freidhoff, J. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. Journal of Technology and Teacher Education, 22(1), 83-106.
Archambault, L., Kennedy, K., & Bender, S. (2013). Cyber-truancy: Addressing issues of attendance in the digital age. Journal of Research on Technology in Education, 46(1), 1-28.
Carlson, D. L. & Archambault, L. M. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing preservice teachers to integrate content with voicethread technology. Teacher Education & Practice, 26(1), 117-137.
Crippen, K. J., Archambault, L. M., & Kern, C. L. (2013). The nature of laboratory learning experiences in secondary science online. Research in Science Education, 43(3), 1029-1050.
Kennedy, K. & Archambault, L. (2012). Design and development of field experiences in K-12 online learning environments. Journal of Applied Instructional Design, 2(1), 35-49. (Invited)
Crippen, K. J., & Archambault, L. M. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173. doi: 10.1080/07380569.2012.658733 (Invited)
Kennedy, K. & Archambault, L. M. (2012). Offering pre-service teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185-200. doi:10.1177/0022487111433651
Archambault, L. M. (2011). The practitioner’s perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73-91.
Schrader, P.G., Archambault, L. M., & Oh-Young, C. (2011). Training by gaming: Preparing teachers of today for tomorrow’s learning environments. Journal of Technology and Teacher Education, 19(3), 261-286.
Archambault, L. M. & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK Framework. Computers & Education, 55(4), 1656-1662.
Archambault, L. M., Wetzel, K., Foulger, T.S., & Williams, M.K. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4–11.
Barnett, J.H. & Archambault, L. M. (2010). The gaming effect: How massive multiplayer online games incorporate principles of economics. TechTrends, 54(6), 29-35.
Archambault, L. M. & Crippen, K.J. (2009). K-12 distance educators at work: Who’s teaching online across the United States. Journal of Research on Technology in Education, 41(4), 363-391.
Archambault, L. M. & Crippen, K.J. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from
http://www.citejournal.org/vol9/iss1/general/article2.cfm
Archambault, L. M. & Crippen, K.J. (2007). The sites teachers choose: A gauge of classroom web use. Contemporary Issues in Technology and Teacher Education (CITE Journal), 7(2). Retrieved from http://www.citejournal.org/vol7/iss2/general/article1.cfm
Crippen, K. J., Archambault, L. M., Ford, M.S., & Levitt, G.A. (2004). Curriculum carts and collaboration: A model for training secondary science teachers. Journal of Science Education Technology. 13(3), 325-331.
Strudler, N., Archambault, L. M., Bendixen, L., Anderson, D. & Weiss, R. (2003). Project THREAD: Technology helping restructure educational access and delivery. Educational Technology Research and Development, 51(1), 39-54.
Commissioned Research and Technical Reports
Archambault, L., Kennedy, K., Freidhoff, J., Bruno, J. DeBruler, K. & Stimson, R. (2015). Accountability in K-12 online learning course access programs: Stakeholder recommendations for policy and practice. Lansing, MI: Michigan Virtual Learning Research Institute. Retrieved from http://media.mivu.org/institute/pdf/Accountability_2015.pdf
Kennedy, K. & Archambault, L. (2013). (Eds.) Partnering for Success: A 21st century model for teacher preparation. Vienna, VA: International Association for K-12 Online Learning. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2013/10/iNACOL-Partnering-for-Success-October-2013.pdf
Archambault, L. & Diamond, D., Co-Chairs, iNACOL Research Committee. (2010). An Exploration of At-Risk Learners and Online Education. International Association of K-12 Online Learning. Vienna: VA: International Association for K-12 Online Learning. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2012/11/iNACOL_AtRiskStudentOnlineResearch-2010.pdf
Books, Book Chapters, and Edited Volumes
Archambault, L. (2018). Introduction to research on teaching. Handbook of Research on K-12 Online and Blended Learning (2nd ed., pp. 219-220). Pittsburgh, PA: ETC Carnegie Mellon Press.
Archambault, L., & Kennedy, K. (2018). Teacher preparation for K-12 online and blended learning. Handbook of Research on K-12 Online and Blended Learning (2nd ed., pp. 221-245). Pittsburgh, PA: ETC Carnegie Mellon Press.
Archambault, L., & Kennedy, K. (2017). Making the choice to go online: Exploring virtual schooling as an option for K-12 students. In R. Fox & N. Buchanan (Eds.), The Wiley handbook of school choice. (pp. 384-402). Wiley & Sons.
