Publications Department of Administration Leadership and Technology

• Gary Anderson - Professor of Educational Administration
  • Anderson, G.L. (2009) Advocacy Leadership: Toward a Post-Reform Agenda in Education. New York: Routledge. (view)
  • Anderson, G. L. (2009). The politics of another side: Truth-in-military-recruiting advocacy in an urban school district. Journal of Educational Policy, 23(1), 267-291.
  • Anderson, G.L., Herr, K., and Nihlen, A. (2007). Studying your own school: An educator's guide to practitioner action research. (2nd edition) Thousand Oaks, CA: Corwin Press. (First Edition, 1994)
  • Anderson, G.L. and Herr, K. (Eds.) (2007). Encyclopedia of Activism and Social Justice (Three Volumes) Thousand Oaks, CA: Sage Pub. (link)
  • Alexander, B, Anderson, G.L., Gallegos, B. (Eds.) (2005). Performance theory and education: Power, pedagogy, and the politics of identity. Mahwah, NJ: Lawrence Erlbaum.
  • Herr, K. and Anderson, G.L.(2005). The action research dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage Pub.
  • Anderson, G.L. and Montero-Sieburth, M. (Eds.) (1997). Educational qualitative research in Latin America: The struggle for a new paradigm.
  • Blase, J. and Anderson, G.L. (1995) The micropolitics of educational leadership: From control to empowerment. New York: Teachers College Press
  • Anderson, G.L. (2007) Media's Impact on Educational Policies and Practices: Political Spectacle and Social Control. The Peabody Journal of Educaton.
  • Anderson, G.L. and Pini, M. (2005) Educational Leadership and The New Economy: Keeping the "Public" in Public Schools. In G.L. Anderson (Ed.) Vol. 3 Politics, Policy, and School Reform. In F. English, (Ed.) The Handbook of Educational Leadership. Newbury Park, CA: Sage Pub.
  • Anderson, G.L. (2005, September 27). Academia and activism: An essay review of Jean Anyon's Radical Possibilities. Education Review, 8(1), 1-14.
  • Anderson, G.L. (2004). Performing School Reform in the Age of the Political Spectacle. In B. Alexander, G. Anderson, B. Gallegos (Eds.) Performance theory and education: Power, pedagogy, and the politics of identity. Mahwah, NJ: Lawrence Erlbaum
  • Herr, K. and Anderson, G. (2003). Violent youth or violent schools?: A critical incident analysis of symbolic violence. International Journal of Leadership in Education 6(4), 415-434.
  • Anderson, G.L. (2002). Reflecting on Research for Doctoral Students in Education. Educational Researcher,31(7), 22-25.
  • Anderson, G.L. and Pini, M. (2005) Educational Leadership and The New Economy: Keeping the "Public" in Public Schools. In F. English, (Ed.) The Handbook of Educational Leadership. (pp. 216-236) Newbury Park, CA: Sage Pub.
  • Anderson, G.L. (2002). A critique of the test for school leaders. Educational Leadership, 59(8), 67-70.
  • Anderson, G.L. (2001). Disciplining leaders. A critical discourse analysis of the ISLLC national examination and performance standards in educational administration. International Journal of Leadership in Education (4), 3, 199-216.
  • Anderson, G.L. (2001). Promoting educational equity in a period of growing social inequity: The silent contradictions of Texas reform discourse. Education and Urban Society, 53(3), 320-332.
  • Anderson, G.L. (2001). Hacia una participacion autentica: Deconstruyendo los discursos de las reformas paricipativas en educacion. In Narodowski, Mariano; Nores, Milagros & Andrada, Myrian (eds.) Nuevas tendencias en políticas educativas. Buenos Aires: Temas/Fundación Gobierno & Sociedad.
  • Anderson, G.L. and Jones, F. (2000). Knowledge generation in educational administration from the inside-out: The promise and perils of site-based, administrator research. Educational Administration Quarterly, 36(3), 428-464.
  • Anderson, G.L. and Herr, K. (1999). The new paradigm wars. Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12-21.
  • Anderson, G.L. (1998). Toward authentic participation: Deconstructing the discourse of participatory reforms. American Educational Research Journal, 35 (4), 571-606.
  • Anderson, G.L. and Grinberg, J. (1998). Educational administration as a disciplinary practice: Appropriating Foucault's view of power, discourse, and method. Educational Administration Quarterly, 34(3), 329-353.
  • Herr, K., and Anderson, G.L. (1997). Identity politics and student voice: The cultural politics of identity: Student narratives from two Mexican secondary schools. International Journal of Qualitative Studies in Education, 10(1), 45-61.
  • Anderson, G.L. (1994). The cultural politics of qualitative research in education: Confirming and contesting the canon. Educational Theory, 44(1), 225-237.
  • Anderson, G.L. and Irvine, P. (1992). Informing critical literacy with ethnography. In C. Lankshear and P. McLaren (Eds.) Critical literacy: Politics, praxis, and the postmodern. Albany: State University of New York Press.
  • Anderson, G.L. (1990). Toward a critical constructivist approach to school administration: Invisibility, legitimation, and the study of non-events. Educational Administration Quarterly, 26(1), 38-59.
  • Anderson, G.L. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59(3), 249-270.
• Laurie Behringer - Visiting Assistant Professor of Higher Education
  • Mayhew, M.J., Klein, S., Behringer, L.B., Ulrich, A., Caldwell, R., & Hourigan, A. (2011). Curricular infusion and high-risk drinking among first-year students. Journal of the First-year Experience and Students in Transition, 23(2).
  • Parker, T.L., Bustillos, L.T., & Behringer, L.B. (2010). Remedial and developmental education policy at a crossroads. Getting Past Go & Policy Research on Preparation Access and Remedial Education (PRePARE)
  • Teranishi, R.T., Behringer, L.B., Grey, E.A., & Parker, T.L. (2009) Critical race policy research on Asian Americans and Pacific Islanders in U.S. higher education. New Directions for Institutional Research, 142, 57-68.
  • Bryant, A.N., Wickliffe, K., Mayhew, M.J. & Behringer, L.B. (2009). Developing an assessment of college students’ spiritual experiences: The collegiate religious and spiritual climate survey. Journal of College and Character, 10(6).
  • Teranishi, R. T. & Behringer, L. (2008). Equity in Higher Education. In T. L. Good (ed.), 21st Century Education: A Reference Handbook. Thousand Oaks: Sage.
