Horvath, M., Goodell, J. E., & Kosteas, V. D. (2018). Decisions to enter and continue in the teaching profession: Evidence from a sample of US secondary STEM teacher candidates. Teaching and Teacher Education, 71, 57-65.
Koç, S., & Goodell, J. E. (2017). Preparing teachers for mobile learning applications grounded in research and pedagogical frameworks In A. A. Khan & S. Umair (Eds.), Mobile Devices and Smart Gadgets in K-12 Education (pp. 103-114). Hershey, PA: IGI Publishing.
Aggarwal, R., Goodell, J. E., & Goodell, J. W. (2014). Culture, gender and GMAT scores: Implications for corporate ethics. Journal of Business Ethics, 123, 125-143. doi:10.1007/s10551-013-1800-5
Goodell, J. E. (2012). Improving pre-service teachers' adaptive metacognitive practices through reflective writing. In J. R. Young, L. B. Erickson, & S. Pinnegar (Eds.), The Ninth International Conference on Self-Study of Teacher Education Practices. Extending Inquiry Communities: Illuminating Teacher Education (pp. 134-137). Herstmonceux Castle, East Sussex, England: Brigham Young University.
Goodell, J. E. (2011). Reforming mathematics teacher education through self-study. In P. Pereira & S. Schuck (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 111-125). Dordrecht: Springer.
Goodell, J. E. (2006). Using critical incident reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9(3), 221-248.
Goodell, J. E., & Yusko, B. (2005). Overcoming barriers to student participation in online discussions. Contemporary Issues in Technology Education, 5(1).
Conway, P., Goodell, J. E., & Carl, J. (2002). Educational reform in the USA: Politics, purposes, and processes. In R. Griffin (Ed.), Education in transition: International perspectives on the politics and processes of change (pp. 83-110). London: Symposium Books.
Goodell, J. E., & Parker, L. H. (2001). Creating a connected, equitable mathematics classroom: Facilitating gender equity. In W. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective. (pp. 411-431). Mahwah, N.J: Lawrence Erlbaum Associates, Inc.
Goodell, J. E., Parker, L. H., & Kahle, J. B. (2000). Assessing the impact of sustained professional development of middle-school mathematics teachers. In J. McIntyre & D. Byrd (Eds.), Research on Effective Models for Teacher Education: Teacher Education Yearbook VIII (pp. 27-43). Thousand Oaks, CA: Corwin Press.
Goodell, J. E. (2000). Learning to teach mathematics for understanding: The role of reflection. Mathematics Teacher Education and Development, 2, 48-61.
Goodell, J. E. (Ed.) (1998). Proceedings of the Australasian Joint Regional Conference of GASAT and IOSTE. Perth, Western Australia: Curtin University of Technology.
Agelidis, V. G., Goodell, J. E., & Lawrance, W. B. (1998). Creating an inclusive learning environment in electrical engineering. In P. Howard, G. Swarbrick, & A. Churches (Eds.), Waves of Change: Annual conference of the Australasian Association for Engineering Education (Vol. 1, pp. 277-282). Gladstone, Queensland: Central Queensland University.
Frid, S., Tims Goodell, J. E., & White, B. (1997). Identifying avenues for curriculum development in undergraduate mathematics. ED 406185. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Tims (Goodell), J. E. (1994). The development of a typology to describe mathematics assessment items. Paper published in the proceedings of the annual conference of the Mathematics Education Research Group of Australasia, pp. 615-622. Lismore, N.S.W.