Archambault, L. (2016). Exploring the use of qualitative methods to examine TPACK. In M. Herring, Koehler, M. & Mishra, P. (Eds.), Handbook of technological pedagogical content knowledge (2nd ed.) (pp. 65-86). New York: Routledge. (Invited)
Archambault, L. (2015). Archambault, L. (2015). Afterword. In M. F. Rice (Ed.), Advances in research on teaching (Vol. 25): Exploring pedagogies for diverse learners online (pp. 231-236). Bingley, UK: Emerald. (Invited)
Foley, R., Archambault, L., & Warren, A. (2015). Intervening in preservice education: An initial evaluation of sustainability literacy among future K-8 educators. In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating Science Teachers for Sustainability. (pp. 49-67). New York: Springer.
Kennedy, K. & Archambault, L. (2015). Evaluating Quality in Online Teaching and Learning: Standards for Online Teaching. In T. Clark & M. Barbour (Eds.), Online, blended and distance education in schools (pp. 13-20). Sterling, VA: Stylus Publishing.
Archambault, L. & Kennedy, K. (2014). Research on teacher preparation for K-12 blended and online learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of K-12 Blended and Online Learning Research (pp. 225-244). Pittsburgh, PA: ETC Press. (Invited)
Archambault, L. & Warren, A. (2014). Leveraging elearning to prepare future educators to teach sustainability topics. In U. M. Azeiteiro, W. Leal Filho, & S. Caeiro (Eds.), Environmental education, communication and sustainability (Vol. 35): E-learning and sustainability (pp. 151-165). Frankfurt, Germany: Peter Lang Publishing.
Larson, J. & Archambault, L. (2014). The ever-evolving educator: examining K-12 online teachers in the United States. In T. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments (pp. 174-195). Hershey, Pennsylvania: IGI Global.
Crippen, K. J., Archambault, L., & Kern, C. (2014). Using Scaffolded Vee Diagrams to Enact Inquiry Based Learning In A. Hirumi (Ed.), Grounded designs for online and hybrid learning (pp. 75-100). Eugene, OR: International Society for Technology in Education (ISTE). (Invited)
Archambault, L. (2012). Policy and technology advantages to online courses in K-12 School environments. In C. Russo & A. Osborne (Eds.), Debating issues in American education: SAGE Publications. (Invited)
Archambault, L. & Kennedy, K. (2012). Situated online: Theoretical underpinnings of field experiences in virtual school settings. In C. Maddux (Ed.), Research highlights in technology and teacher education (pp. 53-60). Chesapeake, VA: Society for Information Technology & Teacher Education.
Kennedy, K., & Archambault, L. (Eds.). (2012). Lessons learned in teacher mentoring: Supporting educators in K-12 online learning environments. Vienna, VA: International Association for K-12 Online Learning.
Archambault, L. & Carlson, D.L. (2011). Poetry in motion: Using voicethread to prepare 21st century English teachers. In C. Maddux (Ed.) Research highlights in technology and teacher education (pp. 97-104). Chesapeake, VA: Society for Information Technology & Teacher Education.
Editorially Reviewed Articles
Archambault, L., & Borup, J. (2017). Delving Further into Blended Learning: Examining Professional Development Models, a Flipped Learning Approach, and Open Educational Resources. Journal of Online Learning Research, 3(2), 103-104.
Archambault, L., & Kennedy, K. (2016). Moving Forward and Moving On: Continuing the Mission of K-12 Online Education Research. Journal of Online Learning Research, 2(3), 201-203.
Kennedy, K., & Archambault, L. (2016). Forging New Frontiers: Exploring Uncharted Territory in the Field of K-12 Online and Blended Learning. Journal of Online Learning Research, 2(1), 1-2.
Kennedy, K., & Archambault, L. (2015). Bridging the Gap Between Research and Practice in Online Learning. Journal of Online Learning Research, 1(1), 5-7.
Archambault, L. (2010). Identifying and Addressing Teaching Challenges in K-12 Online Environments. Distance Learning, 7(2), 13-17.
Archambault, L., Hale, A., Merritt, E. (accepted). Breaking Through Barriers: Making Sustainability Literacy Happen in K-12 Classrooms. Green Schools Catalyst Quarterly. (Invited)
Archambault, L., Hale, A. E., & Shelton, C. C. (accepted). Using digital stories to address sustainability literacy: Designing a university hybrid course to inspire and engage millennial learners. Journal of Applied Instructional Design.
