College of Education > Curriculum, Foundations, and Reading > Explore Departmental Research

Explore Departmental Research

Department of Curriculum, Foundations, and Reading faculty members are dedicated to research and other creative scholarly activity in order to inform teaching, investigate problems, explore new ideas, and share new understandings. As curious, engaged leaders in their fields, faculty members of the department are committed to supporting and empowering our community and region through collaborative scholarly activity and associated outreach. The scholarly publications here reflect projects that are authored or co-authored by members of the department. Most of the articles, books, and chapters here and through these links are accessible or available worldwide.

Departmental Authors

Departmental Authors’ Selected Works

Media Features of Departmental Research

Journal Editorships by Departmental Faculty

2023

Articles

Muhammad, E. A. (2023). The Concept of alterity: Its usage and its relevance for critical qualitative researchers in the Trump era. Cultural Studies of Science Education.https://doi.org/10.1007/s11422-023-10175-2

Freeman, M., & Muhammad, E. A. (2023). Peeling away the taken-for-grantedness of research subjectivities: Orienting to the phenomenological. The Qualitative Report, 28(6), 1787-1800. https://doi.org/10.46743/2160-3715/2023.5995

Cynthia C. Massey & Muhammad, E. A. (2023): Preservice special education teachers’ experience of a math methods course: Examining the development of personal and pedagogical efficacy. The Teacher Educator, https://doi.org/10.1080/08878730.2023.2218860

Flanigan, A. E., Brady, A. C., Dai, Y., & Ray, E. (2023). Managing student digital distraction in the college classroom: A self-determination theory perspective. Educational Psychology Review, 35(2), 60. https://doi.org/10.1007/s10648-023-09780-y

Brady, A. C., Griffin, M. M., Lewis, A., Fong, C. J., & Robinson, D. H. (2023). How scientific is educational psychology research? The increasing trend of squeezing causality and recommendations from non-intervention studies. Educational Psychology Review, 35 (37). https://doi.org/10.1007/s10648-023-09759-9

Flanigan, A. E., Kiewra, K. A., Lu, J., & Dzhuraev, D. (2023). Computer versus longhand note-taking methods: Effects of revision. Instructional Science, 51, 251-284. https://doi.org/10.1007/s11251-022-09605-5

Fong, C. J., Flanigan, A. E., Hogan, E., Brady, A. C., Griffin, M. M., Gonzalez, C., Garcia, A. J., Fathi, Z., Robinson, D. H. (2022). Individual and institutional productivity in educational psychology journals from 2015-2021. Educational Psychology Review, 34, 2379–2403. http://doi.org/10.1007/s10648-022-09704-2

Griffin, M. M. (2023). Daniel H. Robinson: Bloody Mary for the AERA Attendee’s Soul: Volume I. Educational Psychology Review, 35 (1). http://dx.doi.org/10.1007/s10648-023-09751-3

Zinskie, C. D., & Griffin, M. M. (2023). Initial teacher preparation faculty views and practices regarding e-professionalism in teacher education. Contemporary Issues in Technology and Teacher Education (CITE) Journal, 23(2). https://citejournal.org/volume-23/issue-2-23/current-practice/initial-teacher-preparation-faculty-views-and-practices-regarding-e-professionalism-in-teacher-education/

Syno, J., McBrayer, J. S., Calhoun, D. W., Zinskie, C., & Fallon, K. (2023). An examination of faculty and staff collaboration and relationships in higher education. Georgia Journal of College Student Affairs, 39(1), 94-121. https://doi.org/10.20429/gcpa.2023.390105

Hunt-Anderson, I., & Shannon-Baker, P. (2023). “I CAN’T SAY IT”! Doodling to emancipate adolescents’ voices in a transformative mixed methods study of covert bullying in Jamaican high schools. Methods in Psychology, 8, 1–11. https://doi.org/10.1016/j.metip.2023.100114

2023

Books

Shannon-Baker, P. (2023). Philosophical underpinnings of mixed methods research in education. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (4th ed., Vol. 12, pp. 380–389). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.11037-1

Smith, L., & Shannon-Baker, P. (2023). Integrating art and artistic practices in mixed methods research in education. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (4th ed., Vol. 12, pp. 702–710). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.11070-X

Savitz, R. S., Roberts, L. D., & DeHart, J. (2023). Teaching challenged and challenging topics in diverse and inclusive literature: Addressing the taboo in the English classroom. Routledge. https://www.routledge.com/Teaching-Challenged-and-Challenging-Topics-in-Diverse-and-Inclusive-Literature/Savitz-Roberts-DeHart/p/book/9781032283029

2022

Articles

Brady. A. C., Wolters, C. A., & Yu, S. L. (2022). Self-regulation of time: The importance of time estimation accuracy. Frontiers in Educational Psychology, 13. https://doi.org/10.3389/fpsyg.2022.925812

Fong, C. J., Flanigan, A. E., Hogan, E., Brady, A. C., Griffin, M. M., *Gonzalez, C., *Garcia, A. J., *Fathi, Z., Robinson, D. H. (2022). Individual and institutional productivity in educational psychology journals from 2015-2021. Educational Psychology Review, 34, 2379–2403. http://doi.org/10.1007/s10648-022-09704-2

Kraatz, E., *von Spiegel, J., Sayers, R., & Brady, A. C. (2022). Should we “just stick to the facts”? The benefit of controversial conversations in classrooms. Theory into Practice, 61(3),312-324. https://doi.org/10.1080/00405841.2022.2096381

Brady, A. C., Hensley, L. C., Sovic, D., Kulesza, A., Wolters, C. A., & Breitenberger, C. (2022). What makes a study strategy intervention impactful? An interview-based study. College Student Affairs Journal, 40(1), 17-31. http://doi.org/10.1353/csj.2022.0001

Flanigan, A. E., Akcaoglu, M., & Ray, E. (2022). Initiation and maintenance of student-instructor rapport in online classes. The Internet and Higher Education, 53. https://doi.org/10.1016/j.iheduc.2021.100844

Flanigan, A. E., Peteranetz, M. S., Shell, D. F., and Soh, L. K. (2022). Shifting beliefs in computer science. ACM Transactions on Computing Education, 22(2), 1-24. https://doi.org/10.1145/3471574

Fong, C. J., Flanigan, A. E., Hogan, E., Brady, A. C., Griffin, M., Gonzales, C., García, A. J., Fathi, Z., & Robinson, D. H. (2022). Updated trends in individual and institutional productivity in educational psychology journals from 2015-2021. Educational Psychology Review, 34, 2379-2403. https://doi.org/10.1007/s10648-022-09704-2

De la Portilla-Maya, S. R., Duque-Dussán, A. M., Landínez Martínez, D. A., Montoya Londoño, D. M., & Gutierrez de Blume, A. P. (2022). Critical thinking and metacognitive awareness in a sample of medical students. Revista Latinoamericana de Estudios Educativos, 18(1), 145-168. https://doi.org/10.17151/rlee.2022.18.1.8

Gutierrez de Blume, A. P. (2022). Calibrating calibration: A meta-analysis of learning strategy interventions to improve metacognitive monitoring accuracy. Journal of Educational Psychology, 114(4), 681-700. https://doi.org/10.1037/edu0000674

Gutierrez de Blume, A. P., Soares, L. B., & Snyder, A. (2022). Effect of Language! Live Curriculum on U.S. middle school students’ Lexile scores based on grade level and differentiated instruction. PUPIL: International Journal of Teaching, Education and Learning, 6(3), 29-47. https://doi.org/10.20319/pijtel.2022.63.2947

Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2022). Exploring the relation between executive functions (EFs) and metacognition: Do EFs predict metacognition? Praxis & Saber, 13(33), e12500. https://doi.org/10.19053/22160159.v13.n33.2022.12500

Gutierrez de Blume, A. P., & Montoya Londoño, D. M., & Dussán Lubert, C. (2022). Changes in different variables related to study behavior in a sample of undergraduate students after an intervention process on guided practice. Journal of Psychological Research & Humanities: Revista de Psicología, 12(1), 67-105. https://doi.org/10.36901/psicologia.v12i1.1474

Gutierrez de Blume, A. P., Montoya Londoño, D. M., & Hederich-Martínez, C. (2022). An exploratory study of the relation between cognitive style and metacognitive monitoring in a sample of Colombian university students. Psicología desde el Caribe, 39(2), 36-56. https://doi.org/10.14482/psdc.39.2.153

Gutierrez de Blume, A. P., & Montoya Londoño, D. M., Landínez Martínez, D., & Toro Zuluaga, N. A. (2022). Social variables and metacognitive awareness of young Colombian adults. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(3), 1-32. https://doi.org/10.11600/rlcsnj.20.3.5379

Gutierrez de Blume, A. P., Montoya Londoño, D. M., & Osorio Càrdenas, A. M. (2022). Metacognitive skills and their relation to the variables of gender and type of professional practice of a sample of Colombian teachers. Revista Colombiana de Educación, 1(84), 1-25. https://doi.org/10.17227/rce.num84-11298

Rodríguez, M. F., Gutierrez de Blume, A. P., & Soto, C. (2022). Effects of reading motivation and metacomprehension on the reading comprehension of students with intellectual disabilities. Electronic Journal of Research in Educational Psychology, 20(58), 469-494. https://doi.org/10.25115/ejrep.v20i58.4806

Hogan, E. (2022). Changing my language and understanding: An autoethnography of my dumb-ppness. National Youth Advocacy and Resilience Journal, 5(2). https://doi.org/10.20429/nyarj.2022.050203

Massey, C.; Dogan, S.; Muhammad, E.; Hogan, E.; Head, C.; and Kim, J. (2022). The effect of flipped instruction on special Education preservice teachers’ perceptions. International Journal for the Scholarship of Teaching and Learning, 16(2). https://doi.org/10.20429/ijsotl.2022.160213

Hogan, E. (2022). An autoethnographic reflection of my academic privileges while working with high school interns. The Qualitative Report, 27(4), 937-944. DOI: https://doi.org/10.46743/2160-3715/2022.4807

Roberts, L. D. (2022). Motivation to Read in the Middle Grades. ALER Yearbook: Educate to Liberate, 43, 41-63. https://cdn.ymaws.com/www.aleronline.org/resource/resmgr/yearbooks/aler_yearbook_2022.pdf

Savitz, R., Roberts, L., & Stockwell, D. (2022). The impact of analyzing young adult literature for racial identity / social justice orientation with interdisciplinary students. Journal of College Reading and Learning, 52(4), 264-289. https://doi.org/10.1080/10790195.2022.2044933

Causey, C.,* Soares, L., Howerter, C. S., & Shannon-Baker, P. (2022). Examining general education and special education teacher preparedness for co-teaching students with disabilities. Journal of the American Academy of Special Education Professionals, Spring/Summer 2022, 1–25. https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-spring/summer-2022/examining-general-education-and-special-education-teacher-preparedness-for-co-teaching-students-with-disabilities

Cebert-Gaitors, M., Shannon-Baker, P. A., Silva, S. G., Hart, R. E., Jahandideh, S., Gonzalez-Guarda, R., & Stevenson, E. L. (2022). Psychobiological, clinical, and sociocultural factors influencing Black women to seek treatment for infertility: A mixed methods study. F&S Reports, 3(2S), 29–39. https://doi.org/10.1016/j.xfre.2022.02.004