• Mary E. Driscoll - Associate Professor of Educational Administration; Department Chair
  • Driscoll, Mary Erina. (2001). The sense of place and the neighborhood school: Implicatins for building social capital and for community development. In R. Crowson (Ed.), Community Development and School Reform (New York: JAI/Elseveier), pp. 19-42.
  • Driscoll, Mary Erina and Goldring, Ellen. (2005). How can school leaders incorporate communities as contexts for student learning? In W .Firestone and C. Riehl (Eds.), A new agenda for research in educational leadership (New York: Teachers College Press),pp. 61-80
  • Driscoll, Mary Erina. (2007). The Circus Animals' Desertion: Lessons for Leadership in the Work of Philip W. Jackson. In D.Hansen, M.E. Driscoll, & R. Arcilla (Eds.), To Watch the Water Clear: Philip W. Jackson and the Practice of Education (New York: Teachers College Press).
  • Hansen, D., Driscoll, M.E., and Arcilla, R., (Eds.) (2007) To watch the water clear: Philip W. Jackson and the Practice of Education. New York: Teachers College Press.
• Christopher Hoadley - Associate Professor; Digital Media Design for Learning and Educational Communication and Technology
  • Hoadley, C. (2007). Theories and methods from learning sciences for e-learning. In R. Andrews & C. Haythornthwaite (Eds.), Handbook of E-Learning Research (pp. 139-156). Thousand Oaks, CA: SAGE Publications. (link)
  • Lee, J. J., & Hoadley, C. (2007). Leveraging identity to make learning fun: Possible selves and experiential learning in Massively Multiplayer Online Games (MMOGs). Innovate, 3(6). (link)
  • Ronen Fuhrmann, T., Kali, Y., & Hoadley, C. (2008). Helping education students understand learning through designing. Educational Technology, 48(2), 26-33.
  • Cox, C. D., Harrison, S., & Hoadley, C. (2009). Applying the "studio model" to learning technology design. In C. diGiano, S. Goldman & M. Chorost (Eds.), Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools (pp. 145-164). New York: Routledge. (view)
  • Hoadley, C., & Cox, C. D. (2009). What is design knowledge and how do we teach it? In C. diGiano, S. Goldman & M. Chorost (Eds.), Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools (pp. 19-35). New York: Routledge. (view)
  • Hoadley, C. (2009). Social Impacts of Mobile Technologies for Children: Keystone or Invasive Species? In A. Druin (Ed.), Mobile Technology for Children (pp. 63-81). Boston: Morgan Kaufmann (Elsevier). (view)
  • Ke, F., & Hoadley, C. (2009). Evaluating Online Learning Communities. Educational Technology Research and Development, 57(4), 487-510. [Available: http://dx.doi.org/10.1007/s11423-009-9120-2 ] (view)
  • Hoadley, C. (2010). Roles, design, and the nature of CSCL. Computers in Human Behavior, 26, 551-555. [Published online 23 Sept 2009. Available: http://dx.doi.org/10.1016/j.chb.2009.08.012 ] (view)
  • Hoadley, C., Xu, H., Lee, J. J., & Rosson, M. B. (2010). Privacy as Information Access and Illusory Control: The Case of the Facebook News Feed Privacy Outcry. Electronic Commerce Research and Applications, 9(1), 50-60. [Published online 10 May 2009. Available: http://dx.doi.org/10.1016/j.elerap.2009.05.001] (view)
  • Hoadley, C., Honwad, S., & Tamminga, K. (2010). Technology-supported cross-cultural collaborative learning in the developing world. In P. Hinds, A.-M. Søderberg, R. Vatrapu, T. Ishida, M. Maznevski & G. M. Olson (Eds.), Third International Conference on Intercultural Collaboration (pp. 131-140). Copenhagen: Association for Computing Machinery. (link)
  • Hoadley, C. & Van Haneghan, J. (2011). The Learning Sciences: Where they came from and what it means for instructional designers. In Reiser, R.A., & Dempsey, J.V. (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 53-63). New York: Pearson. (view)
  • Lomas, D., Ching, D., Patel, K., Hoadley, C., & Kam, M. (2011). When a console game becomes CSCL: Play, participatory learning and 8-bit home computing in India. In N. Law (Ed.), Proceedings of Computer Supported Collaborative Learning 2011 (pp. 671-675). Hong Kong: International Society of the Learning Sciences. (view)
  • Hoadley, C. (2011). The lifecycle of knowledge as seen from the learning sciences. Position statement shared at the ReX2: The Re:Enlightenment Exchange. http://www.reenlightenment.org/exchangelondon (view)
  • Hoadley, C. (2012). What is a community of practice and how can we support it? In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (Second ed., pp. 287-300). New York: Routledge. (view)
  • Dennen, V. P., & Hoadley, C. (in press). The design of collaborative learning through computer support. In C. E. Hmelo-Silver, C. A. Chinn, C. Chan & A. M. O'Donnell (Eds.), International handbook of collaborative learning. New York: Routledge.
  • Hoadley, C., & Fabian, C. (in press). Adolescent girls and technology: Supporting participatory engagement. In A. Minujin (Ed.), Adolescent Girls-Cornerstone of Society: Building Evidence and Policies for Inclusive Societies. New York: UNICEF.
• Colleen Larson - Associate Professor of Educational Administration
  • Larson, C. & Murtadha, K. (2002). Leadership for social justice. In J. Murphy (Ed). The educational leadership challenge: Redefining leadership for the 21st century. NSSE Yearbook. Chicago: University of Chicago Press.
  • Larson, C. and Ovando, C. (2001). The color of bureaucracy. Wadsworth Press: Belmont, CA.
  • Larson, C. "Re-presenting the subject: Problems of collaboration in autobiography and personal narrative inquiry." International Journal of Qualitative Studies in Education, 10(4) 1997.
  • Larson, C. (1991). "Transforming management philosophy: Beyond the illusion of change. In C. Larson & H. Preskill (Eds). Organizations in Transition"San Francisco: Jossey Bass.
• Valerie Lundy-Wagner - Assistant Professor/Faculty Fellow
  • Lundy-Wagner, V. (in press). Is it really a man's world? Reconsidering Black men in STEM at HBCUs. Journal of Negro Education.
  • Lundy-Wagner, V. (accepted for publication with revision). “Class”ifying ethnicity/race and gender: A critical race feminist critique of bachelor’s degree completion research. InterActions: UCLA Journal of Education & Information Studies.