Merritt, E., Archambault, L., & Warren, A. (accepted). Sustainability education in elementary classrooms: Reported practices of alumni from a preservice teacher course. Discourse and Communication for Sustainable Education.
Richter, J., Hale, A., & Archambault, L., (accepted). Responsible innovation and education: Beyond integrating values and technology in the classroom. Journal of Responsible Innovation. (Invited).
Shelton, C., & Archambault, L. (accepted). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research
Archambault, L., Bergstorm, K., Bollmann-Zuberbuhler, B., Burns, H., Cirillo, J., Cloud, J., … Withycombe, L. (2017). Education for a sustainable future: Benchmarks for individual and social learning. Journal of Sustainability Education. Retrieved from http://www.susted.com/wordpress/special-project-education-for-a-sustainable-future-benchmarks/ (Invited)
Dalal, M., Archambault, L., & Shelton, C. (2017). Professional development for international teachers: Examining TPACK and technology integration decision-making. Journal of Research on Technology in Education, DOI: 10.1080/15391523.2017.1314780
Foley, R., Archambault, L., & Warren, A. (2017). Learning outcomes in sustainability education among future elementary school teachers. International Journal of Sustainability in Higher Education, 11(1), 33-51.
Hale, A., Shelton, C., Richter, J. & Archambault, L. (2017). Integrating Geoscience and Sustainability: Engaging Elementary Teachers in Science Education. Journal of Geoscience Education Special Edition on Sustainability, 65(2), 101-112.
Shelton, C., Archambault, L., & Hale, A. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68.
Archambault, L. & Kennedy, K. (2016). Moving Forward and Moving On: Continuing the Mission of K-12 Online Education Research. Journal of Online Learning Research, 2(3), 201-203.
Archambault, L., Kennedy, K., & Friedhoff, J. (2016). Accountability for students in K-12 online learning: Perspectives from Michigan stakeholders and beyond. Online Learning Journal. 20(3), 126-139.
Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016). Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States. Journal of Online Learning Research, 2(3), 303-326.
Kennedy, K. & Archambault, L. (2016). Forging New Frontiers: Exploring Uncharted Territory in the Field of K-12 Online and Blended Learning. Journal of Online Learning Research, 2(1), 1-2.
Shelton, C., Warren, A. & Archambault, L. (2016). Exploring the use of interactive digital storytelling video: promoting student engagement in a university hybrid course. TechTrends, 60(5), 465-474.
Archambault, L. & Larson, J. (2015). Pioneering the digital age of instruction: Learning from and about K-12 online teachers. Journal of Online Learning Research, 1(1), 49-83.
Kennedy, K. & Archambault, L. (2015). Bridging the Gap Between Research and Practice in Online Learning. Journal of Online Learning Research, 1(1), 5-7.
Warren, A., Archambault, L., & Foley, R., (2015). Sustainability Education Framework for Teachers: Developing sustainability literacy through futures, values, systems, and strategic thinking. Journal of Sustainability Education. Retrieved from http://www.jsedimensions.org/
Archambault, L. (2014). Teaching virtually: Strategies and challenges in the 21st century online classroom. International Journal of Online Pedagogy and Course Design, 4(1), 1-15.
Archambault, L., DeBruler, K., and Freidhoff, J. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. Journal of Technology and Teacher Education, 22(1), 83-106.
Archambault, L., Kennedy, K., & Bender, S. (2013). Cyber-truancy: Addressing issues of attendance in the digital age. Journal of Research on Technology in Education, 46(1), 1-28.
Carlson, D. L. & Archambault, L. M. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing preservice teachers to integrate content with voicethread technology. Teacher Education & Practice, 26(1), 117-137.
Crippen, K. J., Archambault, L. M., & Kern, C. L. (2013). The nature of laboratory learning experiences in secondary science online. Research in Science Education, 43(3), 1029-1050.
Kennedy, K. & Archambault, L. (2012). Design and development of field experiences in K-12 online learning environments. Journal of Applied Instructional Design, 2(1), 35-49. (Invited)
Crippen, K. J., & Archambault, L. M. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173. doi: 10.1080/07380569.2012.658733 (Invited)
Kennedy, K. & Archambault, L. M. (2012). Offering pre-service teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185-200. doi:10.1177/0022487111433651
Archambault, L. M. (2011). The practitioner’s perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73-91.