Fisher, K. M., Shannon-Baker, P., Greer, K., & Serianni, B. (2022). Perspectives of students with disabilities and their parents on influences and barriers to joining and staying extracurricular STEM activities. The Journal of Special Education, 56(2), 110–120. https://doi.org/10.1177/00224669211054109

Musoke, P., Papadimitriou, A., Shannon-Baker, P., & Tajima, C. (2022). Developing a comprehensive mixed methods evaluation to address contextual complexities of a MOOC. Canadian Journal of Program Evaluation, 36(3), 316–335. https://doi.org/10.3138/cjpe.71203

Poth, C. N., & Shannon-Baker, P. (2022). State of the methods: Leveraging design possibilities of qualitatively oriented mixed methods research. International Journal of Qualitative Methods, 21, 1–11. https://doi.org/10.1177/16094069221115302

Shannon-Baker, P. (2022). Virtual Special Issue on “Mixed methods designs, integration, and visual practices in educational research.” Journal of Mixed Methods Research, 16(2), 159–164. https://doi.org/10.1177/15586898221083959

Mayes, R., Owens, D., Dauer, J., and Rittschof, K. (2022) A Quantitative reasoning framework and the importance of quantitative modeling in biology. Applied and Computational Mathematics, 11(1), 1-17. Available at: https://doi.org/10.11648/j.acm.20221101.11

Reyes, A, Leckie, A., & Stevenson, A. (2022). Building on what we know: Best practices for engaging emergent bilinguals in learning. GATESOL Journal. 32(1), 51- 59. https://doi.org/10.52242/gatesol.157

Williams-Johnson, M. & Fields-Smith, C. (2022). Parental involvement, emotions, and Black homeschooling. Educational Psychologist (57) 252-266. https://doi.org/10.1080/00461520.2022.2129648

Williams-Johnson, M. & Gonzalez-DeHass, A., R. (2022). Parental role construction leading to parental involvement in culturally distinct communities. Educational Psychologist (57) 232-237. https://doi.org/10.1080/00461520.2022.2131554

Cofer, R.*, McBrayer, J. S., Zinskie, C., Wells, P., & Fallon, K. (2022). Perceived gains of peer educators in campus learning centers: Academic performance and learning, non-academic skillsets, and self-confidence and fulfillment. Journal of Peer Learning, 15, 17–31. https://ro.uow.edu.au/ajpl/vol15/iss1/3

2022

Books

Flanigan, A. E. & Kim, J. H. (Eds.) (2022). Digital Distractions in the College Classroom. IGI Global. https://doi.org/10.4018/978-1-7998-9243-4

Brady, A. C., Kim, Y., & *von Speigel, J. (2022). Learning in the face of digital distractions: Empowering instructors to support self-regulated learning within and beyond the classroom. In A. Flanigan & J. Kim (Eds.), Digital distractions in the college classroom. IGI Global. https://www.igi-global.com/gateway/chapter/296128

Hensley, L., Kim, Y., Sayers, R., & Brady, A. C. (2022). Preventing “I never had to study”: Preparing teachers to support college readiness. In M. Buehl & J. S. Vogler (Eds.), Teaching learning for effective instruction. Information Age Publishing. https://www.infoagepub.com/products/Teaching-Learning-for-Effective-Instruction

Flanigan, A. E., Babchuk, W. A., & Kim, J. H. (2022). Understanding and reacting to the digital distraction phenomenon in college classrooms. In A. E. Flanigan and J. H. Kim (Eds.), Digital Distractions in the College Classroom (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-7998-9243-4.ch001

Lake, R. & Logan B. (2022). The connection of metaphor and feedforward and the work of I.A. Richards. New Explorations: Studies in Culture and Communication. Vol. 2 No. 2. https://jps.library.utoronto.ca/index.php/nexj/article/view/38335

Kress, T., Lake, R. & Stein, E. (2023). Radically dreaming: Illuminating Freirean praxis and emerging from dark times. DIO Press. https://www.diopress.com/product-page/radically-dreaming#:~:text=%2435.99,and%20other%20activist%20education%20spaces.

Shannon-Baker, P. (2022). Queering mixed methods research. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 589-594). Brill. https://brill.com/display/book/9789004506725/BP000123.xml

· This book received Choice magazine’s Outstanding Academic Title award in 2022.

Shannon-Baker, P. & DiGregorio, N. (2022). Beyond expanding an acronym: Strategies for supporting LGBTQ+ people in schools. In Dhakal, S., Cameron, R., & Burgess, J. (Eds.), A field guide to managing diversity, equality, and inclusion in organizations (pp. 279-292). Edward Elgar. https://doi.org/10.4337/9781800379008.00032

Shannon-Baker, P. & Martinez, C.* (2022). Integrating arts-based approaches in mixed methods research with diverse stakeholders: A critically reflective review from two teacher-researchers. In J. Hitchcock & A. Onwuegbuzie (Eds.), The Routledge handbook for advancing integration in mixed methods research(pp. 372-387). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429432828-29/integrating-arts-based-approaches-mixed-methods-research-diverse-stakeholders-peggy-shannon-baker-claudia-martinez

2021

Books

Griffin, M. M., & Zinskie, C. D. (Eds.) (2021). Social media: Influences on education. Information Age Publishing. https://www.infoagepub.com/products/Social-Media

2021

Articles

Hensley, L. C., Kulesza, A., Peri, J., Brady, A. C., Wolters, C. A., Sovic, D., & Breitenberger, C. (2021). Supporting undergraduate biology students’ academic success: comparing two workshop interventions. CBE – Life Sciences Education, 20(4). https://doi.org/10.1187/cbe.21-03-0068

Brady, A. C. & Gallant, D. J. (2021). STEM bridge program: Underrepresented minority students’ perceptions of LSAMP program impact. Journal of College Science Teaching, 50(61), 57-62. https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-julyaugust-2021/stem-bridge

Brady, A. C.,Kim, Y., & Cutshall, J.(2021). The what, why, and how of distractions from a self-regulated learning perspective. Journal of College Reading and Learning. https://doi.org/10.1080/10790195.2020.1867671

Colliot, T., Kiewra, K. A., Luo, L., Flanigan, A. E., Lu, J., Kennedy, C., & Black, S. (2021). The effects of graphic organizer completeness and note-taking medium on computer-based learning. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10693-y

Flanigan. A. E., Ray. E, Titsworth, S., Hosek, A., & Kim, J. H. (2021). Initiating and maintaining student-instructor rapport in face-to-face classes, Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1918662

Kiewra, K. A., Luo, L., & Flanigan, A. E. (2021). Educational psychology early career award winners: How did they do it? Educational Psychology Review, 33, 1981-2018. https://doi.org/10.1007/s10648-021-09619-4

Peteranetz, M. S., Shell, D. F., Soh, L. K., & Flanigan, A. E. (2021). Motivation and self-regulated learning in computer science: Lessons learned from a multi-year program of classroom research, IEEE Transactions on Education, 64(3), 317-326. https://doi.org/10.1109/TE.2021.3049721

Gutierrez de Blume, A. P. (2021). Self-regulation of learning: Disentangling the relation between cognition, metacognition, and motivation. Voces y Silencios: Revista Latinoamericana de Educación, 12(1), 81-108. https://doi.org/10.18175/VyS12.1.2021.4

Gutierrez de Blume, A. P., Katz, A., & Bass, J. (2021). Impact of literacy across content on middle school students’ reading comprehension in a rural context. Journal of Research in Reading, 44(2), 284-300. https://doi.org/10.1111/1467-9817.12334

Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2021). Differences in metacognitive skills between undergraduate students in education, psychology, and medicine. Revista Colombiana de Psicología, 30(1), 111-130. https://doi.org/10.15446/rcp.v30n1.88146

Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2021). Validation and examination of the factor structure of the Metacognitive Awareness Inventory (MAI) in Colombian university students. Psicogente, 24(46), 1-29. https://doi.org/10.17081/psico.24.46.4881

Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2021). Relation between students’ expectations about their grade and metacognitive monitoring and a deeper understanding of metacognitive judgments. Psychologia, 15(2). doi: https://doi.org/10.21500/19002386.5425

Gutierrez de Blume, A. P., Montoya Londoño, D. M., García Gómez, M. E., Osorio Càrdenas, A. M., & González Benítez, L. (2021). Exploring the relation between parenting style and children’s self-concept and subjective and objective metacognition. Revista Latinoamericana de Estudios de Familia, 13(2), 11-37. https://doi.org/10.17151/rlef.2021.13.2.2.

Gutierrez de Blume, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2021). General accuracy and general error factors in metacognitive monitoring and the role of time in predicting metacognitive judgments. CES Psicología, 14(2), 179-208. https://doi.org/10.21615/cesp.5494

Gutierrez de Blume, A. P., Soto, C., Ramírez Carmona, C., Rodriguez, M. F., & Pino Castillo, P. A. (2021). Reading competence and its impact on writing: An approach towards mental representation in literacy tasks. Journal of Research in Reading, 44(3), 617-635. https://doi.org/10.1111/1467-9817.12359

Johnson, A., Soares, L. B., & Gutierrez de Blume, A. P. (2021). Professional development for working with students with autism spectrum disorders and teacher self-efficacy. Georgia Educational Researcher, 18(1), 1-27. https://doi.org/10.20429/ger.2021.180101

Joiner, L. A., Gutierrez de Blume, A. P., Melton, T. D., & McBrayer, J. S. (2021). An action research study investigating the impact of iron-rich school nutrition on Lexile scores of middle grades students. RMLE Online, 44(10), 1-10. https://doi.org/10.1080/19404476.2021.1998950

Rebolledo Luna, V., Gutierrez de Blume, A. P., & Soto, C. (2021). Reading comprehension in students with autism spectrum disorder: The role of metacognitive skills, motivation, and use of strategies. Global Journal of Intellectual & Developmental Disabilities, 9(2), 1-3. https://doi.org/10.19080/GJIDD.2021.09.555758

Hogan, E. & Forbes, S. (2021). Using a Community Farmers’ Market to Engage Students from an Alternative School. Journal of Higher Education Theory and Practice 21(9), 91-99. https://doi.org/10.33423/jhetp.v21i9

Hogan, E., Forbes, S., & Andrzejewski, C. (2021). Academic Social Capital of Students from an Alternative School: An Ego Network Perspective, International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2020.1857295

Katz, A., & Sledge-Tollerson, A. (2021). Connecting a community through a family literacy project and virtual writing collaboration: University students facilitate access to literature during the pandemic. Georgia Journal of Literacy: Vol. 44: No. 1, Article 4. https://digitalcommons.kennesaw.edu/gjl/vol44/iss1/4/

DiGregorio, N. & Liston, D.D. (2021). Enhancing student self-reflection in college-level diversity courses. College Teaching, 70(1). https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1901068

Muhammad, E. A. (2021). Countering the “phenomenology of whiteness”: The Nation of Islam’s phenomenology of blackness. Journal of Critical Phenomenology, 4(1). DOI: https://doi.org/10.5399/PJCP.v4i1.2

Dauer, J., Mayes, R., Rittschof, K. A., & Gallant, B. (2021). Assessing quantitative modelling practices, metamodelling, and capability confidence of biology undergraduate students. International Journal of Science Education, 23(10), 1685-1707. https://doi.org/10.1080/09500693.2021.1928325

Ross, S. N. (2021). Matters of life and love: Some preliminary mappings of Womanist pedagogical futures. Educational Studies, 57(3), 224 – 237. https://doi.org/10.1080/00131946.2021.1892687

