Bradshaw, C. P., Pandey, T., Chung, E., Francis, M. K., Bottiani, J. H. (accepted). Examining teacher factors related to disproportionate discipline for soft offenses: An analysis examining teacher perceptions. Psychology in the Schools.

Budavari, A. C., Bradshaw, C. P., Somerville, K., Francis, M. K., Jeffrey-Pearsall, J., Pas, E. T. (2026). A research-practice partnership to scale positive behavior support: Data-based decision-making to inform the assessment of implementation fidelity. Prevention Science, 1-13. https://doi.org/10.1007/s11121-026-01952-w 

DeCoster, J., Francis, M. K., Lee, G., Rubinstein, E. (2026). Systematic data validation: Improving research by improving data quality. Practical Assessment, Research, and Evaluation, 31(1). https://doi.org/10.7275/pare.3586 

Bottiani, J. H., Franco, M. P., Francis, M. K., Somerville, K., Kaihoi, C. A., Pas, E. T., & Bradshaw, C. P. (2026). The R-CITY youth violence preventive intervention: Primary outcomes from a school cluster randomized controlled trial. Prevention Science, 27, 843-858. https://doi.org/10.1007/s11121-026-01907-1

Chung, E., Bottiani, J., Francis, M. K., & Bradshaw, C. P. (2025). Associations between culturally responsive teaching practices and student–teacher connectedness: A multi‐informant examination. Psychology in the Schools, 62(11), 4692-4701. https://doi.org/10.1002/pits.70032

Totonchi, D. A., Sutter, C. C., DeCoster, J., Francis, M. K., Tibbetts, Y., Huelskoetter, E., Davis, J., Barron, K., & Hulleman, C. S. (2024). Learning contexts matter: Having value-supportive instructors moderates the efficacy of a utility-value intervention in community college math. Motivation Science, 11(3), 366-378. https://doi.org/10.1080/00220973.2023.2243610

Totonchi, D. A., Francis, M. K., Tibbetts, Y., Huelskoetter, E., Davis, J., Smith, A., Barron, K. E. & Hulleman, C. S. (2023). Improving community college students’ success in math: Findings from two utility-value studies. Journal of Experimental Education, 1-24. https://doi.org/10.1080/00220973.2023.2243610

Totonchi, D. A., Tibbetts, Y., Williams, C. L., Francis, M. K., DeCoster, J., Lee, G. A., … & Hulleman, C. S. (2023). The cost of being first: Belonging uncertainty predicts math motivation and achievement for first-generation, but not continuing-generation, students. Learning and Individual Differences, 107, 102365. https://doi.org/10.1016/j.lindif.2023.102365

Kammrath, L. K., Armstrong III, B. F., Lane, S. P., Francis, M. K., Clifton, M., McNab, K. M., & Baumgarten, O. M. (2020). What predicts who we approach for social support? Tests of the attachment figure and strong ties hypotheses. Journal of Personality and Social Psychology, 118(3), 481-500. http://dx.doi.org/10.1037/pspi0000189

Francis, M. K., Wormington, S.V., & Hulleman, C. S. (2019). The costs of online learning: Examining tradeoffs between motivation and academic performance in community college math. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02054