  • Ohland, M., Orr, M.K., Lundy-Wagner, V., Veenstra, C., & Long, R.A. (2012). “Viewing engineering student retention through a socioeconomic lens,” In C. Baillie, A. L. Pawley, and D. Riley (Eds.) Engineering and Social Justice: In the university and beyond. Indiana: Purdue University Press.
  • Lundy-Wagner, V. & Turner, H. (2012). “Do Charter Schools Work for African-American Children? Separating Opinion from Evidence,” In D. Slaughter-Defoe, H. Stevenson, E. Arrington, & D.J. Johnson (Eds.) Black Educational Choice in a Climate of School Reform: Assessing the Private and Public Alternatives to Traditional K-12 Public School. California: Praeger/ABC-CLIO.
  • Lundy-Wagner, V.C. & Gasman, M. (2011). When gender issues are not just about women: Reconsidering Black men at historically Black colleges and universities. Teachers College Record, 113(5), 934-968.
  • Gasman, M., Lundy-Wagner, V.C., Ransom, T., & Bowman, N. (2010). Unearthing Promise and Potential: Our Nation’s Historically Black Colleges and Universities. San Francisco, CA: Jossey-Bass Publishers
  • Perna, L.W., Lundy-Wagner, V., Yee, A., Brikk, L., & Tedal, T. (2010). “Showing Them the Money: The Role of Institutional Financial Aid Policies and Communication Strategies in Attracting Low-income Students,” In. Adrianna Kezar (Ed.) Improving College Opportunity for Low-Income Students. New York: Routledge.
  • Perna, L.W., Lundy-Wagner, V.C., Drezner, N.D., Gasman, M., Yoon, S., Bose, E., & Gary, S. (2009). The contribution of HBCUs to the preparation of African American women for STEM careers: A case study,” Research in Higher Education, 50(1), 1-23.
  • Perna, L.W., Gasman, M., Gary, S., Lundy-Wagner, V., & Drezner, N.D., (2009). “Identifying Strategies for Increasing Attainment of Underrepresented Groups in STEM Fields: Lessons from a Study of one HBCU,” In S. Harper, C. Newman, and S. Gary (Eds.) Students of Color and STEM: Constructing a New Research Agenda. California: Jossey-Bass.
  • Gasman, M., Perna, L., Yoon, S., Drezner, N.D., Lundy-Wagner, V.C., Bose, E., & Gary, S. (2009). “The Path to Graduate School in Science and Engineering for Underrepresented Students of Color,” In M. Howard-Hamilton, C.L. Morelon-Quianoo, S.D. Johnson, R. Winkle Wagner, and L. Santiague (Eds.) Standing on the Outside Looking In: Underrepresented Students’ Experiences in Advanced Degree Programs. Virginia: Stylus Publishers.
• Matthew Mayhew - Assistant Professor of Higher Education
  • Mayhew, M. J. (in press). A multi-level examination of college and its influence on ecumenical worldview development. Research in Higher Education.
  • Mayhew, M. J. (in press). A multi-level examination of the influence of institutional type on the moral reasoning development of first-year students. Journal of Higher Education.
  • Wolniak, G., Mayhew, M. J., & Engberg, M. E. (in press). Learning’s weak link to persistence. Journal of Higher Education.
  • Mayhew, M. J., Seifert, T. A., Pascarella, E. T., Blaich, C., & Nelson-Laird, T. (in press). Going deep into mechanisms for moral reasoning growth: How deep learning approaches affect moral reasoning development for first-year students. Research in Higher Education, 53(1).
  • Mayhew, M.J., Seifert T., & Pascarella, E. (in press). How the first year of college influences moral reasoning development for students in moral consolidation and moral transition. Journal of College Student Development.
  • Mayhew, M. J., Stipeck, C., & Dorow, A. (in press). The effects of orientation programming on academic and social learning with implications for transfers and students of color. Journal of the First-year Experience and Students in Transition.
  • Mayhew, M. J., & Engberg, M. E. (2011). Promoting the development of civic responsibility: Infusing service-learning practices in first-year “success” courses. Journal of College Student Development, 52(1), 20-36.
  • Mayhew, M. J., Caldwell, R. C., & Grey, E. (2011). Defining campus violence: A phenomenological analysis of community stakeholder perspectives. Journal of College Student Development, 52(3), 253-268.
  • Mayhew, M. J., Klein, S., Behringer, L., Ulrich, A. S., Caldwell, R. J., & Hourigan, A. (2011). Curricular infusion and high-risk drinking among first-year students. Journal of the First-year Experience and Students in Transition, 23(2), 9-34.
  • Mayhew, M. J., & Engberg, M. E. (2010). Diversity and moral reasoning: How negative diverse peer interactions affect the development of moral reasoning in undergraduate students. Journal of Higher Education, 81(4), 459-488.
  • Mayhew, M. J., Vanderlinden, K., & Kim, E. (2010). A multi-level assessment of the impact of orientation programs on student learning. Research in Higher Education, 51(4), 320-345.
  • Mayhew, M.J., Seifert T., & Pascarella, E.T. (2010). A multi-institutional assessment of moral reasoning development among first-year students. Review of Higher Education, 33(3), 357-390.
  • Bryant, A. N., Wickliffe, K., Mayhew, M. J., & Behringer, L. B. (2009). Developing an assessment of college students’ spiritual experiences: The Collegiate Religious and Spiritual Climate Survey. Journal of College and Character, 10(6), 1-10.
  • Mayhew, M. J., Hubbard, S. M., Finelli, C. J., Harding, T. S., and Carpenter, D. D. (2009). Using structural equation modeling to validate the theory of planned behavior as a model for predicting student cheating. Review of Higher Education, 32(4), 441-468.
  • Mayhew, M.J., Caldwell, R.C., & Hourigan, A. (2008). The influence of curricular-based interventions within first-year "success" courses on student alcohol expectancies and engagement in high-risk drinking behaviors. The NASPA Journal, 45(1), 49-72.
  • Grunwald, H.E. & Mayhew, M.J. (2008).Using propensity scores for estimating causal effects: A study in the development of moral reasoning. Research in Higher Education, 49(8), 758-775.
  • Mayhew, M.J., Wolniak, G.C, & Pascarella, E. T. (2008). How curricular content and educational practices affect the development of life-long learning outcomes in traditionally-aged undergraduate students. Research in Higher Education, 49(9), 317-356.