Fisher, K. M., Shannon-Baker, P., Brooksher, K. S., & Greer, K. (2021). Characteristics of rural STEM clubs and implications for students with disabilities. Special Education Research, Policy & Practice, 5, 15-39. https://issuu.com/hofstra/docs/2021-special-education-research-policy-practice?fr=sNWFhOTM2NTE0ODU

Haynes-Brown, T. & Shannon-Baker, P. (2021). Integrating video evidence in mixed methods research: Innovations, benefits, and challenges for research exploring how beliefs shape actions. Methods in Psychology, 5, 1-9. https://doi.org/10.1016/j.metip.2021.100068

Shannon-Baker, P. (2021). Centering race in mixed and multi-method research on implicit bias: A systematic review. International Journal of Multiple Research Approaches, 13(1), 55-73. https://doi.org/10.29034/ijmra.v13n1a3

Stevenson, A. & Huffling, (2021). A culturally responsive literacy approach to develop scientific conceptual knowledge through creative narratives. Journal of Educational Research and Practice, 11, 386-403.https://doi.org/10.5590/JERAP.2021.11.1.28

Casler-Failing, S., Stevenson, A., & Miller, B. (2021). Integrating mathematics, science, and literacy into a Culturally Responsive STEM After School program. Current Issues in Middle Level Education, 16(1). https://doi.org/10.20429/cimle.2021.260103

Miller, B., Stevenson, A., & Casler-Failing, S. (2021). Expanding STEM membership: Using science process skills in a social justice curriculum to combat stereotype threats and build self-efficacy in African American students. Journal of Educational Research and Practice, 11(1), 257-276. http://dx.doi.org/10.5590/JERAP.2021.11.1.18

Weaver, J. A. (2021/2022). Serres and the university. Educational Philosophy and Theory, 54, 375-383. https://doi.org/10.1080/00131857.2021.1917371

Weaver, J. A. (2021/2022). Serres’ science. Educational Philosophy and Theory, 54, 353-361. https://doi.org/10.1080/00131857.2021.1917369

Miles, B.,Sorgen, C. H., & Zinskie, C. D. (2021). Using an outsourced online tutoring service to promote success in online composition courses. TechTrends, 65, 743-749. https://doi.org/10.1007/s11528-021-00612-w

2020

Articles

Brown, S.A. & Allmond, A. (2020). Drawing my world: A case study examining emergent bilingual composing practices. Early Childhood Education Journal, 49, 209-221. https://d o i.org/10.1007/s10643-020-01062-4

Brown, S. A. (2020). Pushing against hegemonic practices: Emergent bilinguals respond to children’s literature. European Early Childhood Education Research Journal, 28, 242-255. https://doi.org/10.1080/1350293X.2020.1735742

Dean, T., Sorgen, C. H., & Zinskie, C. D. (2020). Social integration of student veterans: The influence of interactions with faculty on peer-group interactions. Journal of Veterans Studies, 6(2), 20–29. https://doi.org/10.21061/jvs.v6i2.188

Flanigan, A. E. & Babchuk, W. A. (2020). Digital distraction in the classroom: Instructor perceptions and reactions, Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1724937

Flanigan, A. E. & Titsworth, S. (2020). The impact of digital distraction on lecture note taking and student learning. Instructional Science, 48, 495-524. https://doi.org/10.1007/s11251-020-09517-2

Prinz, A., Rieche, H., Flanigan. A. E., Kiewra, K. A., & Renkl, A. (2020). Conversations with five highly successful female educational psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09552-y

Griffin, M. M. & Zinskie, C.D. (2020). Fun and friendly or wild and offensive? Preservice teachers’ use of and image conveyed by social media. Australian Journal of Teacher Education, 45(2), 44-64. http://dx.doi.org/10.14221/ajte.2020v45n2.3

DiGregorio, N. & Liston, D.D. (2020). Reflecting upon teaching diversity-centered courses: Dialogues between novice and veteran professors. Reflective Practice, 21(1), 132-143. https://doi.org/10.1080/14623943.2020.1712194

Katz, A. (chair), Cooper, K., McCarthy, J. Polson, B., Smith, K., & Spears, C. (2020). Elevating student voice: The role and importance of literacy coaches for K–12 teachers (position statement). National Council of Teachers of English. https://ncte.org/statement/elevating-student-voice/

Katz, A. & Walker, S. (2020). Rethinking our work as literacy educators: Cultivating critical thinking skills among graduate students in an online learning environment. Distance Learning. 17(2), 24-40. https://www.infoagepub.com/dl-issue.html?i=p5f53b5fbe9c81

Walker, S. & Katz, A. (2020). Influencing professional practice through academic service learning AS(L): Pre-service teachers share their perceptions. The Journal of Literacy Practice and Research, 45(1), 1-28. https://digitalcommons.fiu.edu/lpr/vol45/iss1/5/

Katz, A. (2020). Strengthening middle school students’ commitment to social justice issues: Building connections with teacher education candidates. Dragon Lode, 38(2), 24-28. http://www.clrsig.org/uploads/1/1/5/0/115059369/the_dragon_lode_220__fall_2019spring2020.pdf

Katz, A. & Marriott, K.S. (2020). An Integrative STEM NIH Grant: Designing Equitable Curriculum to Collaborate with Undergraduate Science Majors and Spark Connections. English Leadership Quarterly, 42(4), 2-6. https://library.ncte.org/journals/ELQ/issues/v42-4/30603

Morris, M. (2020). Currere at the cross-roads: The deeply theological in the age of Covid-19. Journal for The American Association for the Advancement of Curriculum Studies, 14(1). DOI: https://doi.org/10.14288/jaaacs.v14i1.192025

2019

Articles

Ange, B., McBrayer, J., Calhoun, D., Gutierrez de Blume, A. P., Wallach, P., Wood, E., & Thomas, A. (2019). Pass/fail grading in medical school and impact on residency placement. Journal of Contemporary Medical Education, 9(2), 41-45

Carey, S. K., Edds-McAfee, C., Martinez, V., Gutierrez de Blume, A. P., & Thornton, K. M. (2019). An examination of factors affecting quality of life for children with asthma and their caregivers in Southeast Georgia. Journal of Pediatric Health Care, 33(5), 529-536.

De Freitas, E. and Weaver, J. A. (2019/2020). Rethinking social inquiry in the wake of Science Studies: Transdisciplinary pursuits in times of climate change, information flows, and fading democracies. Cultural Studies↔Critical Methodologies. 1-8. https://doi.org/10.1177/1532708619883309

He, M. F. (2019). Culturally sustaining pedagogies in hard times (a review essay). Multicultural Perspectives, 21(1), 63-74. https://doi.org/10.1080/15210960.2019.1574183

Huffling, L. & Stevenson, A. (2019). Creating culturally relevant science stories: Connecting students’ lives to pedagogy. Science Scope, 42(9), 68-75. https://www.questia.com/library/journal/1G1-591847980/creating-culturally-relevant-science-stories-connecting

Kress, T.M. & Lake, R. (2019). Dreaming of “nowhere”: A co-autoethnographic exploration of utopia-dystopia in the academy. Educational Philosophy and Theory. 10.1080/00131857.2019.1665024

Mayes, R., Rittschof, K. A., Dauer, J., and Gallant, B. (2019). Quantitative modelling biology undergraduate assessment. Letters in Biomathematics, 6(1), 1-27. https://doi.org/10.1080/23737867.2019.1653234

Morris, M. (2019). Currere or the Erasure of the Author. The Currere Exchange Journal, 3(1), 5-17. https://cej.lib.miamioh.edu/index.php/CEJ/article/view/10/16

Morris, M. (2019). Michel Serres: Knowledge Production and Education. The Journal of Educational Philosophy and Theory, 52(5). 549-559. https://doi.org/10.1080/00131857.2019.1666710

Reynolds, W. M. & Porfilio, B. (2019). Critical Media Literacy in the Time of Lies. The International Journal of Critical Media Literacy. 1(1). 1-6. https://brill.com/view/journals/jcml/1/1/article-p1_1.xml?language=en

Soto, C., Gutierrez de Blume, A. P., Jacovina, M., McNamara, D., Benson, N., & Riffo, B. (2019). Reading comprehension and metacognition: The importance of inferential skills. Cogent Education, 6(1), 1-20.

Soto, C., Gutierrez de Blume, A. P., Rodriguez, M. F., Asún, R., Figueroa, M., & Serrano, M. (2019). Impact of bridging strategy and feeling of knowing judgments on reading comprehension using COMPRENDE: An educational technology. TechTrends, 63(5), 570-582.

Soto Fajardo, C., Gutierrez de Blume, A. P., Contreras Castro, M. A., & Carrasco Bernal, M. (2019). Development and validation of a tool to detect and repair text inconsistencies. Electronic Journal of Research in Educational Psychology, 17(2), 437-464.

Weaver, J.A. (2019). Curriculum SF (Speculative Fiction): Reflections on the Future Past of Curriculum Studies and Science Fiction. Journal of the American Association for the Advancement of Curriculum Studies, 13(2), 1-12. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/162/

Weaver, J.A. and Ranniery, T. (2019, 2020). Life out of Sequence: Data Driving Life and Science Studies. Cultural Studies↔Critical Methodologies. 1-9. https://doi.org/10.1177/1532708619880204

Books

Brown, S.A. (2019). Literacy in early childhood: Multimodal play and text production. In J. Mitchell and E. Vaughn (Eds.). Participatory literacy practices for P-12 classrooms in the digital age. New York: IGI Global. https://www.amazon.com/Participatory-Practices-Classrooms-Childhood-Education/dp/1799800008

He, M. F. (2019). Rethinking and enacting 21st century diversity in hard times (Foreword). In Suniti Sharma & Althier M. Lazar (Eds.), Rethinking 21st century diversity in teacher preparation, k-12 education, and school policy: Theory, research, and practice (pp. v-x, 6 pages). Cham, Switzerland: Springer Nature Switzerland AG. https://www.springer.com/gp/book/9783030022501

Katz, A. (2019). Constructing arts-based literacy practices through Kwame Alexander’s The Playbook. In D. M. Baylen (Ed.), Dreams and inspirations: The book of selected readings 2018 (pp. 164-178). International Visual Literacy Association. https://ivla.org/wp-content/uploads/2020/05/Katz_constructing.pdf

Katz. A. (2019). Building Connections between Teacher Education Candidates and Urban Middle School Students through Social Action: A Community Literacy Partnership. Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education. New York: IGI Global. 240-257. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/122/

Kress T.M., Lake R.L., Buechner K., Cox-Vineyard M. (2019) Critical Kaleidoscopic Pedagogy. In M. Peters (Eds), Encyclopedia of Teacher Education. Springer, Singapore. https://link.springer.com/referencework/10.1007/978-981-13-1179-6

Morris, M. (2019). Jean-Michel Basquiat. Graffiti Artist: Teacher of Resistance. In Peter Pericles Trifonas (Ed.), Cultural Studies and Education Reader. NY: Routledge. https://www.worldcat.org/title/handbook-of-cultural-studies-and-education/oclc/1049576275

Shannon-Baker, P. & Wagner, I. (2019). Battling heteronormativity in teacher education: Reflections on a human development course from a teacher and student. In A. D. Martin & K. J. Strom (Eds.), Exploring gender and LGBTQ issues in K12 and teacher education: A rainbow assemblage (pp. 147-162). Charlotte, NC: Information Age Publishing. https://www.infoagepub.com/products/Exploring-Gender-and-LGBTQ-Issues-in-K-12-and-Teacher-Education

Schubert, W. H., & He, M. F. (2019). Landscapes of education. In J. Sun, Contemporary urban youth culture in China (Volume 10, foreword; pp. ix-xiv). Charlotte, NC: Information Age Publishing. https://content.infoagepub.com/files/catalogs/series/Landscapes-of-Education.pdf

Schubert, W. H., & He, M. F. (2019). Landscapes of education. In W. S. Gershon (Ed.), Sensuous curriculum: the politics of the senses in education (Volume 9, foreword; pp. ix-xiii). Charlotte, NC: Information Age Publishing. https://www.amazon.com/Sensuous-Curriculum-Politics-Education-Landscapes/dp/1641135824

2018

Articles

Gutierrez de Blume, A. P., & Candela, L. L. (2018). Perceptions of teaching, research, and service expertise, workload, organizational support, and satisfaction among U.S. faculty members’ intent to stay in Tier 1 or Tier 2 organizations: A structural equation model. International Journal of Learning, Teaching, and Educational Research, 17(4), 1-27.

