{"id":34,"date":"2018-04-12T18:13:13","date_gmt":"2018-04-12T18:13:13","guid":{"rendered":"http:\/\/www.montclair.edu\/educational-foundations\/?page_id=34"},"modified":"2021-10-28T15:16:19","modified_gmt":"2021-10-28T19:16:19","slug":"publications","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/educational-foundations\/calm-research\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"<p>The CALM team studies assessment, learning and motivation.\u00a0In the area of classroom assessment we have identified best practices in test construction, innovations in assessment as learning, and the practices by which teachers with expertise in classroom assessment engage in assessment cycles and use data to inform instruction. Team members have also explored learning through unique instructional strategies including problem-based learning and persuasive pedagogy. These approaches to instruction are rooted in constructivist and developmental approaches to learning. Finally, teachers&#8217; practices are influenced by their beliefs and motivations to teach. Team members explore the role of motivation in teaching, learning.<\/p>\n<h2>Books<\/h2>\n<ul>\n<li>Barnes, N. &amp; Fives, H. (2020).\u00a0<em>Managing Classroom Assessment to Enhance Student Learning<\/em>.\u00a0New York, NY: Routledge.<\/li>\n<li>Barnes, N. &amp; Fives, H. (2018).\u00a0<em>Case Studies of Teacher Data Use.\u00a0<\/em>New York, NY: Routledge.<\/li>\n<li>Fives, H. &amp; Gill, M. G. (Eds.) (2015).\u00a0<em>The International Handbook of Research on Teachers\u2019 Beliefs.\u00a0<\/em>New York, NY: Routledge..<\/li>\n<li>Fives, H., &amp; Dinsmore, D. (Eds.) (2018).\u00a0<em>The Model of Domain Learning.\u00a0<\/em>New York, NY: Routledge.<\/li>\n<\/ul>\n<h2>CALM Book Chapters<\/h2>\n<ul>\n<li>Fives, H., Barnes, N., Chiavola, C.*, Saiz de La Mora, K.,* Oliveros, E*., &amp; Mabrouk-Hattab, S*. (2019). Reviews of Teachers\u2019 Beliefs. In Oxford Research Encyclopedia of Education. Ed. Jo Lampert. New York: Oxford University Press. doi:10.1093\/acrefore\/9780190264093.013.ORE_EDU-00781.R1<\/li>\n<li>Fives, H. &amp; Barnes, N. (2018). Teachers\u2019 practice based data use strategies. In N. Barnes &amp; H. Fives (Ed.) <em>Case Studies of Teacher Data Use<\/em>. Routledge.<\/li>\n<li>Fives, H. &amp; Barnes, N. (2018). Table of Specifications. In B.B. Frey (ed.). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Sage Publications Inc.: Thousand Oaks, 1655-1657, http:\/\/dx.doi.org\/10.4135\/9781506326139.n685<\/li>\n<li>Dacey, C. M. &amp; Barnes, N. (2017). Authentic performance assessments. In J. Grinberg &amp; D. Schwarzer, (Eds.). Successful Teaching: What Every Novice Teacher Needs to Know. Rowman &amp; Littlefield.<\/li>\n<li>Barnes, N., &amp; Dacey, C. M (2017). Using traditional assessments to effectively inform your teaching. In J. Grinberg &amp; D. Schwarzer, (Eds.). Successful Teaching: What Every Novice Teacher Needs to Know. Rowman &amp; Littlefield.<\/li>\n<li>Fives, H. &amp; Susnosky, M. (2017). Teaching for conceptual understanding: Deductive and inductive approaches to teaching and learning. In D. Schwarzer &amp; J. Grinberg (Eds)\u00a0<em>Successful Teaching: What Every Novice Teacher Needs to Know,\u00a0<\/em>Rowman &amp; Littlefield, NY.<\/li>\n<li>Fives, H. &amp; Mills, T. (2016). Making motivation meaningful by mastering Maslow. In M. C. Smith &amp; N. DeFrates-Densch, (Eds.).\u00a0<em>Challenges and Innovations in Educational Psychology Teaching and Learning<\/em>(137-149)<em>.\u00a0<\/em>Charlotte, NC: Information Age Publishing Inc.