Publications

This page contains links to some of my scholarly publications. For a complete list of my scholarly publications, please see my CV.

2026

Traga Philippakos, Z. A., Rocconi, L. M., & Macarthur, C. (2026). Yearlong genre-based writing instruction in the middle grades: An investigation of writing and self-efficacy. Education Sciences, 16(4), 603. https://doi.org/10.3390/educsci16040603

Howard, S., Rocconi, L., & Odoi, A. (2026). Chronic obstructive pulmonary disease among former United States Department of Energy workers: Comorbidities and lung function changes. PeerJ, 14, e20696. https://doi.org/10.7717/peerj.20696

Compton, K., Narvaiz, S., Banks, A., Bland, D., McCollum, T., Cain, L., Morrow, J., Rocconi, L., & Skolits, G. (accepted). Prevalence of Qualitative and Mixed Methods Coursework in Educational Assessment, Evaluation, and Research Doctoral Programs. The Qualitative Report.

Keller, K. A., Skinner, C. H., Poppe, C. E., & Rocconi, L. (accepted). Using a modified Tootling intervention to increase preschool students’ sharing. School Psychology Review. http://doi.org/10.1080/2372966X.2026.2669464

2024 - 2025

Traga Philippakos, Z. A. & Rocconi, L. M. (2025). AI Literacy: Elementary and Secondary Teachers’ Use of AI-Tools, Reported Confidence, and Professional Development Needs. Education Sciences, 15(9), 1186. https://doi.org/10.3390/educsci15091186 https://www.mdpi.com/2227-7102/15/9/1186

Traga Philippakos, Z. A., Quinn, M. F., Rocconi, L. R. (2025). Multisyllabic Implementation Fidelity in Upper Elementary and Professional Development Considerations: A Pilot. Frontiers in Education, section Teacher Education, 21. https://doi.org/10.3389/feduc.2025.1548014

Howard, S., Odoi, A., & Rocconi, L. (2025). Burden and predictors of chronic obstructive pulmonary disease occurrence and severity among an occupational cohort of United States Department of Energy former workers. PLOS One. https://doi.org/10.1371/journal.pone.0322815

Traga Philippakos, Z. A., Quinn, M. F., & Rocconi, L.M. (2025). Multisyllabic Instruction for Upper Elementary Learners: A Pilot Study Exploring Feasibility and Effectiveness. Journal of Research in Childhood Education, 1–24. https://doi.org/10.1080/02568543.2025.2465585

Traga Philippakos, Z. A., Quinn, M. F., & Rocconi, L.M. (2025). Developing multisyllabic decoding and encoding skills with upper elementary learners: Reporting on two cycles of design-based research. Reading and Writing Quarterly, 41(3), 193-217. https://doi.org/10.1080/10573569.2024.2406005

Westcott, J. B. & Rocconi, L. M. (2025). Psychometric evaluation of the Brief Resilience Scale and Multidimensional Scale of Perceived Social Support among older sexual minority women with disabilities in the U.S. Measurement and Evaluation in Counseling and Development, 58(1), 63–82. https://doi.org/10.1080/07481756.2024.2397947

Traga Philippakos, Z. A., Rocconi, L. M., & Voggt, A. (2025). Effects of online professional development on first-grade writing instruction: Coaching plus manual improves teachers’ implementation, confidence, and students’ writing quality. Written Communication, 42(2), 264–300. https://doi.org/10.1177/07410883241303915.

Boyd, A., Rocconi, L. M., & Morrow, J. A. (2024). Construct validation and measurement invariance of the Parasocial Relationships in Social Media survey. PLoS ONE, 19(3): e0300356. https://doi.org/10.1371/journal.pone.0300356.

2022 & 2023

Traga Philippakos, Z., MacAuthur, C., & Rocconi, L. M. (2023). Effects of genre-based writing professional development on K to 2 teachers’ confidence and students’ writing quality. Teaching and Teacher Education, 135.

Boyd, A., Morrow, J. M., & Rocconi, L. M. (2022). Development and validation of the Parasocial Relationship in Social Media Survey. The Journal of Social Media in Society, 11(2), 192-208.