McBrayer, J. S., Jackson, T., Pannell, S., Sorgen, C., Gutierrez de Blume, A. P., & Melton, T. D. (2018). Balance of instructional and managerial tasks as it relates to school leaders’ self-efficacy. Journal of School Leadership, 28(5), 596-617. https://doi.org/10.1177/105268461802800502

Soto, C., Gutierrez de Blume, A. P., Asún, R., Jacovina, M., & Vásquez, C. (2018). A deeper understanding of meta-comprehension: Development of a new multidimensional tool. Frontline Learning Research, 6(1), 31-53.

Soto, C., Rodriguez Poblete, M. F., & Gutierrez de Blume, A. P. (2018). Exploring the meta-comprehension abilities of students with intellectual disabilities. International Journal of Special Education, 33(2), 233-247. https://eric.ed.gov/?id=EJ1185620

Beck, S. & Stevenson, A. (2018). Teaching contentious books regarding immigration: The case of Pancho Rabbit. The Reading Teacher, 72(2), 265-273. https://doi.org/10.1002/trtr.1739

Ross, S. & Stevenson, A. (2018). Recognizing the academic talents of young Black males: A counter-story. International Journal of Critical Pedagogy, 9(1), 95-118. http://libjournal.uncg.edu/ijcp/article/view/1522

Shannon-Baker, P., & Edwards, C. (2018). The affordances and challenges to integrating visual methods in mixed methods research. American Behavioral Scientist, 62(7), 935-955. http://dx.doi.org/10.1177/0002764218772671

Shannon-Baker, P. (2018). A multicultural education praxis: Integrating past and present, living theories, and practice. International Journal of Multicultural Education, 20(1), 48-66. http://dx.doi.org/10.18251/ijme.v20i1.1518

Selzer, R., Shannon-Baker, P., & Black, C. (2018). Sharing experiences and taking responsibility: White faculty and staff working toward racial justice. Experience Magazine. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/105/

Lu, H.L., Arrington, N.M., & Griffin, B.W. (2018). Impact of Pre-service Teachers on P-5 Student Learning: Results of Unit Instructions. Journal of the Scholarship of Teaching and Learning, 18, 39-53. https://eric.ed.gov/?id=EJ1182815

Chambers, W. L. (2018). “Colors and Kindness”: Nature Photography as a Means to Support Academic Skill Development of Elementary Students at Risk. National Youth-At-Risk Journal, 3(1). https://doi.org/10.20429/nyarj.2018.030106

Weaver, J. A. (2018) Through a Portal and finding remnants: An incomplete report. Educational Philosophy and Theory, 50(14), 1591-1592. https://doi.org/10.1080/00131857.2018.1461407

Ross, S. N., & Stevenson, A. (2018). Recognizing the academic talents of young Black males: A counter-story. The International Journal of Critical Pedagogy, 9(1), 95-121. http://libjournal.uncg.edu/ijcp/article/view/1522

He, M. F. (2018). Patriotism for people in diaspora is love of humanity. The New Bank Street Occasional Paper Series–Am I Patriotic? Learning and Teaching the Complexities of Patriotism Here and Now, 40, 80-83. https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1292&context=occasional-paper-series

He, M. F. (2018). Culturally sustaining pedagogies in hard times (a review essay). Multicultural Perspectives, 20(4), 53-65. https://doi.org/10.1080/15210960.2019.1574183

He, M. F. (2018). Migrant children schools in contemporary China (a review essay). Multicultural Perspectives, 20(1), 55-58.

He, M. F. (2018). Multiracial/mixed narrative of lives in-between contested race, gender, class, power, and place (a review essay). Multicultural Perspectives, 20(1), 53-55.

Hilpert, J. C., & Marchand, G. C. (2018). Complex Systems Research in Educational Psychology: Aligning Theory and Method. Educational Psychologist, 53, 185-202. https://doi.org/10.1080/00461520.2018.1469411

Marchand, G., Hilpert, J., Bragg, K., & Cummings, J. (2018) Network-based assessment of collaborative research in neuroscience. Alzheimer’s & Dementia, 4, 433-443. https://doi.org/10.1016/j.trci.2018.08.006

Marchand, G. & Hilpert, J. (2018). Design Considerations for Education Scholars Interested in Complex Systems Research. Complicity, 15(1), 1-14 https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1198&context=edpsych_fac_articles

Rahimi, R. & Liston, D.D. (2018) Experiences of Female Dropouts: A Study in South Georgia. Journal of At-Risk Issues, 21(1), 24-31. https://eric.ed.gov/?id=EJ1187174

Reynolds, W. M. (2018). Critical media literacy, social justice and equity in Trumpocalypse. The SoJo Journal. 3(2). (pp. ix-xi). Information Age Publishing, Inc. https://www.infoagepub.com/sojo-issue.html?i=p5ad27f9fe3e5b

Books

Shannon-Baker, P. (2018). Review of the book Promoting inclusion in education abroad: A handbook of research and practice. In H. B. Hamir & N. Gozik (Eds.). Teachers College Record. https://styluspub.presswarehouse.com/browse/book/9781620365564/Promoting-Inclusion-in-Education-Abroad

Brown, S.A. (2018). Constructing Stories Using Language and Digital Art: Voices of Multilingual Learners. In B. Berriz, V. Poey, and A. Wager (Eds.). Arts as a Way of Talking for Emergent Bilingual Youth: A Foundation for Literacy in K-12 Schools. New York: Routledge. https://www.routledge.com/Art-as-a-Way-of-Talking-for-Emergent-Bilingual-Youth-A-Foundation-for-Literacy/Berriz-Wager-Poey/p/book/9780815384526

Ross, S. (2018). Balancing social justice and survival. In A. T. Kemp (Ed.), Dignity of the Calling: Educators share the beginnings of their journeys (pp. 202 – 210). Charlotte, NC: Information Age. https://www.amazon.com/dp/B07LH97ZHB/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

Reynolds, W. M. (2018). Voluntary subservience and capitalist religion in the era of reality television politics. In P. R., Carr, M. Hoechsmann & G. Thesee (Eds.), Democracy 2.0: Media, political literacy and education in the era of corporate and (potentially) participatory Media (pp. 13-26). Leiden, The Netherlands: Brill Sense and Hotei Publishing.

Reynolds, W. M. (2018). Foreword: Fantastic statements, Ridiculous Tweets and the necessity of critical media literacy In C. Z. Goering & P. L. Thomas (Eds.), Critical media literacy and Fake news in Post-truth America (pp. vii-x). Leiden, The Netherlands: Brill Sense and Hotei Publishing. https://www.amazon.com/Critical-Literacy-Post-Truth-America-Literacies/dp/9004365370

DiGregorio, N. & Liston, D. D. (2018). Experiencing Technical Difficulties: Teacher Self-Efficacy and Instructional Technology. In C. B. Hodges (Ed.). Self-efficacy in Instructional Technology Contexts. (pp. 103-118). Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783319998572

Spector, H., Lake, R., & Kress, T. (Eds.). (2018). Maxine Greene and the pedagogy of social imagination: An intellectual genealogy, New York, NY: Routledge. https://www.routledge.com/Maxine-Greene-and-the-Pedagogy-of-Social-Imagination-An-Intellectual-Genealogy/Spector-Lake-Kress/p/book/9780367535827

Lake, R. & Kress, T. (2018). Mamma don’t put that blue guitar in a museum: Greene and Freire’s duet of radical hope in hopeless times. In H. Spector, R. Lake, & T. Kress (Eds). Maxine Greene and the pedagogy of social imagination: An intellectual genealogy. New York, NY: Routledge. https://www.routledge.com/Maxine-Greene-and-the-Pedagogy-of-Social-Imagination-An-Intellectual-Genealogy/Spector-Lake-Kress/p/book/9780367535827

Lake, R.L. (2018). Utopia as praxis: Paulo Freire twenty years after his passing. In P. McLaren & S. Soohoo (Eds.). Radical imagine-nation: Public pedagogy and praxis; New York, NY: Peter Lang. https://www.amazon.com/Radical-Imagine-Nation-Pedagogy-Education-Struggle/dp/1433143798

Kress, T. & Lake, R.L. (2018). Walking with Freire: Exploring the onto-epistemological dimensions of critical pedagogy. Interfaces Científicas-Educação.

Kress, T. & Lake, R.L. (2018). The strong poetry of place: A co/auto/ethnographic journey of connoisseurship, criticality and learning. Cultural studies of science education. MA: Dialogue Path Press. https://doi.org/10.1007/s11422-016-9804-y

He, M. F. (2018). Rethinking and enacting 21st century diversity in hard times (Foreword). In Suniti Sharma & Althier M. Lazar (Eds.), Rethinking 21st century diversity in teacher preparation, k-12 education, and school policy: Theory, research, and practice (pp. v-x, 6 pages). Dordrecht, The Netherlands: Springer International Publishing AG. https://www.springer.com/gp/book/9783030022501

Schubert, W. H., & He, M. F. (2018). Landscapes of education. In Walter S. Gershon (Ed.), Sensuous curriculum: the politics of the senses in education (Volume 9, foreword; pp. ix-xiii). Charlotte, NC: Information Age Publishing. https://www.amazon.com/Sensuous-Curriculum-Politics-Education-Landscapes/dp/1641135824

He, M. F., & Phillion, J. (2018). Research for social justice: Personal~passionate~participatory inquiry. In C. Schlein (Ed.), (Un)learning to teach through intercultural professional development (Volume 10, foreword; pp.ix-xiii, 5 pages). Charlotte, NC: Information Age Publishing. https://www.amazon.com/dp/B0788TZVW4/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

2017

Articles

Gutierrez, A. P., & Price, A. F. (2017). Calibration between undergraduate students’ prediction of and actual performance: The role of gender and performance attributions. The Journal of Experimental Education, 85, 486-500.

Gutierrez de Blume, A. P. (2017). The effects of strategy training and an extrinsic incentive on fourth- and fifth- grade students’ performance, confidence, and calibration accuracy. Cogent Education, 4, 1-17.