<\/li>\n<li>Buehl, M. M. &amp; Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J. A. Greene, W. Sandoval, &amp; I. Br\u00e5ten, (Eds.)\u00a0<em>Handbook of Epistemic Cognition\u00a0<\/em>(247-264)<em>.<\/em>\u00a0New York, NY: Routledge.<\/li>\n<li>Fives, H., &amp; Buehl, M. M. (2016). Teachers\u2019 motivation and beliefs. In K. Wentzel &amp; D. Miele, (Eds.).\u00a0<em>The Handbook on Motivation at School\u00a0<\/em>(340-360)<em>.\u00a0<\/em>New York, NY: Routledge.<\/li>\n<li>Barnes, N., Fives, H., &amp; Dacey, C. (2014). Teachers&#8217; beliefs about assessment. In H. Fives &amp; M.G. Gill (Eds.).<em>The Handbook of Research on Teachers&#8217; Beliefs<\/em>. (p. 284-300). New York, NY: Routledge.<\/li>\n<li>Fives, H., Lacatena, N. &amp; Gerard, L. (2015). Teachers\u2019 teaching (and learning). In H. Fives &amp; M. G. Gill, (Eds.).\u00a0<em>The International Handbook of Research on Teachers\u2019 Beliefs\u00a0<\/em>(p. 249-265).New York, NY: Routledge.<\/li>\n<li>Rogat, T.K., Linnenbrink-Garcia, L. &amp; DiDonato, N. (2013) Motivation in collaboration groups. Hmelo-Silver, C., O&#8217;Donnell, A., Chan, C. &amp; Chinn, C. (Eds.),\u00a0<em>International Handbook of Collaborative Learning<\/em>. Taylor &amp; Francis, Inc.<\/li>\n<li>Myers, S. &amp; Fives, H. (2009). Facilitating professional learning communities through mentor preparation: Examining the leadership stance of two mentor teachers. In C. Mullen (Ed.)\u00a0<em>Leadership in Building Communities\u00a0<\/em>(p. 215-227)<em>.\u00a0<\/em>Palgrave Macmillan.<\/li>\n<li>Fives, H. &amp; Alexander, P.A. (2004). How schools shape teacher motivations: Another piece in the achievement puzzle. In. D. M. McInery &amp; S. Van Etten (Eds.),\u00a0<em>Research on sociocultural influences on motivation and learning: Big theories revisited<\/em>\u00a0<em>(Vol. 4).\u00a0<\/em>Greenwich: Information Age Press.<\/li>\n<\/ul>\n<h2>CALM Journal Articles<\/h2>\n<ul>\n<li>Barnes, N., Fives, H., Mabrouk Hattab, S.*, &amp; Saiz dela Mora, K*. (2020).\u00a0Teachers\u2019 epistemic cognition in situ: Evidence from classroom assessment.\u00a0<em>Contemporary Educational Psychology<\/em>, available online first.<\/li>\n<li>Barnes, N, Brighton, C.M., Fives, H. &amp; Moon, T.R. (2018). Literacy teachers\u2019 beliefs about data use at the bookends of elementary school.\u00a0<em>The Elementary School Journal<\/em>,\u00a0119,\u00a0511-533.<\/li>\n<li>Barnes, N., Fives, H., Matthews, J., &amp; SaizdeLaMora, K. (2018). A person-centered approach to understanding teachers\u2019 classroom practices and perceived school goal structures.\u00a0<em>The Teacher Educator<\/em>. DOI:10.1080\/08878730.2018.1443539<\/li>\n<li>Fives, H., Barnes, N., Buehl, M.M., Mascadri, J., &amp; Ziegler, N. (2017). Teachers\u2019 epistemic cognition in classroom assessment.\u00a0<em>Educational Psychologist<\/em>, 52, 4,\u00a0270-283.\u00a0doi.org\/10.1080\/00461520.2017.1323218<\/li>\n<li>Barnes, N., Fives, H. &amp; Dacey, C. (2017). Profiles of teachers\u2019 conceptions of assessment.\u00a0<em>Teaching and Teacher Education<\/em><\/li>\n<li>Fives, H. &amp; Barnes, N. (Online First, 2016). Informed and uninformed na\u00efve assessment constructors\u2019 strategies for item selection.\u00a0<em>Journal of Teacher Education,<\/em>\u00a0XX(X), 1-17 DOI: 10.1177\/0022487116668019<\/li>\n<li>Barnes, N. &amp; Fives, H. (2016). Creating a context for growth-focused assessment.\u00a0<em>Middle School Journal.<\/em><\/li>\n<li>Fives, H., Barnes, N., Buehl, M. B., Mascadri, J., &amp; Ziegler, N. (Accepted). Teachers&#8217; epistemic cognition in classroom assessment. [Special issue]\u00a0<em>Educational Psychologist.