Schrader, P.G., Archambault, L. M., & Oh-Young, C. (2011). Training by gaming: Preparing teachers of today for tomorrow’s learning environments. Journal of Technology and Teacher Education, 19(3), 261-286.
Archambault, L. M. & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK Framework. Computers & Education, 55(4), 1656-1662.
Archambault, L. M., Wetzel, K., Foulger, T.S., & Williams, M.K. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4–11.
Barnett, J.H. & Archambault, L. M. (2010). The gaming effect: How massive multiplayer online games incorporate principles of economics. TechTrends, 54(6), 29-35.
Archambault, L. M. & Crippen, K.J. (2009). K-12 distance educators at work: Who’s teaching online across the United States. Journal of Research on Technology in Education, 41(4), 363-391.
Archambault, L. M. & Crippen, K.J. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from
http://www.citejournal.org/vol9/iss1/general/article2.cfm
Archambault, L. M. & Crippen, K.J. (2007). The sites teachers choose: A gauge of classroom web use. Contemporary Issues in Technology and Teacher Education (CITE Journal), 7(2). Retrieved from http://www.citejournal.org/vol7/iss2/general/article1.cfm
Crippen, K. J., Archambault, L. M., Ford, M.S., & Levitt, G.A. (2004). Curriculum carts and collaboration: A model for training secondary science teachers. Journal of Science Education Technology. 13(3), 325-331.
Strudler, N., Archambault, L. M., Bendixen, L., Anderson, D. & Weiss, R. (2003). Project THREAD: Technology helping restructure educational access and delivery. Educational Technology Research and Development, 51(1), 39-54.
Commissioned Research and Technical Reports
Archambault, L., Kennedy, K., Freidhoff, J., Bruno, J. DeBruler, K. & Stimson, R. (2015). Accountability in K-12 online learning course access programs: Stakeholder recommendations for policy and practice. Lansing, MI: Michigan Virtual Learning Research Institute. Retrieved from http://media.mivu.org/institute/pdf/Accountability_2015.pdf
Kennedy, K. & Archambault, L. (2013). (Eds.) Partnering for Success: A 21st century model for teacher preparation. Vienna, VA: International Association for K-12 Online Learning. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2013/10/iNACOL-Partnering-for-Success-October-2013.pdf
Archambault, L. & Diamond, D., Co-Chairs, iNACOL Research Committee. (2010). An Exploration of At-Risk Learners and Online Education. International Association of K-12 Online Learning. Vienna: VA: International Association for K-12 Online Learning. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2012/11/iNACOL_AtRiskStudentOnlineResearch-2010.pdf
Books, Book Chapters, and Edited Volumes
Archambault, L. (2018). Introduction to research on teaching. Handbook of Research on K-12 Online and Blended Learning (2nd ed., pp. 219-220). Pittsburgh, PA: ETC Carnegie Mellon Press.
Archambault, L., & Kennedy, K. (2018). Teacher preparation for K-12 online and blended learning. Handbook of Research on K-12 Online and Blended Learning (2nd ed., pp. 221-245). Pittsburgh, PA: ETC Carnegie Mellon Press.
Archambault, L., & Kennedy, K. (2017). Making the choice to go online: Exploring virtual schooling as an option for K-12 students. In R. Fox & N. Buchanan (Eds.), The Wiley handbook of school choice. (pp. 384-402). Wiley & Sons.
Archambault, L. (2016). Exploring the use of qualitative methods to examine TPACK. In M. Herring, Koehler, M. & Mishra, P. (Eds.), Handbook of technological pedagogical content knowledge (2nd ed.) (pp. 65-86). New York: Routledge. (Invited)
Archambault, L. (2015). Archambault, L. (2015). Afterword. In M. F. Rice (Ed.), Advances in research on teaching (Vol. 25): Exploring pedagogies for diverse learners online (pp. 231-236). Bingley, UK: Emerald. (Invited)
Foley, R., Archambault, L., & Warren, A. (2015). Intervening in preservice education: An initial evaluation of sustainability literacy among future K-8 educators. In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating Science Teachers for Sustainability. (pp. 49-67). New York: Springer.
Kennedy, K. & Archambault, L. (2015). Evaluating Quality in Online Teaching and Learning: Standards for Online Teaching. In T. Clark & M. Barbour (Eds.), Online, blended and distance education in schools (pp. 13-20). Sterling, VA: Stylus Publishing.