Gutierrez de Blume, A. P., Wells, P., Davis, C. A., & Parker, J. A. (2017). “You can sort of feel it:” Exploring metacognition and the feeling of knowing among undergraduate students. The Qualitative Report, 22(7), 2016-2032. https://nsuworks.nova.edu/tqr/vol22/iss7/18/

Marchand, G. C., & Gutierrez, A. P. (2017). Processes involving perceived instructional support, task values, and engagement in graduate education. The Journal of Experimental Education, 85, 87-106.

Stevenson, A. & Beck, S. (2017). Migrant Students’ Emergent Conscientization through Critical, Socioculturally Responsive Literacy Pedagogy. Journal of Literacy Research, 49(2), p. 240 – 272. https://doi.org/10.1177/1086296X16683418

Stevenson, A., Gallard, A., Brkich, K., Bustos Flores, B. Claeys, L., & Pitts, W. (2017). Latinas’ heritage language as a source of resiliency: Impact on academic achievement in STEM fields. Cultural Studies of Science Education.

Hilpert, J. & Husman, J., (2017). Instruction and engagement in post-secondary engineering classrooms: The complexity underlying small effect sizes. Educational Psychology. 37(2), 157-172. http://dx.doi.org/10.1080/01443410.2016.1241379

Nelson, K., McKenna, A., Brem, S., Hilpert, J., Husman, J., & Pettinato, P. (2017). Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations. Journal of Engineering Education. http://onlinelibrary.wiley.com/doi/10.1002/jee.20163/full

Marchand, G., & Hilpert, J. (2017). Complex Dynamic Systems Approaches to Educational Research. [special issued]. Journal of Experimental Education. http://www.tandfonline.com/doi/abs/10.1080/00220973.2016.1247555

Mayes, R, Rittschof, K. A., and Gallant, B., and Martin, C. (2017). Real STEM: An Interdisciplinary STEM Program. Journal of Research in STEM Education, 3(1/2), 1-16. https://j-stem.net/index.php/jstem/article/view/26

Rea, D. (2017). Interview with Eric Jensen: Enriching mindsets for teachers of students in poverty. National Youth-At-Risk Journal, 2(1), 25–38.

Spector, H. Lake, R. and Kress, T. (2017). Maxine Greene and the pedagogy of social imagination: An intellectual genealogy. Review of Education, Pedagogy, and Cultural Studies, 39(1). https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/96/

Lake, R. & Kress, T. (2017). Mamma don’t put that blue guitar in a museum: Greene and Freire’s duet of radical hope in hopeless times. Review of education, pedagogy, and cultural studies. 39(1). https://eric.ed.gov/?id=EJ1130550

Kress, T. & Lake, R.L. (2017). The strong poetry of place: A co/auto/ethnographic journey of connoisseurship, criticality and learning. Cultural studies of science education. https://doi.org/10.1007/s11422-016-9804-y

Rea, D. W., & Zinskie, C. D. (2017). Educating students in poverty: Building equity and capacity with a holistic framework and community school model. National Youth-At-Risk Journal, 2(2). https://doi.org/10.20429/nyarj.2017.020201

Ross, S. (2017). The dialectic of racial justice: Maxine Greene’s contributions to morally engaged and racially just education spaces. Review of Education, Pedagogy, and Cultural Studies, 39(1), 90-105. https://eric.ed.gov/?id=EJ1130471

He, M. F., & Yu, M. (2017). Education for cultural and linguistic diversity in the United States in hard times. Curriculum Perspectives: The Journal of Australian Curriculum Studies Association, 37(2), 205-210. https://files.eric.ed.gov/fulltext/EJ693728.pdf

Books

Brown, S.A. (2017). Digital initiatives for literacy development in elementary classrooms: Engaging research and opportunities. Hershey, PA: IGI Global. https://www.amazon.com/Initiatives-Literacy-Development-Elementary-Classrooms/dp/1522532129

Brown, S.A. (2017). Building on emergent bilinguals’ funds of knowledge using digital tools. In E. Ortileb & E. Cheek Jr. (Eds.). Addressing diversity in literacy instruction. Bingley, United Kingdom: Emerald.

Husman, J., & Hilpert, J. (2017). Extending Future Time Perspective Theory through Episodic Future Thinking Research: A Multidisciplinary Approach to Thinking about the Future. In A. Kostiä & D. Chadee (Eds), Time Perspective. Palgrave. 10.1057/978-1-137-60191-9_12

Lake, R. & Rittschof, K. A. (2017) Using attitude measures and student narratives about diversity to enhance multicultural teaching effectiveness. In Liston, D. D. and Rahimi, R. (Eds.). Promoting social justice through the scholarship of teaching and learning. Bloomington: University of Indiana Press. https://iupress.org/9780253029645/promoting-social-justice-through-the-scholarship-of-teaching-and-learning/

Lake, R. L. & Blunden, A. (2017). Myles Horton and the Highlander Folk School: An enduring exemplar of rural education for democratic engagement. In W. Reynolds (Ed.), Forgotten places: Critical studies in rural education. New York, NY: Peter Lang. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/73/

Lake, R. L. (2017). With a little help from my (mostly white) friends: Searching for invisible members of Sgt. Pepper’s lonely hearts club band. In J. Austin (Ed.), Spinning popular culture as public pedagogy. Rotterdam, The Netherlands. Sense Publishers. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/74/

Liston, D. D. & Rahimi, R. (Eds.) (2017). Promoting Social Justice Through the Scholarship of Teaching and Learning. Indiana University Press: Bloomington, IN. https://www.amazon.com/dp/B0771F7FTT/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

Ross, S. N. (2017) Re-conceptualizing higher education administration for the 21^st century: Servant educational leadership and knowledge for public good in a “post-racial” era. In C. P. Gause (Ed.), Leadership, equity, and social justice in American higher education: A reader. NY: Peter Lang. https://www.google.com/books/edition/Leadership_Equity_and_Social_Justice_in/CFRVvgAACAAJ?hl=en

Ross, S., & Stevenson, A. (2017). When walking the walk changes the talk: Using critical reflection to inform practices of social justice research and social justice education. In D. D. Liston & R. Rahimi (Eds.), Promoting social justice through the scholarship of teaching and learning (pp. 189 – 208). Bloomington, IN: Indiana University Press. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/104/

Morris, M. (2017). Disciplinarity and Interdisciplinarity: The Work of William F. Pinar. In Mary Aswell Doll (Ed.), The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar. (pp. 111-120). NY: Routledge. https://www.taylorfrancis.com/chapters/disciplinarity-interdisciplinarity-william-pinar-complicated-conversation-curriculum-studies-curriculum-studies-marla-morris/e/10.4324/9781315619521-18

He, M. F., & Yu, M. (2017). The education of ethnic minorities. P. R. China. In D. Sharpes (Ed.), Handbook on comparative and international studies in education (pp.441-449). Charlotte, NC: Information Age Publishing. https://www.infoagepub.com/products/Handbook-on-Comparative-and-International-Studies-in-Education

Schubert, W. H., & He, M. F. (2017). Landscapes of education. In W. Tillett (Ed.), Living the questions (Volume 8, foreword; pp. ix-xiii). Charlotte, NC: Information Age Publishing. https://www.amazon.com/Living-Questions-Landscapes-Education-Tillett-ebook/dp/B0788TGTPF

Schubert, W. H., & He, M. F., & J. (2017). Research for social justice: Personal passionate participatory inquiry. In C. Schlein (Ed.), (Un)learning to teach through intercultural professional development (Volume 10, foreword; pp.ix-xiii). Charlotte, NC: Information Age Publishing. https://www.amazon.com/dp/B0788TZVW4/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

2016

Articles

Beck, S. & Stevenson, A. (2016). Shifting Racialized Identities among Mexican Heritage Women of the Rural South: Brown Faces in Black and White Places. Hispanic Journal of Behavioral Sciences, 38(1), 31-54. 10.1177/0739986315623776

Brown, S. A. (2016). Story Nights: An apprenticeship into literacy through bilingual story reading. Teaching Education, 27(3), 286-204. https://eric.ed.gov/?id=EJ1104508

Brown, S.A. (2016). Young learners’ transactions with interactive digital texts using e-readers. Journal of Research in Childhood Education, 30(1), 42-56.

Dubert, C. J., Schumacher, A. M., Locker, L., Gutierrez, A. P., & Barnes, V. A. (2016). Mindfulness and emotion regulation among nursing students: Investigating the mediation effect of working memory capacity. Mindfulness, 7, 1061-1070.

Gutierrez, A. P., & Price, A. F (n.d). Calibration between undergraduate students’ prediction of and actual performance: The role of gender and performance attributions. The Journal of Experimental Education.

Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring: Evidence for distinct accuracy and error factors. Learning and Instruction, 44, 1-10.

Gutierrez de Blume, A. P., Akcaoglu, M., & Chambers, W. L. (2016). Supporting metacognitive awareness and strategy use through digital photography in a rural Title I school. National Youth-At-Risk Journal, 2(1), 20-40.

Griffin, B. W. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction. Studies in Educational Evaluation, 51, 116-125. https://doi.org/10.1016/j.stueduc.2016.10.007

He, M. F. (2016). Exploring an East~West epistemological convergence of embodied democracy in education through cultural humanism in Confucius~Makiguchi~Dewey. Special Issue of The Journal of Curriculum Studies: Rethinking John Dewey’s Democracy and Education on its Centennial, 48(1), 36-57. https://www.tandfonline.com/doi/abs/10.1080/00220272.2015.1088066

He, M. F. (2016). Thriving in-between landscapes of education. (S. Ross & M. F. He, Eds.), Special Issue of The Sophist’s Bane: A Journal of the Society of Professors of Education: Minority women professors venturing on the landscapes of education (pp. 47-56). Carrollton, GA: The Society of Professors of Education. https://societyofprofessorsofeducation.files.wordpress.com/2018/07/sophists-bane-sp-2716.pdf

He, M. F., & Ross, S. (2016). Preamble. (S. Ross & M. F. He, Eds.), Special Issue of The Sophist’s Bane: A Journal of the Society of Professors of Education: Minority women professors venturing on the landscapes of education (p. 4). Carrollton, GA: The Society of Professors of Education. https://societyofprofessorsofeducation.files.wordpress.com/2018/07/sophists-bane-sp-2716.pdf

Hilpert, J. & Husman, J., (2016) Instruction and engagement in post-secondary engineering classrooms: The complexity underlying small effect sizes. Educational Psychology. 00(0), 00-00. http://dx.doi.org/10.1080/01443410.2016.1241379

Husman, J., Hilpert, J. C. and Brem, S. K. (2016). Future time perspective connectedness to a career: The contextual effects of classroom knowledge building. Psychological Belgica, 56(3), 210–225. http://dx.doi.org/10.5334/pb.282 (Journal Impact Factor: 1.107)

Lake, R.L. (2016). Radical love in teacher education praxis: Imagining the real through listening to diverse student voices. International Journal of Critical Pedagogy, (7)3. http://libjournal.uncg.edu/ijcp/article/view/1299

Reynolds, W. M. (2016). Imagine: Radical love abides in cruel unforgiving times. International Journal of Critical Pedagogy, 7(3), 35-49. http://libjournal.uncg.edu/ijcp/article/view/1335

Ross, S. (2016). Dangerous terrain: Reflections of a Black woman teacher educator within predominantly White universities. The Sophist’s Bane, 8(1) 6-11. https://societyofprofessorsofeducation.files.wordpress.com/2018/07/sophists-bane-sp-2716.pdf

Salaz, J., Gutierrez, A. P., & Dykeman, C. (2016). Counselor knowledge of the age-specific features of generalized anxiety disorder in older adults. GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry, 29, 155-162.