  • Mayhew, M.J. & King, P.M. (2008). How curricular content and pedagogical strategies affect moral reasoning development in college students. Journal of Moral Education, 37(1), 17-40.
  • Engberg, M.E. & Mayhew, M.J. (2007). The influence of first-year success courses on student learning and democratic outcomes. Journal of College Student Development, 48 (3), 241-258.
  • Finelli, C. J., Harding, T. S., Carpenter, D. D., & Mayhew, M. J. (2007). Academic integrity among engineering undergraduates: Seven years of research. Proceedings of the 2007 ASEE Annual Conference & Exposition.
  • Passow, H.J., Mayhew, M.J., Finelli, C., Harding, T., & Carpenter, D. (2006). Factors influencing engineering students' decisions to cheat by type of assessment. Research in Higher Education, 48(6), 643-684.
  • Mayhew, M.J., Grunwald, H.E., & Dey, E.L. (2006). Breaking the silence: Achieving a positive campus climate for diversity from the staff perspective. Research in Higher Education, 47(1), 63-88.
  • Harding, T. S., Finelli, C. J., Carpenter, D. D., & Mayhew, M. J. (2006). Examining the underlying motivations of engineering undergraduates to behave unethically. Proceedings of the 2006 ASEE Annual Conference & Exposition.
  • Mayhew, M.J. & Grunwald, H.E. (2006). Factors that contribute to faculty's incorporation of diversity-related content into their course materials. Journal of Higher Education, 77(1), 148-168.
  • King, P. M., & Mayhew, M. J. (2005). Moral judgment development in higher education: Insights from the defining issues test. In M. E. Wilson & L. E. Wolf-Wendel (Eds.), ASHE reader on college student development theory (pp. 587-603). Boston: Pearson Custom Publishing. (Reprinted from Journal of Moral Education, 31, 2002).
  • Mayhew, M.J., Eljamal, M.B., Dey, E.L., & Pang, S.W. (2005). Outcomes assessment in international engineering education: Creating a system to measure intercultural development. Proceedings of the 2005 American Society for Engineering Educational Annual Conference & Exposition.
  • Mayhew, M.J., Grunwald, H.E., & Dey, E.L. (2005). Curriculum Matters: Creating a positive climate for diversity from the student perspective. Research in Higher Education, 46(4), 389-412.
  • Mayhew, M.J. (2004). Exploring the essence of spirituality: A phenomenological study of eight students with eight different worldviews. The NASPA Journal, 41(4), 647-674.
  • King, P.M. & Mayhew, M.J. (2004). Theory and research on the development of moral reasoning among college students. Higher Education: Handbook of Theory and Research, Vol. XIX, 375-440.
  • King, P.M. & Mayhew, M.J. (2002). Moral judgement development in higher education: Insights from the Defining Issues Test. Journal of Moral Education, 31(3), 247-270.
• Teboho Moja - Clinical Professor of Higher Education
  • Moja T and Jaumont F (in process): Rethinking Relationships between Foundations and Universities on Africa’s Development Agenda. In N’Dri T. Assie-Lumumba (ed.) African Renaissance, Education, and Social Transformation: Endogenous Foundation, Historical Contingencies, and Purposeful Fusion for Africa's Progress.CODESRIA Publising.
  • Moja T (in process): Re-envisioning Higher Education in Africa. In Higgs P & van Wyk B.(eds),Rethinking Higher Education.Palgrave MacMillan.
  • Larson, C and Moja T (2010 in print): Study Abroad – Individual Transformation for Global Impact. In Tooms A (ed) Educational Leadership as International Social Justice Discourse: Navigating Collaborations, Careers and Challenges in a Global Contenxt.Information Age Publishing Series.
  • Moja, Teboho (2007). Politics of Exclusion in Higher Education: the Inadequacy of Gender Issues in the Globalisation Debates. In N’Dri T. Assié-Lumumba (ed.), Women and Higher Education in Africa: Reconceptualizing Gender-Based Human Capabilities and Upgrading Human Rights to Knowledge, Abidjan: CEPARRED; A translation into French of this book is being sponsored by the Ford Foundation and is expected to be out in the beginning of 2008.
  • Cloete, N; Maassen, P; Fehnel, R; Moja,T; Gibbon, T; and Perold, H (editors) (2006): Transformation in Higher Education – Global Pressures and Local Realities. Springer, Netherlands. Volume 10 – higher Education Dynamics (revised and republished)
  • Moja Teboho (2006): Internationalizing the Curriculum. The Internationalization of Higher Education in South Africa. A publication of the International Education Association of South Africa.
  • Cloete, N, Pillay P, Badat, S.; and Moja, T. (2004): National policy and a Regional Response in South African Higher Education. James Curry, Oxford.
  • Cloete, N.; Maassen, P.; Fehnel, D.; Moja, T.; Perold, H.; Gibbon, P (2002) (eds.): Higher Education Policy, Institutions and Globalisation: New Dynamics in South Africa After 1994.
• Bridget N. O'Connor - Professor of Higher Education and Business Education
  • O'Connor, B. N., Bronner, M., & Delaney, C. (2002). Training for Organizations (2nd ed.). Cincinnati: South-Western Educational Publishing Co. (link)
  • O'Connor, B. N., Bronner, M., & Delaney, C. (2002). Training for Organizations: Instructor's Manual (2nd ed.). Cincinnati: South-Western Educational Publishing Co. (published on CD-ROM) (link)
  • Regan, E. A., & O'Connor, B. N. (2002). End-user Information Systems: Implementing Individual and Work Group Technologies (2nd ed.). Upper Saddle River: Prentice Hall. (link)
  • Regan, E. A., & O'Connor, B. N. (2002). Instructor's Manual to Accompany End-user Information Systems: Implementing Individual and Work Group Technologies (2nd ed.). Upper Saddle River: Prentice-Hall. (published on Prentice-Hall Web site)
  • O'Connor, B. N. (Spring 2002). Linking work-based learning initiatives, anticipated benefits, and stakeholder involvement: A survey of State school administrators, NABTE REVIEW .
  • O'Connor, Bridget N. (2001) The professional organization as community. Information Technology, Learning, and Performance Journal. Spring 2001 (19)1, i-ii.
  • O'Connor, B. N. (2000). Book review: Ed Gordon's Skill Wars. Journal of Education for Business. 75(6), 354-355.
  • O'Connor, B. N. (1999). A groupware-based peer review process: An exploratory case study. Informing Science, 2(1), 11-18.