<\/em><\/li>\n<li>Fives, H., Barnes, N., Dacey, C., &amp; Gillis, A. (2016). Assessing Assessment Texts: Where is Planning?\u00a0<em>The Teacher Educator, 51<\/em>(1), 70-89. DOI: 10.1080\/08878730.2015.1107442<\/li>\n<li>Fives, H., Mills, T. M., &amp; Dacey, C. (2016). Cooperating teacher compensation and benefits: Comparing 1957-58 and 2012-13.\u00a0<em>Journal of Teacher Education<\/em>,\u00a0<em>62, 2<\/em>\u00a0105-119, doi: 10.1177\/0022487115626428<\/li>\n<li>Fives, H. &amp; Buehl, M. M. (2016). Teachers\u2019 beliefs, in the context of policy reform.\u00a0<em>Policy Insights from the Behavioral and Brain Sciences, 3<\/em>(1), 114-121. doi: 10.1177\/2372732215623554<\/li>\n<li>Barnes, N. &amp; Gillis, A. (2015). Assessment360: A Promising Assessment Technique for Preservice Teacher Education.\u00a0<em>The Teacher Educator, 50(4),\u00a0<\/em>288-304.<\/li>\n<li>Fives, H. &amp; Buehl, M. M. (2014). Exploring differences in practicing teachers\u2019 valuing of pedagogical knowledge based on teaching ability beliefs.\u00a0<em>Journal of Teacher Education, 65<\/em>(5),435-448. \u00a0doi: 10.1177\/0022487114541813<\/li>\n<li>Fives, H., Huebner, W., Nicolich, M. &amp; Birnbaum, A. (2014). Developing a measure of scientific literacy for middle school students.<em>\u00a0Science Education, 98<\/em>(4)<em>,\u00a0<\/em>549-580. \u00a0doi: 10.1002\/sce.21115<\/li>\n<li>Barnes, N. &amp; Urbankowski, D. (2014). Planning, implementing, and assessing an authentic, interdisciplinary task in middle grades classrooms.\u00a0<em>Middle School Journal, 45(5),\u00a0<\/em>17-24.<\/li>\n<li>DiDonato-Barnes, N., Fives, H., &amp; Krause, E.S. (2013). Using a Table of Specifications to improve teacher-constructed traditional tests: An experimental design.\u00a0<em>Assessment in Education: Principles, Policy &amp; Practice<\/em>, DOI:10.1080\/0969594X.2013.808173<\/li>\n<li>Fives, H. &amp; DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of specifications.\u00a0<em>Practical Assessment, Research, and Evaluation, 18,<\/em>\u00a01-7.<\/li>\n<li>DiDonato, N.C. (2012). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic tasks.\u00a0<em>Instructional Science, 41,\u00a0<\/em>25-47<em>.\u00a0<\/em>DOI: 10.1007\/s11251-012-9206-9<\/li>\n<li>Buehl, M. M. &amp; Fives, H. (2011).\u00a0Evolving concept maps as instructional and assessment tools in graduate educational psychology courses.<em>\u00a0Teaching of Educational Psychology, 7,<\/em>\u00a062-87.<\/li>\n<li>DiDonato, N.C. (2011). The interaction between cognitive and motivational co-regulated processes on a collaborative task.\u00a0<em>International Journal of Learning, 18(1),\u00a0<\/em>463-476.<\/li>\n<li>Fives, H. &amp; Buehl, M. M. (2010). Examining the factor structure of the teacher sense of efficacy scale<em>.<\/em>\u00a0<em>The Journal of Experimental Education, 78,\u00a0<\/em>118-134<em>.<\/em><\/li>\n<li>Fives, H. &amp; Looney, L. (2009). College instructors sense of teaching and collective efficacy.\u00a0<em>International Journal of Teaching and Learning in Higher Education, 20<\/em>(2), 182-191.<a href=\"http:\/\/www.isetl.org\/ijtlhe\/pdf\/IJTLHE330.pdf\">http:\/\/www.isetl.org\/ijtlhe\/pdf\/IJTLHE330.pdf<\/a><\/li>\n<li>Hamman, D., Fives, H., Olivarez, Jr., A. (2007). \u00a0Efficacy and pedagogical interaction in cooperating and student teacher dyads. \u00a0<em>Journal of Classroom Interaction<\/em>,\u00a0<em>41\/42<\/em>, 55-63.