Stevenson, A. (2016). A Latina’s journey into academia. The Sophist’s Bane: A Journal of the Society of Professors of Education. Special issue on Minority Women Professors Venturing on the Landscapes of Education. 8(1), 34-37. https://societyofprofessorsofeducation.files.wordpress.com/2018/07/sophists-bane-sp-2716.pdf

Williams-Johnson, M. (2016). Women and anger in higher education. Women in Higher Education, 25(5), 12. https://doi.org/10.1002/whe.20312

Williams-Johnson, M. (2016). Interview with Bettina Love: Creating spaces that matter. National Youth-At-Risk Journal, 2, 10-19. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1051&context=nyar

Zinskie, C. D., & Rea, D. W. (2016). The Every Student Succeeds Act (ESSA): What it means for educators of students at risk. National Youth-At-Risk Journal, 2(1). https://doi.org/10.20429/nyarj.2016.020101

Zinskie, C. D., & Rea, D. W. (2016). By practitioners, for practitioners: Informing and empowering practice through practitioner research. National Youth-At-Risk Journal, 1(2). https://doi.org/10.20429/nyarj.2016.010201

Books, Chapters, Edited Books

Akcaoglu, M., Gutierrez, A. P., Hodges, C. B., & Sonnleitner, P. (2016). Game design as a complex problem-solving process. (R. Zheng & M. K. Gardner, Eds.), Handbook of research on serious games for educational applications (pp. 217-233). Hershey, PA: IGI Global.

Brown, S.A. (2016). E-Journaling in response to digital texts.In L. de Oliveira and T. Silva (Eds.), Second language writing in elementary classrooms: Instructional issues, content-area writing, and teacher education (pp. 13-32). New York: Palgrave/MacMillan. https://www.palgrave.com/gp/book/9781137530974

He, M. F., & Yu, M. (2016). The education of ethnic minorities in P. R. China. In D. Sharpes (Ed.), Handbook on comparative and international studies in education (pp. 441-449). Charlotte, NC: Information Age Publishing. https://www.infoagepub.com/products/Handbook-on-Comparative-and-International-Studies-in-Education

Lake, R. L. & Kress, T. (2016). Wild honey: toward a curriculum of be(e)comings. In W. Reynolds (Ed.). Expanding Curriculum Theory: Dis/positions and lines of flight. (2nd Ed.) New York, NY: Routledge. https://www.amazon.com/Expanding-Curriculum-Theory-positions-Studies/dp/0415715059

Marina, B. & Ross, S. (2016). (Eds.). Beyond retention: Cultivating spaces of equity, justice, and fairness for women faculty of color in U.S. Higher Education. Charlotte, NC: Information Age. https://www.amazon.com/dp/B01FNA0Q82/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

Marina, B., Ross, S., & Robinson, K. (2016). Voices from the margins: Illuminating experiences of African American women senior administrators in higher education. In N. Croom and T. March (Eds.). Envisioning Critical Race Praxis in Higher Education Through Counter-Storytelling, (pp. 89-106). Charlotte, NC: Information Age. https://www.infoagepub.com/products/Envisioning-Critical-Race-Praxis-in-Higher-Education-Through-Counter-Storytelling

Morris, M. (2016). Joe. L. Kincheloe: Marxist Kritik and the Tender-Hearted. (Mary Frances Agnello & William M. Reynolds, Eds.), Practicing Critical Pedagogy (pp. 131-139). NY: Springer. https://link.springer.com/book/10.1007/978-3-319-25847-8

Morris, M. (2016). Curriculum studies guidebooks: Concepts and theoretical frameworks, 2. NY: Peter Lang. https://digitalcommons.georgiasouthern.edu/curriculum-facbookshelf/11/

Reynolds, W. M. (2016). Teaching Disney Critically in the Age of Perpetual Consumption. (J. C. Garlen and J. A. Sandlin, Eds.), Teaching with Disney. (pp. 111-123) New York: Peter Lang. https://www.jstor.org/stable/45157190?seq=1

Reynolds, W. M. (2016). Forward: Critical Social Foundations in the Corporate Academy. (E. Blair & Y. Medina, Eds.), The Social Foundation Reader: Critical Essays on Teaching, Learning, and Leaning in the 21st Century. (pp. xi-xv) New York: Peter Lang. https://www.amazon.com/Social-Foundations-Reader-Critical-Teaching/dp/1433129418

Reynolds, W. M. (2016). Preface: Canonphobia: curriculum as political. (J. M. Paraskeva & S. R. Steinberg, Eds.), Curriculum: Decanonizing the field. (pp. ix-xi). New York: Peter Lang. https://www.amazon.com/Curriculum-Decanonizing-Field-Counterpoints-Book-ebook/dp/B07661F5HT

Reynolds, W. M. (2016). Charles Silberman, crisis in the classroom: The remaking of American education (1970). (J. DeVitis, Ed.) Popular educational classics: A Reader. (pp. 73-81) Peter Lang. https://www.amazon.com/Popular-Educational-Classics-Joseph-DeVitis/dp/1433128330

Reynolds, W. M. (2016). “Daylight again”: “Déjà Vu”: The personal is pedagogical, political and revolutionary”. (J. Austin, Ed.) Spinning popular culture as public pedagogy: Critical reflection and transformative possibilities. (pp.53-63). Sense Publishers. https://www.springer.com/gp/book/9789463008488

Reynolds, W.M. & Webber, J. A. (Eds.). (2016) Expanding curriculum theory: Dis/positions and lines of flight. (2^nd ed.). New York: Routledge. https://www.amazon.com/Expanding-Curriculum-Theory-positions-Studies-ebook/dp/B01EX69JG2

Ross, S. N. (2016). Crooked sticks and straight licks: Strategies for Womanist resistance and resilience in the dirty south. (Denise Taliaferro Baszile, Kirsten T. Edwards, & Nichole A. Guillory, Eds.). Race, gender, and curriculum theorizing: Working in womanish ways (129-146). Lanham, MD: Lexington Books. https://www.amazon.com/Race-Gender-Curriculum-Theorizing-Twenty-First/dp/1498521134

Schutz, P., DeCuir-Gunby, J. & Williams-Johnson, M. (2016) Using multiple and mixed methods to investigate emotions in educational contexts. (M. Zembylas & P. Schutz, Eds). Methodological advances in research on emotions in education. Switzerland: Springer. https://www.springer.com/gp/book/9783319290478

Schubert, W. H., & He, M. F. (2016). Landscapes of education. (W. Tillett, Ed.), Living the questions. (Volume 8, foreword, pp.xiii-xxiii). Charlotte, NC: Information Age Publishing. https://www.amazon.com/Living-Questions-Landscapes-Education-Tillett-ebook/dp/B0788TGTPF

Schubert, W. H., & He, M. F. (2016). Landscapes of education. (R. Swartz, Ronald, From Socrates to Summerhill and beyond: Towards an educational philosophy for personal responsibility). (Volume 7, foreword; pp. xiii-xxiii). Charlotte, NC: Information Age Publishing. https://www.amazon.com/dp/B01I3R4JZI/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

Weaver, J, and Snaza, N. (2016). Against Methodcentrism. (H. Pederson & B. Griffith, Eds.), Educational Philosophy and Theory. (pp. 1-16). Routledge. https://www.tandfonline.com/toc/rept20/current

2015

Articles

Candela, L., Gutierrez, A. P., & Keating, S. (2015). What predicts nurse faculty members’ intent to stay in the academic organization? A structural equation model of a national survey of nursing faculty. Nurse Education Today, 35(4), 580-589.

Gutierrez, A. P., & Schraw, G. (2015). Effects of strategy training and incentives on students’ performance, confidence, and calibration. The Journal of Experimental Education, 83, 386-404.

Rea, D., & Zinskie, C. (2015). Making the American dream a reality for all youth: Introduction to the first issue of the National Youth-At-Risk Journal. National Youth-At-Risk Journal, 1(1), 1–10. [Online Journal via Digital Commons] https://doi.org/10.20429/nyarj.2015.010101

Rea, D. (2015). Interview with Pedro Noguera: How to help students and schools in poverty. National Youth-At-Risk Journal, 1(1), 11–21. [Online Journal via Digital Commons] https://doi.org/10.20429/nyarj.2015.010102

Long, L. H., Rahimi, R. & Liston, D. D. (2015). Student athletes’ perception of sexual harassment. International Journal of Education and Social Science, 2(11), 45-54.

Mayes, R. L., Rittschof, K. R., Forrester, J. H., Schuttlefield, J. D., Watson, L., & Peterson, F. (2015). Quantitative reasoning in environmental science: Rasch measurement to support QR assessment. Numeracy, 8(2), http://dx.doi.org/10.5038/1936-4660.8.2.4

Beck, S. & Stevenson, A. (2015). Migrant students scaffolding and writing their own stories: From socio-culturally relevant enabling mentor texts to collaborative student narratives. Voices from the Middle, 23(1), 59-67. https://digitalcommons.georgiasouthern.edu/teaching-learning-facpubs/47

Stevenson, A. & Ross, S. (2015). Starting young: Emergent Black masculinity and early literacy. Journal of African American Males in Education, 6(1), 75-90. http://journalofafricanamericanmales.com/wp-content/uploads/2015/03/5Stevenson2015.pdf

Brown, S.A. (2015). Transaction circles with digital texts as a foundation for democratic practices. Democracy and Education, 23(2), 1-12. https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1176&context=home

Brown, S.A. (2015). Digital Kinetic Typography as a Tool for Transforming Multimodal Representations of Meaning with Young English Learners. Carlsbad, CA: LRA. 10.3102/0091732X07310586

Brown, S.A. (2015). Poetry in Motion: Transforming Young E-Poets as Literacy Creators. Minneapolis, MN: NCTE

Davis, C. A. & Lester, J.N. (2015). Graduate students’ construction of researcher identities explored through discourse analysis. Qualitative Research in Education.

Davis, C.A. & Ambrose, V.K. (2015). Development of an evidence-based reading fluency program for adult literacy learners. The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education. https://eric.ed.gov/?id=EJ1042780

He, M. F., Ross, S., & Seay, K. (2015). Methodological dilemmas in social justice research. Inaugural Issue of the International Journal of Curriculum, Equity & Social Justice, 1(1), 70-106.

He, M. F. (2015). Thriving in-between landscapes of education. (S. Ross & M. F. He, Eds.), Special Issue of The Sophist’s Bane: A Journal of the Society of Professors of Education: Minority women professors venturing on the landscapes of education.

Robert Lake, Reaching and Teaching Students in Poverty. National youth-at-risk Journal, 1(1) https://doi.org/10.20429/nyarj.2015.010106

He, M. F., Ross, S. N., & Seay, K. (2015). Methodological dilemmas in social justice research in the U.S. South. International Journal of Curriculum, Equity, and Social Justice, 1(1), 71-106.

