Pier, E. L., Brauer, M., Filut, A., Kaatz, A., Raclaw, J., Nathan, M. J., Ford, E. C., & Carnes, M. (In press). Low agreement among reviewers evaluating the same NIH grant application. Manuscript to appear in Proceedings of the National Academy of Sciences of the United States of America.
Pier, E. L., Raclaw, J., Kaatz, A., Brauer, M., Carnes, M., Nathan, M. J. & Ford, C. E. (2017). “Your comments are meaner than your score:” Score Calibration Talk influences intra- and inter-panel variability during scientific grant peer review. Research Evaluation, 26(1), 1-14. doi: 10.1093/reseval/rvw025
Williams-Pierce, C.C., Pier, E. L., Walkington, C., Clinton, V., Boncoddo, R., Nathan, M.J., & Alibali, M. W. (2017). What we say and how we do: Action, gesture, and language in proving. Journal for Research in Mathematics Education, 48(3), 248-260. doi: 10.5951/jresematheduc.48.3.0248
Pier, E. L., & Nathan, M. J. (2016). A review of ‘Mathematics and the body: Material entanglements in the classroom.’ Journal for Research in Mathematics Education, 47(4), 423–427.
Pier, E. L., Raclaw, J., Nathan, M. J., Kaatz, A., Carnes, M., & Ford, C. E. (2015). Studying the study section: How group decision making in person and via videoconferencing affects the grant peer review process (WCER Working Paper No. 2015-6). Available from The University of Wisconsin–Madison, Wisconsin Center for Education Research.
Nathan, M., Walkington, C., Boncoddo, R., Pier, E. L., Williams, C., & Alibali, M. (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical reasoning. Learning and Instruction, 33, 182–193. doi: 10.1016/j.learninstruc.2014.07.001