  • O'Connor, B. N., Bronner, M., & Delaney, C. (2007) Learning at work: How to support individual and organizational learning. Amherst: HRD Press.
  • O'Connor, B. N. & Ponti, L. S. (2008). Economics and school-to-work. Chapter 31 in Thomas L. Good (Ed.), 21st Century Education: A Reference Handbook. Thousand Oaks, CA: Sage.
  • O'Connor, B. N. & Cordova, R. (2010). Learning: The experiences of adults who work full time while attending graduate school part time. Journal of Education for Business.
  • O'Connor, B. N., & Lynch, D. (2011). Partnerships between and among education and the public and private sectors. Chapter 29 in Malloch, Cairns, Evans & O'Connor (Eds.), The International Handbook of Workplace Learning. Sage Publications.
  • Marsick, V., Watkins, K., & O'Connor, B. N. (2011). Researching workplace learning in the United States. Chapter 14 in Malloch, Cairns, Evans & O'Connor (Eds.), The International Handbook of Workplace Learning. Sage Publications.
  • Malloch, M., Cairns, L., Evans, K., & O'Connor, B. N. (eds.) (2011). The Sage Handbook of Workplace Learning. London: Sage Publications, Ltd.
• Jan L. Plass - Paulette Goddard Professor in Digital Media and Learning Sciences
  • Plass, J.L., Milne, C., Homer, B.D., Jordan, T., Schwartz, R.N., Hayward, E.O., Verkuilen, J., Ng, F., Wang, Y., & Barrientos, J. (2012, January 19). Investigating the Effectiveness of Computer Simulations for Chemistry Learning. Special Issue on Large-Scale Interventions in Science Education for Diverse Student Groups in Varied Educational Settings. Journal of Research in Science Teaching. Advance online publication. DOI: 10.1002/tea.21008
  • Aronson, I., Plass, J.L., & Bania, T.C. (2012, January). Optimizing educational video through comparative effectiveness trials in clinical environments. Educational Technology Research and Development. Advance online publication. DOI: 10.1007/s11423-011-9231-4
  • Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2011, December 19). Emotional Design in Multimedia Learning. Journal of Educational Psychology. Advance online publication. DOI: 10.1037/a0026609
  • Song, H.S., Kalet, A., & Plass, J.L. (2011). Assessing Medical Students' Self-regulation as Aptitude in Computer-based Learning. Advances in Health Sciences Education, 16(1), 97-107.
  • Villalta, M., Gajardo, I., Nussbaum, M., Andreu, J.J., Echeverria, A., & Plass, J.L. (2011). Design guidelines for Classroom Multiplayer Presential Games (CMPG). Computers in Education, 57, 2039–2053. doi:10.1016/j.compedu.2011.05.003
  • Domagk, S., Schwartz, R., & Plass, J.L. (2010). Interactivity in Multimedia Learning: An Integrated Model. Computers in Human Behavior, 26, 1024–1033. doi:10.1016/j.chb.2010.03.003
  • Homer, B.D. & Plass, J.L. (2010). Expertise reversal for iconic representations in science simulations. Instructional Science, 38, 259–276.
  • Plass, J.L., Homer, B.D., & Hayward, E. (2009). Design Factors for Educationally Effective Animations and Simulations. Journal of Computing in Higher Education, 21(1), 31-61
  • Kalyuga, S., & Plass, J.L. (2008). Evaluating and managing cognitive load in educational games. In R.E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education, Volume II, pp. 719-737. IGI Global Press.
  • Plass, J.L., Homer, B.D., Milne, C., Jordan, T., Kalyuga, S., Kim, M., & Lee, H.J. (2009). Design Factors for Effective Science Simulations: Representation of Information. International Journal of Gaming and Computer-Mediated Simulations, 1(1), 16-35.
  • Homer, B.D., Plass, & Blake, L. (2008). The Effects of Video on Cognitive Load and Social Presence in Multimedia-Learning. Computers in Human Behavior, 24, 786-797.
  • Song, H., Kalet, A. L., & Plass, J. L. (2008). Expertise reversal effects: Can we hurt our learners with poorly designed or targeted web-module instruction? Journal of General Internal Medicine, 23, 301-301.
  • Song, H., Kalet, A. L., Ort, V. M., Hochberg, M., Plass, J. L. (2008). Understanding learning strategies of medical students associated with better academic achievement. Journal of General Internal Medicine, 23, 429-430.
  • Lee, H., Plass, J.L., & Homer, B.D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 89, 902-913.
  • Kröner, S., & Plass, J.L., & Leutner, D. (2005). Intelligence Assessment with Computer Simulations. Intelligence, 33, 347–368.
  • Wallen, E., Plass, J.L., & Brünken, R. (2005). The Function of Annotations in the Comprehension of Scientific Texts – Cognitive Load Effects and the Impact of Verbal Ability. Educational Technology Research and Development. Special Issue: Research on Cognitive Load Theory and Its Design Implications for E-Learning, 53(3), 59–72.
  • Brünken, R., Plass, J.L., & Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. Instructional Science, 32, 115–132.
  • Soto Mas, F.G., Plass, J.L., Kane, W.M., Papenfuss, R.L. (2003). Health Promotion and Multimedia Learning: Educational Psychology and Health Behavior Theory (Part 2). Health Promotion Practice, 4, 464–469.
  • Soto Mas, F.G., Plass, J.L., Kane, W.M., Papenfuss, R.L. (2003). Health Promotion and Multimedia Learning: Educational Psychology and Health Behavior Theory (Part 1). Health Promotion Practice, 4, 288–292.
  • Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19, 221-243.
  • Plass, J.L., & Salisbury, M.W. (2002). A living systems design model for web-based knowledge management systems. Educational Technology Research & Development, 50, 35-58.
  • Jones, L.C., & Plass, J.L. (2002). Supporting listening comprehension and vocabulary acquisition with multimedia annotations. The Modern Language Journal, 86, 546-561.
  • Brünken, R., Steinbacher, S., Plass, J.L., & Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology. Experimental Psychology, 49, 109–119.
  • Salisbury, M.W., & Plass, J.L. (2001). A conceptual framework for a knowledge management system. Human Resources Development International, 4, 451-464.
  • Salisbury, M.W., & Plass, J.L. (2001). Design and development of a web-based knowledge management system. Journal of Interactive Instruction Development, 14, 23-29.
  • Plass, J.L. (1999). Lernpsychologische Grundlagen der Verwendung von Multimedia in der Fremdsprachenausbildung. Fremdsprachen Lehren und Lernen, 28, 14-32.