Books

Reynolds, W. M. (2015). Hey, Hey, My, My”: Joe L. Kincheloe, Friend, Teacher, Scholar, and Musician. (Mary Frances Agnello &William M. Reynolds, Eds.), Practicing Critical Pedagogy: Joe Kincheloe’s Influences in the Field, (pp. 3-11). Springer Publishing. https://doi.org/10.1007/978-3-319-25847-8_1

Agnello, M-F. & Reynolds, W. M. (2015). Introduction. (Mary Frances Agnello & William M. Reynolds, Eds.), Practicing Critical Pedagogy: Joe Kincheloe’s Influences in the Field. Springer Publishing. https://doi.org/10.1007/978-3-319-25847-8_1

Reynolds, W. M. (2015). Critical Pedagogical Praxis: Risk and the Hopeful Struggle. (Bread Porfilio and Derek Ford, Eds.), Leaders in Critical Pedagogy Narratives for Understanding and Solidarity, (pp. 1-17). Sense Publishing. 10.1007/978-94-6300-166-3

Reynolds, W. M. (2015). Charles Silberman, Crisis in the Classroom: The Remaking of American Education (1970). (Joseph DeVitis, Ed.), Popular Educational Classics: A Reader. Peter Lang. https://www.amazon.com/Popular-Educational-Classics-Joseph-DeVitis/dp/1433128330

Morris, M. (2015). Currere as Subject Matter. (M.F. He, B.D. Schultz & W. H. Schubert, Eds.), The Sage Guide to Curriculum in Education. Los Angeles, CA: SAGE. https://www.amazon.com/SAGE-Guide-Curriculum-Education-ebook/dp/B07CCH99CG

Morris, M. (2015). Posthumanist Education and Animal Interiority. (N. Snaza & J. Weaver, Eds.), Posthumanism and Educational Research. NY: Routledge. https://www.amazon.com/Posthumanism-Educational-Routledge-International-Philosophy/dp/1138782351

Morris, M. (2015). Joe L. Kincheloe: Marxist Kritik and the Tender Hearted. (M. Frances Agnello & W.M. Reynolds, Eds.), Practicing Critical Pedagogy: The Influences of Joe L. Kincheloe. NY: Springer. https://www.amazon.com/Practicing-Critical-Pedagogy-Influences-Kincheloe/dp/3319258451/ref=sr_1_1?dchild=1&keywords=Practicing+Critical+Pedagogy%3A+The+Influences+of+Joe+L.+Kincheloe&qid=1607801135&s=books&sr=1-1

Schutz, P., DeCuir-Gunby, J. and Williams-Johnson, M. (2015). Using multiple and mixed methods to investigate emotion in educational contexts. (M. Zembylas and P. A. Schutz, Eds.), Methodological advances in research on emotion and education. New York: Academic Press. https://www.amazon.com/Methodological-Advances-Research-Emotion-Education/dp/3319290479/ref=sr_1_1?dchild=1&keywords=Methodological+advances+in+research+on+emotion+and+education.&qid=1607801221&sr=8-1

Murray, A.P. & Liston, D. D. (2015) Educational Apartheid in Macon, Bibb County, Georgia: An Oral History of Desegregation and Resegregation. (Noblit, G.W.), School Desegregation: Oral Histories Toward Understanding the Effects of White Domination. Sense Publishers: Boston, MA.

Lake, R. L. (2015). Curriculum imagination as subject matter. (M. F. He, B. D Schultz &W. H.Schubert, Eds.), The Guide to Curriculum in Education. Thousand Oaks, CA: Sage Publications. https://www.amazon.com/SAGE-Guide-Curriculum-Education-ebook/dp/B07CCH99CG

Moore, M.T., Zancanella, D.Z., & Avila, J. (2015). National standards in policy and practice. (Dominic Wyse, Louise Hayward and Jessica Pandya, Eds). The Sage Handbook of Curriculum, Pedagogy and Assessment. (pp. 984-996). London. https://www.amazon.com/SAGE-Handbook-Curriculum-Pedagogy-Assessment/dp/1446297020

Beck, S. & Stevenson, A. (2015). “Someday I’m going to have papers!” (¡Algún Día, Yo Voy a Tener Papeles!) Mixed-status families in the rural South. (A. Schueths & J. Lawston, Eds.), Living together, living apart: Mixed status families and US immigration policy. Seattle: University of Washington Press. https://www.amazon.com/Living-Together-Apart-Families-Immigration/dp/0295995300

Brown, S. A. (2015). A unit of study with graphic novels. (Boni Hamilton, Ed.), Integrating Technology in the Classroom: Tools to Meet the Needs of Every Student. Washington, DC: International Society for Technology Integration. https://www.amazon.com/Integrating-Technology-Classroom-Tools-Student/dp/1564843459

Brown, S. A. (2015). Reading with Nook e-readers. (Boni Hamilton, Ed.), Integrating Technology in the Classroom: Tools to Meet the Needs of Every Student. Washington, DC: International Society for Technology Integration. https://www.amazon.com/Integrating-Technology-Classroom-Tools-Student/dp/1564843459

Brown, S. A. (2015). Moving Text: An Early Childhood Exploration of Poetry. Whole Language Umbrella. Atlanta, CA: NCTE.

Ross, S. N. (2015). The Womanist/Black feminist milieu. (M. F. He, W. H. Schubert, & B Scultz, Eds.), Sage Guide to Curriculum in Education (pp. 358-366). Thousand Oaks, CA: Sage https://us.sagepub.com/en-us/nam/the-sage-guide-to-curriculum-in-education/book240926

2014

Articles

Brown, S.A. (2014). Young English learners’ retrospective analysis of fluency using e-readers. Perspectives and Provocations, 4(1), 51-76. https://www.earlychildhoodeducationassembly.com/young-english-learners-retrospective-analysis-of-fluency-using-e-readers.html

He, M. F. (2014). Creative insubordination in an unjust world. In S. Ross & M. F. He (Eds.), Special Issue of The Sophist’s Bane: A journal of the society of professors of education: Minority women professors venturing on the landscapes of education. https://societyofprofessorsofeducation.files.wordpress.com/2018/07/sophists-bane-sp-2716.pdf

He, M. F, Sapp, J., Botelho, M. J., Nuñez, I., Scott–Simmons, W. & Johnson, L. (2014). Part V: Guide to New Resources. Multicultural Perspectives: An Official Journal of the National Association for Multicultural Education, 16(4), 245-251. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edb&AN=95807179&custid=gso1&custid=gso1&groupid=main&profile=eds

Hilpert, J., Carrion, M. L., & Husman, J. (2014). Gender differences in engineering students’ imagined futures. Journal of Women and Minorities in Science and Engineering. 10.1615/JWomenMinorScienEng.2014007079

Morris, M. (2014). Loss, melancholy and reverie in education. The Journal of Arts and Humanities, 3(2), 21-29. https://theartsjournal.org/index.php/site/article/view/348

Ross, S. N. (2014). Diversity and intergroup contact in higher education: Exploring possibilities for democratization through social justice education. Teaching in Higher Education, 18(8), 870-881. https://doi.org/10.1080/13562517.2014.934354

Schraw, G., Kuch, F., Gutierrez, A. P., & Richmond, A. (2014). Exploring a three-level model of calibration accuracy. Journal of Educational Psychology, 106, 1192-1202.

Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., & Weaver, J. (2014). Toward a post-humanist education. JCT: Journal of Curriculum Theorizing, 30(2), 39-55. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edb&AN=100034205&custid=gso1&custid=gso1&groupid=main&profile=eds

Snaza, N., Appelbaum, P., Bayne, S., Carlson, D., Morris, M., Rotas, N., Sandlin, J., Wallin, J., & Weaver, J. (2014). Toward a Posthuman Education. The Journal of Curriculum Theorizing, 30(2), 39-55. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/47/

Stevenson, A. D. (2014). “Why in This Bilingual Classroom…Hablamos Más Español?” Language Choice by Bilingual Science Students. Journal of Latinos and Education, 1-15.

Stevenson, A. (2014). Significance of prior knowledge activation: A close look at a bilingual kindergarten student’s response to a poem. Georgia Journal of Reading 37(1), 14-17.https://works.bepress.com/alma-stevenson/9/

Books

Bailey, C. and Davis, C. A. (2014). “We’re there to care for them as a whole:” Art and reflection in the clinical nursing experience. In V. Caputi (Ed.) Innovations in Nursing Education: Building the Future of Nursing. (pp. 119-134). Philadelphia, PA: Lippencott, Williams, & Wilkins. https://www.amazon.com/Innovations-Nursing-Education-Building-Future/dp/1934758183

Brown, S.A. (2014). Young writers create digital e-books using Nooks. In R. Anderson and C. Mims (Eds.). Digital Tools for Writing Instruction in K-12 Settings. https://files.eric.ed.gov/fulltext/ED555626.pdf

Dagostino, V. and Lake, R. L. (2014). The dialectic of positive freedom and the praxis of being. In S. J. Miri, R. L. Lake, & T. Kress (Eds.). Reclaiming the sane society: Essays on Erich Fromm’s thought. Rotterdam, The Netherlands: Sense Publishers. https://www.springer.com/gp/book/9789462096073

Davis, C. A. (2014). Youths transitioning as adult learners. In C. A. Davis & J. S. Olson (Eds.), New Directions for Adult and Continuing Education Series, Meeting the Transitional Needs of Young Adult Learners, (pp. 63–72). San Francisco, CA: Jossey-Bass. https://onlinelibrary.wiley.com/toc/15360717/2014/2014/143

Davis, C.A. and Olson, J. (Eds). (2014). Meeting the transitional needs of young adult learners. New Directions for Adult and Continuing Education Series, Vol. 143. Jossey -Bass, San Francisco, CA. https://onlinelibrary.wiley.com/toc/15360717/2014/2014/143

Gilpin, L.S. & Liston, D. (2014). Guardian of the Status Quo or Agent of Change?: An Exploration of the Role of Identity in the School. In Jenlink, P. (Ed.) Teacher Identity and the Struggle for Recognition: Meeting the Challenges of a Diverse Society. Rowman and Littlefield: Lanham, MD. https://www.amazon.com/Teacher-Identity-Struggle-Recognition-Challenges/dp/1607095750

He, M. F. (2014). Diving into life and writing into contradiction. In I. Nuñez, C. T. Laura, & R. Ayers (Eds.), Diving in: Bill Ayers and the art of teaching into the contradiction. https://www.amazon.com/Diving-Bill-Ayers-Teaching-Contradiction/dp/080775577X

Ibrahim, A., & Steinberg, S. (2014). Posthuman(ist) youth: Control, play, and possibilities. In S. Steinberg, A. Ibrahim, L. Hutton (Eds.) Critical Youth Studies Reader (pp. 349-359). New York: Peter Lang. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=cat06429a&AN=gso.9915015203802950&custid=gso1&custid=gso1&groupid=main&profile=eds

Lake, R. L. (2014). Agitation with a smile: Howard Zinn’s legacies and the future of activism. In S. Bird, A. Silver, & J. Yesnowitz (Eds.). Teachers College Record, 116(3). Maudlin, J. & Chapman, D. E. (2014) Critical Media Literacy in the Digital Age. Sage. https://digitalcommons.georgiasouthern.edu/teaching-learning-facpubs/54/

Lake, R. L. (2014) Diddley bows, banjars. and backbeats: The rhythm and sounds of personal agency from Southern African-America. In W. Reynolds (Ed.). Critical Studies of Southern Place: A Reader. New York, NY: Peter Lang. https://www.amazon.com/Critical-Studies-Southern-Place-Counterpoints/dp/1433122502

Miri, S.J., Lake, R. L. & Kress, T. (Eds.) (2014). Reclaiming the sane society: Essays on Erich Fromm’s thought. Rotterdam, The Netherlands: Sense Publishers. https://www.springer.com/gp/book/9789462096073