Archambault, L. & Kennedy, K. (2014). Research on teacher preparation for K-12 blended and online learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of K-12 Blended and Online Learning Research (pp. 225-244). Pittsburgh, PA: ETC Press. (Invited)
Archambault, L. & Warren, A. (2014). Leveraging elearning to prepare future educators to teach sustainability topics. In U. M. Azeiteiro, W. Leal Filho, & S. Caeiro (Eds.), Environmental education, communication and sustainability (Vol. 35): E-learning and sustainability (pp. 151-165). Frankfurt, Germany: Peter Lang Publishing.
Larson, J. & Archambault, L. (2014). The ever-evolving educator: examining K-12 online teachers in the United States. In T. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the effectiveness of online education in K-12 environments (pp. 174-195). Hershey, Pennsylvania: IGI Global.
Crippen, K. J., Archambault, L., & Kern, C. (2014). Using Scaffolded Vee Diagrams to Enact Inquiry Based Learning In A. Hirumi (Ed.), Grounded designs for online and hybrid learning (pp. 75-100). Eugene, OR: International Society for Technology in Education (ISTE). (Invited)
Archambault, L. (2012). Policy and technology advantages to online courses in K-12 School environments. In C. Russo & A. Osborne (Eds.), Debating issues in American education: SAGE Publications. (Invited)
Archambault, L. & Kennedy, K. (2012). Situated online: Theoretical underpinnings of field experiences in virtual school settings. In C. Maddux (Ed.), Research highlights in technology and teacher education (pp. 53-60). Chesapeake, VA: Society for Information Technology & Teacher Education.
Kennedy, K., & Archambault, L. (Eds.). (2012). Lessons learned in teacher mentoring: Supporting educators in K-12 online learning environments. Vienna, VA: International Association for K-12 Online Learning.
Archambault, L. & Carlson, D.L. (2011). Poetry in motion: Using voicethread to prepare 21st century English teachers. In C. Maddux (Ed.) Research highlights in technology and teacher education (pp. 97-104). Chesapeake, VA: Society for Information Technology & Teacher Education.
Editorially Reviewed Articles
Archambault, L., & Borup, J. (2017). Delving Further into Blended Learning: Examining Professional Development Models, a Flipped Learning Approach, and Open Educational Resources. Journal of Online Learning Research, 3(2), 103-104.
Archambault, L., & Kennedy, K. (2016). Moving Forward and Moving On: Continuing the Mission of K-12 Online Education Research. Journal of Online Learning Research, 2(3), 201-203.
Kennedy, K., & Archambault, L. (2016). Forging New Frontiers: Exploring Uncharted Territory in the Field of K-12 Online and Blended Learning. Journal of Online Learning Research, 2(1), 1-2.
Kennedy, K., & Archambault, L. (2015). Bridging the Gap Between Research and Practice in Online Learning. Journal of Online Learning Research, 1(1), 5-7.
Archambault, L. (2010). Identifying and Addressing Teaching Challenges in K-12 Online Environments. Distance Learning, 7(2), 13-17.
Funded Grant Projects
2013 United States Agency for International Development (US-AID). Shikshak Quest Arizona State University Partners with India to Empower Teacher Educators, Co-Principle Investigator, $4,300,000.
2013 Mary Lou Fulton Teachers College Internal Research Grant Program, Principle Investigator, $6,535.
2013 Michigan Virtual University Fellowship. A Survey of State Policy and Practices Surrounding K-12 Online Teaching Endorsements, Principle Investigator, $6,000
2011 Sanford Education Project. Solutions-Based Research: The Impact of Explicit Goal-Setting and Tracking on Student Achievement, Co-Principal Investigator, $7,500.
2008 Arizona State University. Professional Development in the 21st Century University. Excellence in Research Award, Co-Principal Investigator, $5,000.
2013 Mary Lou Fulton Teachers College Internal Research Grant Program, Principle Investigator, $6,535.
2013 Michigan Virtual University Fellowship. A Survey of State Policy and Practices Surrounding K-12 Online Teaching Endorsements, Principle Investigator, $6,000
2011 Sanford Education Project. Solutions-Based Research: The Impact of Explicit Goal-Setting and Tracking on Student Achievement, Co-Principal Investigator, $7,500.
2008 Arizona State University. Professional Development in the 21st Century University. Excellence in Research Award, Co-Principal Investigator, $5,000.