  • Leutner, D., & Plass, J.L. (1998). Measuring learning styles with questionnaires versus direct observation of preferential choice behavior in authentic learning situations: The Visualizer/ Verbalizer Behavior Observation Scale (VV-BOS). Computers in Human
  • Plass, J.L. (1998). Design and evaluation of the user interface of foreign language multimedia software: A cognitive approach. Language Learning and Technology [Online serial], 2(1), 35-45. (link)
  • Schmitz, C.C., Risucci, D., Plass, J.L., Jones, A., DaRosa, D.A. (2011). Pre-Implementation Predictors of Website Use: Preliminary Findings from the SCORE Portal Pilot Study. The American Journal of Surgery, 201(1), 7–15.
  • Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.
  • Chun, D.M., & Plass, J.L. (1997). Research on text comprehension with multimedia. Language Learning and Technology [Online serial], 1(1), 60-81. (link)
• Richard Richardson - Professor Emeritus of Higher Education
  • A Conceptual Framework for Comparative Studies of Higher Education Policy: An AIHEPS Working Paper (link)
  • Martinez, Mario and Richard C. Richardson, "A View of the Market through Studies of Policy and Governance," American Behavioral Scientist, Vol 46, No 6, January 2003, pp. 1-20.
  • Richardson, R.C. Jr. and Gerardo E. de los Santos, Statewide Governance Structures and Two-Year Colleges, in Community Colleges: Policy in the Future Context, edited by Barbara Townsend and Susan Twombley, Westport, Connecticut: Ablex Publishing, 2001
  • Richardson, R.C. Jr. 'La Educacion superior en los Estados Unidos: una decada de fomento," Revista De La Educacion Superior, V. XXIX, Abril-Junio de 2000, pp 81-93.
  • Richardson, R.C. Jr., The Role of State and Institutional Practices, in Access Denied: Race, Ethnicity and the Scientific Enterprise. George Campbell Jr., Ronni Denes, and Catherine Morrison Editors, Oxford: Oxford University Press, 2000, pp 207-212.
  • Richardson, R.C. Jr., Bracco, K., Callan, P., and Finney, J. Designing State Higher Education Systems For a New Century. Phoenix, AZ: Oryx Press, 1999.
  • Callan, P., K.R. Bracco and R. C. Richardson Jr. State Policy for a Time of Adaptive Change, in Seeking Excellence through Independence, Terrence MacTaggert Editor, San Francisco: Jossey-Bass, 1998
• Francine Belle Shuchat Shaw - Associate Professor of Educational Communication and Technology
  • Chiasson, M. A., Shuchat Shaw, F., Humberstone, M., Hirshfield, S., & Hartel, D. (2009). Increased HIV disclosure three months after an online video intervention for men who have sex with men (MSM). AIDS Care, 21, 9,1081 — 1089.
  • Chiasson, M.A., & Shuchat Shaw, F. (2008, Fall). Reaching gay men online to prevent the spread of HIV. Public Health Solutions: Merging Research and Action.
  • Shuchat Shaw, F., & Giacquinta, J.B. (2000, Spring). A survey of graduate students as end-users of computer technology: New roles for faculty. Information Technology, Learning, and Performance Journal, 18(1), 21-40.
  • Shuchat Shaw, F. (1995). Audio visual instructional materials. In Collier's encyclopedia, 1995 Edition. New York: P. F. Collier, Inc.
  • Shuchat Shaw, F. (1990). Blocks and film and other media: The aesthetics of inquiry and understanding from the inside out. In G. Willis and Wm. Schubert (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. Binghamton, NY: SUNY Press.
  • Shuchat Shaw, F. (1988). Film studies in the pre-college curriculum. In International encyclopedia of education: Research and studies supplement, Volume I. London: Pergamon Press.
  • Shuchat Shaw, F. (1985). The limitations of motion picture adaptations to contribute to reading development in pre-schoolers. The Advocate, 5(1), 36-48.
  • Shuchat Shaw, F. (1984). There for the looking. Qualitative evaluation in the arts, Volume I, 60-80.
  • Shuchat Shaw, F. (1984). The effects of television on children;s reading: Trends in research and practice. The Advocate, 3(2), 98-116.
  • Shuchat Shaw, F. (1980). The meanings of congruence. Journal of Curriculum Theorizing, 2(1), 187-202.
  • Shuchat Shaw, F. (1979). Congruence: The relation of curriculum to instruction. Impact, 14(3), 15-18.
  • Shuchat Shaw, F. (1978). In search of congruence. In G. Willis (Ed.), Qualitative evaluation: Concepts and cases in curriculum criticism (pp. 227-249). Berkeley: McCutchan.
  • Shuchat Shaw, F. (1978). Essay review of Ideology & Imagination, by Fred Inglis. Curriculum Inquiry, 8(1), 83-87.
  • Shuchat Shaw, F. (1977). Essay review of Cinematics, by Paul Weiss. Mass Media and Adult Education, 44, 15-20.
  • Shuchat Shaw, F. (1975). Organic dimensions. The Humanities Journal, VIII(3), 6-10.
  • Shuchat Shaw, F. (1976). Congruence: A methodology for aesthetic curricular criticism and post-critical theorizing; Reconceptualizing knowledge and methods, as curricular foundations, in secondary cinematic arts education (Doctoral Dissertation). Ann Arbor: University Michigan Microfilms.
  • Shuchat Shaw, F. (1975). Congruence. In Wm. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 445-452). Berkeley: McCutchan.
  • Shuchat Shaw, F. (1974). Theory is experience. The Humanities Journal, VII(3), 6-10.
  • Shuchat Shaw, F. (1974). The listeners. In Wm. Pinar (Ed.), Heightened consciousness, cultural revolution, and curriculum theory. Berkeley: McCutchan.
• Leslie Santee Siskin - Research Associate Professor
  • The new accountability: High schools and high-stakes testing. (2003). M. Carnoy, R. Elmore, & L. S. Siskin. New York: Routledge. (link)
  • The subjects in question: Departmental organization and the high school. (1995). Siskin & Little, J.W. New York: Teachers College Press. (link)
  • Realms of knowledge: Academic departments in secondary schools. (1994). London and New York: The Falmer Press. (link)
  • "Achievement and attainment: The Comprehensive high school and the problem of reform." (2006). In Crucial Issues in California Education. Berkeley, CA: PACE
  • "Colleagues and 'Yutzes:' Accountability inside schools." (2003). Voices in Urban Education. Spring 2003: 24-31.