<\/li>\n<li>Fives, H., Hamman, D., &amp; Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout and support during the student-teaching semester.\u00a0<em>Teaching and Teacher Education, 23,<\/em>916\u2013934.<\/li>\n<li>Myers, S., McMillan, S., Anderson, C., Price, P., &amp; Fives, H. (2007). Partnering with secondary schools to prepare highly qualified teachers: Alternative certification through a professional development school model.\u00a0<em>Journal of the National Association for Alternative Certification, 2,\u00a0<\/em>18-28.<\/li>\n<li>Fives, H., Manning, D. K., &amp; Buehl, M. M. (2006). Pollution on the Rio Grande: A case for persuasion.\u00a0<em>The Social Studies Texan, 22,\u00a0<\/em>66-68.<\/li>\n<li>Fives, H., &amp; Alexander, P.A. (2001). Persuasion as a metaphor for teaching: A case in point.\u00a0<em>Theory Into Practice, 40,\u00a0<\/em>242-248.<\/li>\n<\/ul>\n<h2>Conference Proceedings<\/h2>\n<ul>\n<li>Fives, H., Barnes, N., SaizdeLaMora, K., &amp; Mabrouk-Hattab, S. (2020, Accepted). Teachers\u2019 Apt Epistemic Cognition in the Context of Classroom Assessment. Paper accepted by the American Education Research Association Division C, Section 2a. San Francisco, CA<\/li>\n<li>Fives, H., Barnes, N., &amp; SaizdeLaMora, K. (2019, April). A Person-Centered Approach to Understanding Teachers\u2019 Classroom Practices and Perceived School Goal Structures. Paper invited for a Distinguished Paper Session sponsored by the Consortium of State and Regional Research Associations at the Annual Meeting of the American Educational Research Association, Toronto, Canada.<\/li>\n<li>Catalano, C.*, Fives, H., Mckeating, E*. &amp; Barnes, N. (2019, April). Preservice early childhood teachers\u2019 sense of efficacy for teaching students with Autism Spectrum Disorder, presented at the Division K, Section five of the American Educational Research Association, Annual Meeting, Toronto, Canada.<\/li>\n<li>Barnes, N., Fives, H., SaizdeLaMora, K. M.,*\u00a0&amp; Mabrouk-Hattab, S*. (2019, April). Navigating the complex cognitive task of classroom assessment, presented at the Classroom Assessment SIG of the American Educational Research Association, Annual Meeting, Toronto, Canada.<\/li>\n<li>Brighton, C., Barnes, N., Moon, T., Fives, H., Invernizzi, M.A., Buckrop, J. M. (2018, April).\u00a0 Literacy Teachers\u2019 Beliefs about Data Use at the Bookends of Elementary School, presented at the Division K Section 3 of the American Educational Research Association, Annual Meeting, New York, NY.<\/li>\n<li>Fives, H., Barnes, N., Mabrouk-Hattab, S.* &amp; SaizdeLaMora, K. M.* (2018, April). Teachers\u2019 Epistemic Cognition when Evaluating Student Writing, presented at the Division C Section 2a of the American Educational Research Association, Annual Meeting, New York, NY.<\/li>\n<li>Barnes, N., Fives, H., SaizdeLaMora, K. M.,*\u00a0&amp; Mabrouk-Hattab, S.* (2018, February). A Person-Centered Approach to Understanding Teachers\u2019 Classroom Practices and Perceived School Goal Structures, presented at the Eastern Educational Research Association 2018 Annual Meeting, Clearwater, FL.<\/li>\n<li>Fives, H., Barnes, N., Buehl, M. B., Mascadri, J., &amp; Ziegler, N. (2017, August). Teachers&#8217; epistemic cognition in classroom assessment. Presented at the European Association for Research on Learning and Instruction. Tampere, Finland.<\/li>\n<li>Barnes, N., Fives, H. &amp; Dacey, C.* (2017, August). Profiles of teachers\u2019 conceptions of assessment. Presented at the European Association for Research on Learning and Instruction. Tampere, Finland.