Moore, M. T. , Zancanella, D. & Avila, J. (2014). Text complexity: The battle for critical literacy in the common core state standards. In J. Pandya & J. Avila (Eds.) Moving critical literacies forward: A new look at praxis across contexts. New York, NY: Routledge. https://www.routledge.com/Moving-Critical-Literacies-Forward-A-New-Look-at-Praxis-Across-Contexts/Pandya-Avila/p/book/9780415818148

Moore, M. T. (2014). Service Learning and the Field Based Literacy Methods Course. In P. Smagorinsky and V. Kinloch (Eds.), Service Learning in Literacy Education. Information Age Publishing. https://www.infoagepub.com/products/Service-Learning-in-Literacy-Education

Morris, M. (2014). Posthumanist Education and Animal Interiority. In Nathan Snaza & John Weaver (Eds.), Posthumanism and Educational Research. New York: Routledge. https://www.routledge.com/Posthumanism-and-Educational-Research/Snaza-Weaver/p/book/9781138286979

Paugh, P., Kress, T., & Lake, R. L. (Eds.) (2014). Teaching towards democracy with postmodern and popular culture texts. Rotterdam, The Netherlands: Sense Publishers. https://www.springer.com/gp/book/9789462098756

Reynolds, W. M. (Ed.). (2014). Critical studies of Southern Place: A Reader. New York: Peter Lang. https://www.amazon.com/Critical-Studies-Southern-Place–Counterpoints/dp/1433122502#:~:text=Critical%20Studies%20of%20Southern%20Place%3A%20A%20Reader%20critically%20investigates%20and,notion%20of%20a%20Southern%20epistemology.

Reynolds, W. M. (2014). Where are the mockingjays? The commodification of monstrous children and rebellion. In A. Ibrahim & Steinberg, S. (Eds.). Critical youth studies reader. (pp. 490-501). New York: Peter Lang. https://www.amazon.com/Critical-Youth-Studies-Reader-Preface-ebook/dp/B0768HT52T

Reynolds, W. M. (2014). Neo-Post-Urban-Noir graphic novels and critical literacy: The hard connection, In P. Paugh, T. Kress & R. Lake (Eds.). Critical and new literacies: Teaching toward democracy with post-modern and popular culture texts. (pp. 20-35). Boston: Sense publishing. https://brill.com/view/title/37624

Reynolds, W. M. (2014). Reforming the schooling of neoliberal, perpetual zombie desire, In P. L. Thomas, B. Porfilio, J. Gorlewski, & P. Carr (Eds.). Social Context reform: A pedagogy of equity and opportunity. https://www.amazon.com/Social-Context-Reform-Opportunity-Routledge/dp/1138788619

Rychly, L. & Lake, R. L. (2014). Exploring the tensions between narrative imagination and official knowledge through the life of Pi. In P. Paugh, T. Kress, & R. L. Lake (Eds.) Critical and new literacies: Teaching towards democracy with/in/through postmodern and popular culture texts. Rotterdam, The Netherlands: Sense Publishers. https://www.springer.com/gp/book/9789462098756

2013

Articles

Brown, S. A. (2013). A blended approach to reading and writing graphic stories. The Reading Teacher, 67(3), 206-217. https://doi.org/10.1002/TRTR.1211

Brown, S. A. (2013). An analysis of the discourse and actions of reading conferences with English learners: A situated perspective. Literacy Research and Instruction, 52(1), 130-149. https://doi.org/10.1080/19388071.2012.742601

Chambers, W. L., Smith, L. P., Orvis, J. N., & Caplinger, C. (2013). Developing a topic-centered first-year seminar with an emphasis on information literacy at a large regional university. College and Undergraduate Libraries, 20(1), 52-71.https://doi.org/10.1080/10691316.2013.761077

He, M. F. (2013). East-West epistemological convergence of humanism in language, culture, identity, and education: Confucius-Makiguchi-Dewey[Special Issue]. Journal of Language, Identity, and Education, 12(1), 61-70. https://doi.org/10.1080/15348458.2013.748430

He, M. F. (2013). Thriving in struggling in-between landscapes of education. [Special Issue]. The Sophist’s Bane: A Journal of The Society of Professors of Education: Minority Women Professors Venturing on The Landscapes of Education. https://societyofprofessorsofeducation.files.wordpress.com/2018/07/sophists-bane-sp-2716.pdf

He, M. F., & Ross, S. (2013). Introduction: Narrative of curriculum in the U. S. South: Lives in-between contested race, gender, class, and power. [Special Issue]. Journal of Curriculum Theorizing, 28(3), 1-9.

Hilpert, J. & Brem S. K. (2013). Dissatisfaction and engagement as motivators of conceptual change in a naturalistic internet based search about HPV. Electronic Journal of Research in Educational Psychology, 11(2), 285-310.

Hilpert, J, Stempien, J., Van der Hooven Kraft, K., & Husman, J. (2013). Examining the factor structure of the MSLQ: A new conceptualization of an established questionnaire. Sage Open, 3(4).

Mottern, R., Davis, C. A., & Ziegler, M.F. (2013). Forced to learn: Community-based correctional education. Journal of Qualitative Criminal Justice & Criminology, 1(2), 318-346. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/2/

Reynolds, W. M. (2013). Militainment and War; How Long Must We Sing This Song? Peace Studies Journal, 6(3), 44-61.

Ross, S. N. (2013). Examining the role of facilitated conflict on student learning outcomes in a diversity education course. International Journal for the Scholarship of Teaching and Learning, 7(1), 1-18. https://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss1/9/

Ross, S. (2013). The politics of politeness: Theorizing race, gender, and education in White Southern space. Understandings Emerging from the Southern Mist: The curriculum of place. 412, 143-160. https://www.jstor.org/stable/42981822

Stevenson, A. (2013). How fifth grade Latino/a bilingual students use their linguistic resources in the classroom and laboratory during science instruction. Cultural Studies of Science Education, 8(4), 973-989.

Books or Chapter(s) within a Book

Connery, M. C. & Lake, R. L. (2013). A blueprint for architecture of accomplishment. In R. Lake and M. C. Connery (Eds.) Constructing a community of thought: Letters on the scholarship, teaching and mentoring of Vera John-Steiner. New York, NY Peter Lang Publishers. https://www.amazon.com/Constructing-Community-Thought-Scholarship-John-Steiner/dp/1433119161

Chambers, W. L. (2013). Cognitive and language development: The child’s journey. Dubuque, IA: Kendall Hunt. https://he.kendallhunt.com/product/cognitive-and-language-development-childs-journey

He, M. F., Haynes, A., Janis, S. E., Ward, C., Pantin, M. M., & Mikell, C. (2013). Teaching courageously in-between contested race, gender, class, and power in the U. S. South. A curriculum of place: Understandings emerging through the Southern mist, 412, 109-141. https://www.peterlang.com/view/title/21703

Lake, R. L. & Kress, T. M (2013). A dialogue between Marx and Freire. In R. Lake and T. Kress (Eds.), Paulo Freire’s intellectual roots: Toward historicity in praxis. New York, New York: Continuum Publishers. https://www.bloomsbury.com/us/paulo-freires-intellectual-roots-9781441195234/

Lake, R. L. & Dagostino, V. (2013). Converging self/other awareness: Erich Fromm and Paulo Freire on transcending the fear of freedom. In R. Lake and T. Kress (Eds.), Paulo Freire’s intellectual roots: Toward historicity in praxis. New York, NY: Continuum Publishers. https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/82/

Lake, R. L. & Kress. T. (2013). Paulo Freire’s intellectual roots: Toward historicity in praxis. New York, NY: Continuum Books. https://www.bloomsbury.com/us/paulo-freires-intellectual-roots-9781441111845/

Lake, R. L. & Connery, M. C. (2013). Constructing a community of thought: Letters on the scholarship, teaching and mentoring of Vera John-Steiner. New York, NY: Peter Lang. https://www.amazon.com/Constructing-Community-Thought-Scholarship-John-Steiner/dp/1433119161

Lake, R. L. (2013). Bridges are made for movement. In R. Lake & M. C. Connery (Eds.) Constructing a community of thought: Letters on the scholarship, teaching and mentoring of Vera John-Steiner. New York, NY: Peter Lang Publishers. https://www.amazon.com/Constructing-Community-Thought-Scholarship-John-Steiner/dp/1433119161

Lake, R. L. (2013). A curriculum of imagination in an era of standardization: An imaginative dialogue with Maxine Greene and Paulo Freire. In W. Schubert & M. Fang He (Eds.), Charlotte, NC: Information Age Publishers. https://www.amazon.com/Curriculum-Imagination-Era-Standardization-Imaginative/dp/162396265X

Lake, R. L. (2013). Sailing with Septima: A curricular journey through the Jim Crow south. In W. Reynolds (Ed.), A curriculum of place: Understandings emerging through the southern mist. New York, NY: Peter Lang Publishers. https://www.amazon.com/curriculum-place-Understandings-Emerging-Counterpoints/dp/1433113333

Liston, D. & Rahimi, R. (2013). Taking Toll: The Impact of Sexual and Gender Harassment in the Lives of Middle and High School Students. In J. Hall (Ed). Children’s Human Rights and Public Schooling in the US. Sense Publishers: Boston. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1032&context=curriculum-facpubs

Moore, M. T. , Zancanella, D. & Avila, J. (2013). Text complexity: The battle for critical literacy in the common core state standards. In J. Pandya and J. Avila (Eds.) Moving critical literacies forward: A new look at praxis across contexts. New York, NY: Routledge. https://www.academia.edu/41423864/Text_Complexity_The_Battle_for_Critical_Literacy_in_the_Common_Core_State_Standards

Moore, M.T. (2013). Issues and Trends in Writing. In M. McKenna, R. Robinson, & J. Wedman (Eds.), Issues and trends in literacy education (5th Ed.). Needham Heights: MA: Allyn & Bacon. https://www.pearson.com/store/p/issues-and-trends-in-literacy-education/P100002010209/9780132316415

Rahimi, R. & Liston, D. (2013). Campus Conflicts: College Students’ Perceptions of Heterosexism and Homophobia in Colleges and Universities. In J. Devitis, (Ed). Contemporary Colleges and Universities: A Reader. Peter Lang Publishers: New York. https://www.amazon.com/Contemporary-Colleges-Universities-Adolescent-Cultures/dp/1433116014

Reynolds W. M. (Ed.). (2013). A Curriculum of Place: Understandings Emerging through the Southern Mist. New York Peter Lang Publishers. https://www.amazon.com/curriculum-place-Understandings-Emerging-Counterpoints/dp/1433113333

Reynolds, W. M. (2013). Liberation Theology and Paulo Freire: On the Side of the Poor, In R. Lake and T. Kress (Eds.), Paulo Freire’s Intellectual Roots: Toward Historicity in Praxis (pp. 127-145). Continuum Press. https://www.bloomsbury.com/us/paulo-freires-intellectual-roots-9781441111845/

Reynolds, W. M. (2013). The Era of Recruitment: The Militarization of Everything, In J. Gorlewski & B. Porfilio (Eds.), Left Behind in the Race to the Top: Realities of School Reform. Information Age Press. https://www.amazon.com/Left-Behind-Race-Top-Realities/dp/1623963281

Last updated: 5/17/2022

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