• Frances Stage - Professor of Higher Education
  • Stage, F.K. & Kinzie, J. (2009). Reform in Undergraduate Science, Technology, Engineering and Mathematics: The Classroom Context. The Journal of General Education, 58(2), 85-105.
  • Hubbard, S.M. & Stage, F.K. (2009) Attitudes, Perceptions, and Preferences of Faculty at Hispanic Serving and Predominantly Black Institutions. Journal of Higher Education, v80(3),270-289.
  • Stage, F.K. & Hubbard, S.M. (2009). Undergraduate Institutions that Foster Women and Minority Scientists. Journal of Women and Minorities in Science and Engineering, v15,77-91.
  • Stage, F.K. & Cook, L. (2008). Critical Quantitative Inquiry in the Caribbean Context: Questions and Interpretations. The Journal of Education and Development in the Caribbean 10(1), pp 81-102.
  • Frances K. Stage (ed.) 2007. Using quantitative Data to Answer critical Questions. New Directions for Institutional Research. San Francisco: Jossey-Bass.
  • Schreiber, J, Nora, A., Stage, F.K.,.& Barlow, L. (2006). Confirmatory Factor Analyses and Structural Equations Modeling: An Introduction and Reveiw. Journal of Educational Research, 99(6).
  • Stage, F.K., Carter, H. & Nora, A. (2004). Path Analysis: An Introduction and Analysis of a Decade of Research. Journal of Educational Research, 98(1), 5-12.
  • Stage, F.K., & Manning, K.M. (eds.) (2003). Research in the College Context: Approaches and Methods. New York: Bruner Routledge.
  • Frances K. Stage, Carter, D.F., Hossler, D.& St. John, E. (eds., 2003) Theoretical Perspectives on College Student Research. Pearson Publishing.
  • Muller, P., Kinzie, J. & Frances K. Stage (2001). Science Achievement Growth Trajectories: Factors Influencing Racial -Ethnic Differences. American Educational Research Journal. 38, 981-1012.
  • Frances K. Stage & Dannells, M. (2000). Theory to Practice: New Case Studies for Working with College Students. Bristol, PA: Taylor & Francis.
  • Frances K. Stage & Hossler, G. (2000). Where is the Student? Linking Student Behaviors, College Choice and College Persistence. In J. Braxton (ed.) Rethinking the Departure Puzzle : New Theory and Research on College Student Retention. Vanderbilt University.
  • Frances K. Stage Muller, P. Kinzie, J. & Simmons, A. (1998). Creating Learning Centered Classrooms: What Does Learning Theory Have to Say?. Washington, D.C.: ASHE/ERIC. Frances K. Stage, L. Watson & M. Terrell (eds.) (1999). Enhancing Student Learning:
• Marcelo M. Suarez-Orozco - The Courtney Sale Ross University Professor of Globalization and Education
  • Writing Immigration: Scholars and Journalists in Dialogue. (Marcelo M. Suárez-Orozco, Vivian Louie and Roberto Suro, Editors). 2011, Berkeley and Los Angeles: University of California Press. Pp ix-264 (link)
  • Educating the Whole Child for the Whole World. (Marcelo M. Suárez-Orozco and Carolyn Sattin, Editors). 2010, New York: New York University Press. Pp. vii-212. (link)
  • Latinos: Remaking America. Second Edition. (Marcelo M. Suárez-Orozco and Mariela Páez, Editors). 2009, Cambridge, MA and Berkeley, CA: David Rockefeller Center for Latin American Studies at Harvard University and University of California Press. Pp. xi-526. (link)
  • Learning a New Land: Immigrant Students in American Society. (Carola Suárez-Orozco, Marcelo Suárez-Orozco, and Irina Todorova). 2008, Cambridge MA: The Belknap Press of Harvard University Press. Pp. vii-426. Winner of the Virgina and Warren Stone Prize Harvard University Press. (link)
  • Learning in the Global Era: International Perspectives on Globalization and Education. (Marcelo M. Suárez-Orozco, Editor). 2007, Berkeley, CA: University of California Press. Pp. vii-317. (link)
  • The New Immigration: An Interdisciplinary Reader. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2005, New York and London: Routledge. Pp. vii-366. (link)
  • Globalization: Culture and Education in the Millennium. 2004, (Marcelo M. Suárez-Orozco and Desiree Qin-Hilliard, Editors). Berkeley, CA: University of California Press. Pp. vii-275. (link)
  • La infancia de la inmigración. (Carola and Marcelo M. Suárez-Orozco). 2003, Madrid, Spain: Ediciones Morata. Pp. 1-291. (Spanish version of Children of Immigration). (link)
  • Interdisciplinary Perspectives on the New Immigration, Vols 1-6. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2001, New York and London: Routledge. (link)
  • Children of Immigration. (Carola and Marcelo M. Suárez-Orozco). 2001, Cambridge, MA: Harvard University Press. Pp. 1-206. (link)
  • Cultures under Siege: Collective Violence and Trauma. (Antonius C.G.M. Robben and Marcelo M. Suárez-Orozco, Editors). 2000, London and New York: Cambridge University Press. Pp. 1-285. (link)
  • Crossings: Mexican Immigration in Interdisciplinary Perspectives. (Marcelo M. Suárez-Orozco, Editor). 1998, Cambridge, MASS: David Rockefeller Center for Latin American Studies and Harvard University Press. Pp. 1-440. (link)
  • Transformations: Immigration, Family Life, and Achievement Motivation Among Latino Adolescents. (Carola E. Suárez-Orozco and Marcelo M. Suárez-Orozco). 1995, Stanford, CA: Stanford University Press. 1995. Pp. 1-334. Winner of the Social Policy Book Award, Society for Research on Adolescents, 1996. (link)
  • Central American Refugees and U.S. High Schools: A Psychosocial Study of Motivation and Achievement. 1989, Stanford, CA: Stanford University Press. Pp. vii-xi, 1-177. (link)
• Robert T. Teranishi - Associate Professor of Higher Education
  • Teranishi, R. T. (2010). Asians in the Ivory Tower: Dilemmas of Racial Inequality in American Higher Education New York: Teachers College Press.
  • Teranishi, R. T. (2010). Demography, community, and the education of Asian American and Pacific Islander students. In W. R. Allen (ed.), Sociology, Demography and Social Change. Oxford: Elsevier Publishers.