<\/li>\n<li>Fives, H., Barnes, N., Dacey, C., Bratkovich, M., &amp; Ramos, L. (2016). Classroom level data use: Mapping the sub and microprocesses of one teacher&#8217;s practice. Paper presented for the Annual Meeting of the American Educational Research Association. Washington, D.C.<\/li>\n<li>Fives, H. &amp; Dacey, C. M. (April, 2016).\u00a0<em>Teaching Concept Learning for Conceptual Understanding.\u00a0<\/em>Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.<\/li>\n<li>Buehl, M. M. &amp; Fives, H. (2016, April).\u00a0<em>The Role of Epistemic Cognition in Teacher Learning and Praxis.\u00a0<\/em>Paper presented at the Division C for the annual meeting of the American Educational Research Association, Washington, DC.<\/li>\n<li>Fives, H. &amp; Buehl, M. (2015, August).\u00a0<em>The Functions of Beliefs: Teachers\u2019 Personal Epistemology on the Pinning Block<\/em>. Paper presented at the 16<sup>th<\/sup>\u00a0Biennial Conference of the European Association for Research, Limassol, Cyprus.<\/li>\n<li>Fives, H., Barnes, N., &amp; Dacey, C. (2015, April).<em>\u00a0U.S. Teachers\u2019 Conceptions of the Purposes of Assessment.<\/em> Paper presented for the Annual Meeting of the American Educational Research Association. Chicago, IL<\/li>\n<li>Barnes, N. D., Fives, H., Dacey, C. M., &amp; Gillis, A. (2014, April).\u00a0<a href=\"http:\/\/www.montclair.edu\/media\/montclairedu\/cehs\/documents\/calmresearch\/Barnes,-Fives,-Dacey-Gillis-AERA-2014_Text-content-Analysis-Handout.pdf\"><em>Assessing Assessment Texts: Where is Planning?<\/em><\/a>\u00a0Presented at the 2015 Annual Meeting of the American Educational Research Association, Philadelphia, PA.<\/li>\n<li>Fives, H. (2014, April). Placing Learning, Beliefs, and Research at the Center of Teaching Educational Psychology. In L. Anderman (Chair)\u00a0<em>Iron Instructor \u2013Educational Psychology: \u00a0Harnessing the Power of Educational Research for Practice.<\/em>\u00a0Paper presented to the Annual Meeting of the American Educational Research Association, Philadelphia, PA.<\/li>\n<li>Fives, H. &amp; Mills, T. (2014, April).\u00a0<em>Sustained Inquiry-Focused Professional Development for Teacher Learning.<\/em>\u00a0Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.<\/li>\n<li>Barnes, N. &amp; Fives, H. (2013, August).\u00a0<a href=\"http:\/\/www.montclair.edu\/media\/montclairedu\/cehs\/documents\/calmresearch\/DiDonato-Barnes-&amp;-Fives-2013-APA.pdf\"><em>Informed and uninformed novices&#8217; test item selection strategies<\/em><\/a>. Poster presented at the Annual Meeting of the American Psychological Association. Hawaii.<\/li>\n<li>DiDonato, N.C., Fives, H., &amp; Krause, E. (2013, April).\u00a0<em>Using a table of specifications to improve teacher constructed traditional Tests: An experimental design.<\/em>\u00a0\u00a0Roundtable presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.<\/li>\n<li>Fives, H., Buehl, M. M., &amp; Toboada, A. (2012, April).\u00a0<em>According to teachers, teaching is\u2026<\/em>Roundtable presented at the Annual Meeting of the American Educational Research Associations, Vancouver, BC.<\/li>\n<li>Fives, H. (2014, April). Placing Learning, Beliefs, and Research at the Center of Teaching Educational Psychology. In L. Anderman (Chair)\u00a0<a href=\"http:\/\/www.montclair.edu\/media\/montclairedu\/cehs\/documents\/calmresearch\/Fives_2014_IronInstructor.pdf\"><em>Iron Instructor \u2013Educational Psychology: Harnessing the Power of Educational Research for Practice<\/em><\/a><em>.<\/em>\u00a0Paper accepted to the Annual Meeting of the American Educational Research Association, Philadelphia, PA.