Traga Philippakos, Z., Rocconi, L. M., Blake, K., & Summers, J. (2022). Teachers’ practices during COVID-19: Practices and perspectives in elementary and secondary settings. Social Science & Humanities Open, 6, 1-10.

Gibson, T., Morrow, J., & Rocconi, L. M. (2022). Development and Validation of the Emporium Model Motivation Scale (EMMS). Future Review: International Journal of Transition, College, and Career Success, 5(1), 24-38.

Peterson, C., Ortiz, R, & Rocconi, L.M., &. (2022). Community food security: The muti-level association between social capital, economic capital, and diet quality. International Journal of Community Well-Being, 5, 571-585.

Rocconi, L. M. & Boyd, A. T. (2022). Measuring Quality in Legal Education: Examining the Relationship between Law School Rank and Student Engagement. Research in Higher Education, 63, 1261-1282.

Wright, S., Skinner, C. H., Crewdson, M., Moore, T., McCurdy, M., Coleman, M. B., & Rocconi, L. M. (2022). Using a tootling intervention to sequentially enhance and maintain at-risk elementary students’ performance of multiple social skills. School Psychology, 37(3), 248-258. . Impact Factor (2021) = 3.286

McCallum, R., Kirkpatrick, B., Heidel, R., Rocconi, L. M., Price, C., Gee, K., Lewis, J. (2022). Validating a Novel Emotional Intelligence Instrument for Resident Physicians. Evaluation & the Health Professions, 45(3), 277-287. https://doi.org/10.1177/01632787211061420

Pacheco Diaz, N., *Walker, J. P., Rocconi, L. M., Morrow, J. A., Skolits, G. J., *Osborne, J. D., & *Parlier, T. R. (2022). Faculty use of end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 33(3), 285-297. https://www.isetl.org/ijtlhe/pdf/IJTLHE4083.pdf

Parlier, R., Rocconi, L. M., Davison, C., & Skolits, G. (2022). The effects of learning community participation on community college students’ learning outcomes and student engagement. Community College Journal of Research and Practice, 46(4), 272-283.

Pacheco Diaz, N., Walker, J. P., Rocconi, L. M., Morrow, J. A., Skolits, G. J., Osborne, J. D., & Parlier, T. R. (2022). Faculty use of end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 33(3), 285-297

2021

Pacheco Diaz, N. & Rocconi, L. M. (2021). Science achievement in Chilean students: A multilevel model approach. Journal of Research in STEM Education, 7(2), 93-116.

Boyd, A. T. & Rocconi, L. M. (2021) Formatting data for one and two mode undirected social network analysis. Practical Assessment, Research, and Evaluation, 26(24), 1-10. Available at: https://scholarworks.umass.edu/pare/vol26/iss1/24

Zilvinskis, J., Rocconi, L. M., & McCormick, A. (2021). Does teaching count? The relationship between US News faculty resource measures and students’ experiences with faculty. In E. Hazelkorn (Ed.), Research Handbook on University Rankings.

Walker, J. P. & Rocconi, L. M. (2021). Problem-solving ability in courses with multiple types of experiential learning. Journal for Research & Practice in College Teaching, 6(1), 137-160.

Walker, J. P. & Rocconi, L. M. (2021). Experiential Learning Student Surveys: Indirect Measures of Student Growth. Research and Practice in Assessment, 16(1), 21-35.

2020

Richardson, R., Rocconi, L.M., & Crewdson, M. (2020). Evaluating English Learner Progress in Reading: How Much Growth Can We Expect? School Psychology Review.

Rocconi, L. M., Xiqian, L., & Pike, G. R. (2020). Holland’s theory and the impact of person-environment fit on grades, perceived gains, and satisfaction. Higher Education, (80)5, 857-874.

Gibson, T., Morrow, J. A., & Rocconi, L. M. (2020). A modernized heuristic approach to robust exploratory factor analysis. The Quantitative Methods for Psychology, 16(4), 295-307. pdf

Gibson, T. O. Jr., Morrow, J. A., Skolits, G. J., & Rocconi, L. M. (2020). Students’ Experiences Learning in the Emporium Model (E-Model). The Learning Assistance Review, 25(2), 51-83.

Rocconi, L. M., Dumford, A. D., & Butler, B. (2020). How often is ‘often’: Examining the meaning of vague quantifiers in higher education. Research in Higher Education, 61(2), 229-247.

