Publications

Cao, J., Suresh, A., Jacobs, J., Clevenger, C., Howard, A., Brown, C., ... & Martin, J. H. (2024). Enhancing Talk Moves Analysis in Mathematics Tutoring through Classroom Teaching Discourse. arXiv preprint arXiv:2412.13395.

Chandler, C., Raju, R., Reitman, J.G., Penuel, W.R., Ko, M., Bush, J.B., Biddy, Q. and D'Mello, S.K. (2025). Improving the Generalizability of Models of Collaborative Discourse. Educational Data Mining Conference (EDM) 2025.

Ezema, K., Chandler, C., Southwell, R., Cholendiran, N., & D’Mello, S.K. (2025). "It feels like we’re not meeting the criteria": Examining and Mitigating the Cascading Effects of Bias in Automatic Speech Recognition in Spoken Language Interfaces. Article 109, 1–13. https://doi.org/10.1145/3706598.3714059CHI Conference on Human Factors in Computing Systems (CHI) 2025. Honorable mention award - top 5% out of more than 5,000 submissions.

Jacobs, J., Suresh, A., Booth, B., Sumner, T., Bush, J., Brown, C. & D’Mello, S. (2025). Automating feedback from recorded instructional observations: Using AI to detect and support dialogic teaching. In S. Kelly (Ed), Research Handbook on Classroom Observation (pp. 341-365). Edward Elgar Publishing.

Kress, N., Brown, C., Bush, J. & Jacobs, J. & Sumner, T. (2024). Relationships-First High Dosage Mathematics Tutoring: What Can We Learn from a Literature Synthesis? In Kosko, K.W., Caniglia, J., Courtney, S., Zolfaghari, M. & Morris, G.A. (Eds.), Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Association (pp. 1110-1119).

Lodzikowski, K., Foltz, P. W. & Behrens, J. T. (2024). Generative AI and its educational implications. In T.  Kourkoulou, D. O. Tzirides, B. Cope, and M. Kalantzis, (eds). Trust and Inclusion in AI-Mediated Education: Where Human Learning Meets Learning Machines, Springer. 

Naim, J., Cao., J., Tasneem, P., Jacobs, J., Milne, B., Martin, J., & Sumner, T. (2025). Towards actionable pedagogical feedback: A multi-perspective analysis of mathematics teaching and tutoring dialogue. Educational Data Mining (EDM) Conference 2025.

Sawaya, S. and D’Mello, S.K. (2025). Sense-Making with an AI-Enhanced Coaching Tool: A Think-Aloud Study. International Conference on Artificial Intelligence (AIED) 2025. 

Sawaya, S., Jacobs, J.K., Moulder, R., Chandler, C., Milne, B., Fischaber, T., D’Mello, S.K. (2025). Improving Tutor Discourse Practices via AI-Enhanced Coaching: A Piecewise Latent Growth Curve Modeling Approach. International Conference on Artificial Intelligence (AIED) 2025. 

Abdelshiheed, M., Jacobs, J. & D’Mello, S. (2024). Aligning tutor discourse supporting rigorous thinking with tutee content mastery for predicting math achievements. International Conference on Artificial Intelligence in Education (AIED) 2024.

Abdelshiheed, M., Jacobs, J. & D’Mello, S. (2024). Not a team but learning as one: The impact of consistent attendance on discourse diversification in math group modeling. ACM Conference on User Modeling, Adaptation and Personalization 2024.

Baptiste Moreau-Pernet, Yu Tian, Sandra Sawaya, Peter Foltz, Jie Cao, Brent Milne, and S. Thomas Christie (2024). Classifying Tutor Discursive Moves at Scale in Mathematics Classrooms with Large Language Models. Learning@Scale 2024.

Booth, B., Jacobs, J., Bush, J., Milne, B., Fischaber, T. & D’Mello, S. (2024). Human-tutor coaching technology: Automated discourse analytics in a coached tutoring model. Learning Analytics and Knowledge Conference (LAK) 2024.

Booth, B., Bosch, N., & D’Mello, S. K. (2023). Engagement Detection and its Applications in Learning: A Tutorial & Selective Review. Proceedings of the IEEE, 111(10), 1398 – 1422. (IF = 20.6)

Brown, C., & Bush, J. (2024). Co-designing an AI powered tool to support collaborative and discourse based math instruction in a high-dosage tutoring context. International Society of the Learning Sciences. Nominated for the best paper award.

Demszky, D., Bush, J.B., D’Mello, S.K., Jacobs, J., …Wentworth, L. (2023). Empowering educators via language technology. Stanford University.

D’Mello, S. K., Moulder, R., & Jensen, E. (2024). Momentary Measures of Emotions During Learning Prospectively Predict Standardized Test Scores, Learning & Instruction.

Kelly, S., Muthoka, H., Vines, E., Wormington, S., & D’Mello, S. K. (2024). Fine-grained, nomination coding in the support domain: Promising teacher discourse measures in mathematics instruction, The Journal of Experimental Education

Southwell, R., Ward, W., Trinh, V. A., Clevenger, C., Clevenger, C., Watts, E., Reitman, J., D’Mello, S., & Whitehill, J. (2024). Automatic Speech Recognition Tuned for Child Speech in the Classroom. IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP 2024). (Long paper – AR = 45%)

Wang, J. Dudy, S., He, X., Wang, Z., Southwell, R., and Whitehill, J. (2024). "Speaker Diarization in the Classroom: How Much Does Each Student Speak in Group Discussions?". Educational Data Mining.

Whitehill, J., and LoCasale-Crouch, J. (2024). "Automated Evaluation of Classroom Instructional Support with LLMs and BoWs: Connecting Global Predictions to Specific Feedback". Journal of Educational Data Mining.