<\/li>\n<li>Fives, H. (2009, August). Student teachers\u2019 sense of efficacy and burnout as part of learning to teach. In U. Klusman (Chair)\u00a0<em>Emotional and Motivational Challenges at the Beginning of the Professional Career: The Reality Shock.<\/em>\u00a0Presented at the 13<sup>th<\/sup>\u00a0Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands.<\/li>\n<li>Buehl, M. M., Fives, H., &amp; Taboada, A. (2009, April).\u00a0<em>Common perspectives?: Examining the application of an emergent framework for teaching knowledge and ability beliefs.<\/em>\u00a0Poster presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.<\/li>\n<li>Buehl, M. M., Fives, H., &amp; Buehl, J. (2007, August).\u00a0<em>Examining the self-efficacy beliefs and goal orientations of adult learners.<\/em>\u00a0Paper presented at the annual meeting of the American Psychological Association, San Francisco,<\/li>\n<li>Fives, H., Todd, R. &amp; Buehl, M. (2007, April). Contextualizing beliefs: Explorations of preservice teachers\u2019 knowledge beliefs in relation to their broader belief system. In F. Haerle (Chair)\u00a0<em>Teachers\u2019 personal epistemology and its impact on teaching and learning.<\/em>\u00a0Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.<\/li>\n<li>McMahan, S. &amp; Fives, H. (2007, February).<em>\u00a0A case for collaborative planning and integrated instruction in teacher preparation.<\/em> Paper presented at the annual meeting of the Association for Teacher Educators, San Diego, CA.<\/li>\n<li>Fives, H. (Chair; 2005, August).\u00a0<em>Teaching as persuasion: Is the metaphor viable?<\/em>\u00a0Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.<\/li>\n<li>Fives, H., &amp; Manning, D. (2005, August).\u00a0<em>Teachers\u2019 strategies for student engagement: Comparing research to demonstrated knowledge.<\/em>\u00a0In T. Murdoch (Chair) Teacher influences on student motivational processes. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.<\/li>\n<li>Stevens, T., &amp; Fives, H. (2005, August).\u00a0<em>Teaching as persuasion, online? Transferring the pedagogy to online settings.\u00a0<\/em>In H. Fives (Chair)\u00a0<em>Teaching as persuasion: Is the metaphor viable.<\/em>\u00a0Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>The CALM team studies assessment, learning and motivation.\u00a0In the area of classroom assessment we have identified best practices in test construction, innovations in assessment as learning, and the practices by which teachers with expertise in classroom assessment engage in assessment cycles and use data to inform instruction. Team members have also explored learning through unique [&hellip;]<\/p>\n","protected":false},"author":37,"featured_media":91,"parent":30,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-34","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/pages\/34","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/users\/37"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/comments?post=34"}],"version-history":[{"count":4,"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/pages\/34\/revisions"}],"predecessor-version":[{"id":194,"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/pages\/34\/revisions\/194"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/pages\/30"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/media\/91"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/educational-foundations\/wp-json\/wp\/v2\/media?parent=34"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}