2019

Rocconi, L. M., Taylor, A., Haeger, H., Zilvinskis, J., & Christensen, C. (2019). Beyond the numbers: An examination of diverse interactions in law school. Journal of Diversity in Higher Education, 12(1), 27-37. pdf

Rocconi, L. M., & Gonyea, R. (2018/2019). Contextualizing student engagement effect sizes: An empirical analysis. Research & Practice in Assessment, 13, 22-38. pdf

Rocconi, L. M. (2019). A glimpse beyond the numbers. The Law School Survey of Student Engagement Guest Blog Post.

2018

Miller, A., Rocconi, L.M., & Dumford, A.D. (2018). Focus on the finish line: Does high-impact Practice participation influence career plans and early job attainment? Higher Education, 75(3), 489-506.

Zilvinski, J., & Rocconi, L. M. (2018). Revisiting the relationship between institutional rank and student engagement. The Review of Higher Education, 41(2), 253-280.

Cole, J., Gonyea, R., & Rocconi, L. (2018). With retention, the key is “act locally”. In R. Feldman (Ed.), The First Year of College: Research, Theory, and Practice on Improving the Student Experience and Increasing Retention. Cambridge, UK: Cambridge University Press.

2017

Zilvinskis, J., & Rocconi, L.M. (2017). Utilizing survey research and multilevel modeling to explore the relationship between institutional rank and student engagement. SAGE Research Methods Cases.

2016

Miller, A. L., Sarraf, S. A., Dumford, A. D., & Rocconi, L. M. (2016). Construct validity of NSSE engagement indicators. Bloomington, IN: Center for Postsecondary Research.

Taylor, A.N., Christensen, C., & Rocconi, L.M. (2016). How a decade of debt changed the law school experience (LSSSE Annual Results 2015). Bloomington, IN: Indiana University Center for Postsecondary Research.

2015

Rocconi, L.M., Ribera, A., & Nelson Laird, T. (2015). College seniors’ plans for graduate school: Do deep approaches to learning and Holland academic environments matter? Research in Higher Education, 56(2), 178-201.

Dumford, A., & Rocconi. L. M. (2015). Development of the quantitative reasoning items on the National Survey of Student Engagement. Numeracy, 8(1), Article 5.

Silver, C., & Rocconi, L. M. (2015). Learning from and about the numbers. Journal of Legal Metrics, 4(1), 53-84.

2013

Rocconi, L. M. (2013). Analyzing multilevel data: Comparing findings from hierarchical linear modeling and ordinary least squares regression. Higher Education, 66(4), 439-461.

Rocconi, L. M., Lambert, A. D., McCormick, A. C., & Sarraf, S. A. (2013). Making college count: An examination of quantitative reasoning activities in higher education. Numeracy, 6(2), Article 10.

Silver, C., Rocconi, L. M., Haeger, H., & Watkins, L. (2013). Gaining from the system: Lessons from the Law School Survey of Student Engagement about how students benefit from law school. University of St. Thomas Law Journal, 10(1), 286-316. pdf

2012

Pike, G. R., & Rocconi, L. M. (2012). Multilevel modeling: Presenting and publishing the results for internal and external constituents. In Lott, J. L. & J. S. Antony. (Eds.), Multilevel modeling: Techniques and applications in institutional research (New Directions for Institutional Research, no.154, pp. 111-124). San Francisco: Jossey-Bass.

2011

Rocconi, L. M. (2011). The impact of learning communities on first year students’ growth and development in college. Research in Higher Education, 52(2), 178-193.

2010

Rocconi, L. M. (2010). An application of Pace’s model of student development and college impress on learning community students. American Journal of Educational Studies, 3(1), 39-51. pdf

2009

Rocconi, L. M., & Ethington, C. A. (2009). Assessing longitudinal change: Adjustment for regression to the mean effects. Research in Higher Education, 50(4), 368-376.

Smart, J. C., Ethington, C. A., Umbach, P. D., & Rocconi, L. M. (2009). Faculty emphases on alternative course-specific learning outcomes in Holland’s model environments: The role of environmental consistency. Research in Higher Education, 50(5), 483-501.

Louis Rocconi