  • Teranishi, R. T., & Behringer, L. (2008). Higher education: Stratification and mobility. In T. L. Good (ed.), 21st Century Education: A Reference Handbook. Thousand Oaks: Sage.
  • Teranishi, R. T., & Briscoe, K. (2008). Contextualizing race: African American college choice in an evolving affirmative action era. The Journal of Negro Education, 77(1), 43-65.
  • Park, J., & Teranishi, R. T. (2008). Asian American and Pacific Islander Serving Institutions: Historical perspectives and future prospects. In M. Gasman, B. Baez, & C. S. Turner (eds.), Interdisciplinary Approaches to Understanding Minority Serving Institutions. Albany: SUNY Press.
  • Teranishi, R. T. (2007). Race, ethnicity, and higher education policy: The use of critical quantitative research. In F. Stage (ed.), Using Quantitative Research to Answer Critical Questions (pp. 37-49). San Francisco: Jossey-Bass.
  • Teranishi, R. T. (2007). Asian American and Pacific Islander activism. In G. Anderson, & K. Herr (eds.), Encyclopedia of Activism and Social Justice (pp. 198-199). Thousand Oaks: Sage.
  • Allen W. R., Bonous-Hammarth, M., & Teranishi, R. T. (2006). Higher Education in a Global Society: Achieving Diversity, Equity, and Excellence. Oxford: Elsevier Publishers.
  • Teranishi, R. T. (2006). State policy and the quest for equity in higher education: Implications for a global society. In W. Allen, M. Bonous-Hammarth, & R. Teranishi (eds.), Higher Education in a Global Society: Achieving Diversity, Equity, and Excellence. Oxford: Elsevier Publishers.
  • Teranishi, R. T., & Briscoe, K. (2006). Social capital and the stratification of college opportunity. In S. Thomas (ed.), Theoretical Perspectives on College Students. San Francisco: Jossey-Bass.
  • Teranishi, R. T. (2005). Black Residential Migration in California: Implications for Higher Education Policy. Oakland, CA: University of California Office of the President.
  • Richardson, R., & Teranishi, R. T. (2005). The Role of State Policy in Higher Education: A Case Study of California. New York: Alliance for International Higher Education Policy Studies, New York University.
  • Teranishi, R. T., Allen, W. R., & Solorzano, D. G. (2004). Opportunities at the crossroads: Racial inequality, school segregation, and higher education in California. Teachers College Record, 106(11), 2224-2247.
  • Teranishi, R. T. (2004). Yellow and Brown: Residential segregation and emerging Asian American immigrant populations. Equity and Excellence in Education, 37(3), 255-263.
  • Teranishi, R. T., Ceja, M., Antonio, A., Allen, W. R., & McDonough, P. (2004). The college-choice process for Asian Americans: Ethnicity and social class in context. The Review of Higher Education, 27(4), 527-551.
  • Teranishi, R. T., Allen, W. R., Solorzano, D. G., & Smith Maddox, R. (2004). Separate But Certainly Not Equal. Los Angeles, CA: Ralph J. Bunche Center for African American Studies.
  • Teranishi, R. T. (2002). Asian Pacific Americans and Critical Race Theory: An examination of school racial climate. Equity and Excellence in Education, 35(2), 144-154.
  • Allen, W. R., Teranishi, R. T., Dinwiddie, G., & Gonzalez, G. (2002). Knocking at freedom's door: Race, equity, and affirmative action in U.S. higher education. Journal of Public Health Policy, 23(4), 440-452.
  • Teranishi, R. T. (2002). Myth of the super minority: Misconceptions about Asian Americans. College Board Review, 195, 16-21.
  • Sax, L., Ceja, M., & Teranishi. R. T. (2001). Technological preparedness among entering freshmen: The role of race, class, and gender. Journal of Educational Computing Research, 24(4), 363-383.
  • Allen, W. R., Bonous-Hammarth, M., & Teranishi, R. T. (2001). Stony the Road We Trod: African American Access and Success in California Higher Education. Los Angeles, CA: The James Irvine Foundation.
• Harold Wechsler - Professor of Jewish Education and Educational History
  • Access to Success in the Urban High School: The Middle College Movement (New York: Teachers College Press, 2001), (ISBN: 0807740527; eBook ISBN: 0585440948).
  • NEA Almanac of Higher Education, editor, 1994-present.
  • Jewish Learning in American Universities: The First Century (Bloomington and Indianapolis, Ind.: Indiana University Press, 1994), (with Paul Ritterband), (ISBN: 0253350395).
  • The Transfer Challenge: Removing Barriers; Maintaining Commitment: A Handbook for Four-Year Colleges (Washington, D.C.: Association of American Colleges, 1989), (ISBN: 0911696466).
  • The History of Higher Education, third edition (Needham Heights, Mass.: Pearson Publishing, , 2007), (edited with Linda Eisenmann and Lester L. Goodchild)
  • The New Look: The Ford Foundation and the Revolution in Business Education (Los Angeles: Graduate Management Admissions Council, 1988) (with Steven L. Schlossman and Michael W. Sedlak).
  • The Qualified Student: A History of Selective College Admission in America 1870-1970 (New York: John Wiley-Interscience, 1977), ISBN: 0471924415.
  • “The Temporary Commission Surveys Bias in Admissions,” in John B. Clark, W. Bruce Leslie, and Kenneth P. O’Brien, eds., SUNY at Sixty: The Promise of the State University of New York (Albany, N.Y.: State University of New York Press, 2010), 29-38.
  • “Brewing Bachelors: The History of the University of Newark,” Paedagogica Historica 46 (1–2), (2010), 229-249.
  • “How Getting into College Led Me to Study the History of Getting into College,” History of Education Quarterly 49 (1) (February, 2009), 1-38.
  • “Belonging Before Belief,” in Jack Wertheimer, ed., Learning and Community: Jewish Supplementary Schools in the 21st Century (Lebanon, N.H.: Brandeis University Press; University Press of New England, 2009), 113-144 (with Cyd Beth Weissman).
  • “Promoting a Counterculture,” in Jack Wertheimer, ed., Learning and Community: Jewish Supplementary Schools in the 21st Century (Lebanon, N.H.: Brandeis University Press; University Press of New England, 2009), 207-235 (with Cyd Beth Weissman).
  • “One Third of a Campus: Ruth Crawford Mitchell and Second-Generation American Students at the University of Pittsburgh,” History of Education Quarterly 48 (1) (February, 2008), 94-132.