Faculty

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.
  • 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.
  • Ricki Goldman - Professor of Educational Communication and Technology
    • Goldman, R., Pea, R., Barron, B., and Derry, S. (Eds). (2007). Video research in the Learning Sciences. Mahwah, New Jersey: Lawrence Erlbaum Associates. (link)
    • Starr Hiltz, R. & Goldman, R. (May, 2004). Learning together online: Research on Asynchronous Learning Networks. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    • Goldman-Segall, R. (1998). Points of viewing children’s thinking: A digital ethnographer’s journey. Mahwah, New Jersey: Lawrence Erlbaum Associates (link)
    • Goldman, R. (2004). Digital video design ethnography as a vehicle for change: A perspectivity meme spreads in a class of „wild and crazy teens“. Cambridge Journal of Education, Cambridge, England.: Carfax Publishing, Taylor and Francis Group.
    • Goldman, R., Crosby, M., Swan, K. & Shea, P. (2004). Introducing Quisitive Research: Expanding qualitative methods for describing dearning in ALN. In Starr Hiltz, R. & Goldman, R. (Eds). Learning together online: Research on Asynchronous Learning Networks. Mahwah, New Jersey: LEA
    • Starr Hiltz, R. & Goldman, R. (May, 2004). What are asynchronous learning networks? In Starr Hiltz, R. & Goldman, R. (Eds). Learning together online: Research on Asynchronous Learning Networks. Mahwah, New Jersey: LEA.
    • Goldman, R. & Starr Hiltz, R. (May, 2004). Asynchronous learning networks: Looking back and looking forward. In Starr Hiltz, R. & Goldman, R. (Eds). Learning together online: Research on Asynchronous Learning Networks. Mahwah, New Jersey: LEA.
    • Goldman-Segall, R. & Maxwell, J.W. (2002). Computers, the Internet, and new media for learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology. Volume 7: Educational psychology (pp 393–427). New York: John Wiley & Sons, pp. 393-428.
    • Jacobsen, M. & Goldman, R. (2002). A hand-made’s tail: A novel approach to educational technology. In B. Barrell (Ed.), Technology, teaching and learning: Issues in the integration of technology. Calgary: Detselig, pp. 83–113
    • Goldman-Segall, R. (1998). Gender and digital media in the context of a middle school science project. Meridian, An Online Journal on Middle School Education. Debut Edition 1(1), http://www.ncsu.edu/meridian.
    • Goldman-Segall, R. (1996). Looking through layers: Reflecting upon digital ethnography. JCT: An Interdisciplinary Journal for Curriculum Studies 13(1), pp. 23–30.
    • Goldman-Segall, R. (1996). Challenges facing researchers using multimedia tools. Computer Graphics Quarterly 28(1), pp. 48–52.
    • Goldman-Segall, R. (1994). Whose story is it, anyway? An ethnographic answer. IEEE Multimedia 1(4), pp. 7–12.
    • Goldman-Segall, R. (1995). Configurational validity: A proposal for analyzing multimedia ethnographic narratives. Journal for Educational Multimedia and Hypermedia 4(2), pp. 163–182.
    • Jonesson, D, Goldman-Segall, R. & Maurer, H. (1996). DynamIcons as dynamic graphic interfaces: Interpreting the meaning of visual representation. Intelligent Tutoring Systems 12(1), pp. 35–48.
    • Goldman-Segall, R. (1995). Deconstructing the Humpty Dumpty myth. In E. Barrett (Ed.), Contextual Media, Cambridge, MA: MIT Press, pp. 27–52.
    • Goldman-Segall, R. (1993). Interpreting video data. Journal for Educational Multimedia and Hypermedia 2(3), pp. 261–282.
    • Goldman-Segall, R. & Reicken, T. (1993). The growth of a multimedia school culture: A multivoiced narrative. The Arachnet Electronic Journal on Virtual Culture. http://www.infomotions.com/serials/aejvc/aejvc-v01n7.html
    • Goldman-Segall, R. (1992). Collaborative virtual communities: Using Learning Constellations, a multimedia ethnographic research tool. In E. Barrett (Ed.), Sociomedia: Multimedia, Hypermedia, and the Social Construction of Knowledge, Cambridge, MA: MIT Press, pp. 257–296.
    • Goldman-Segall, R. (1991). A multimedia research tool for ethnographic investigation. In I. Harel & S. Papert (Eds.), Constructionism, Norwood, New Jersey: Ablex Publishers, pp. 467–496.
    • Goldman-Segall, R. (1991). Three children, three styles: A call for opening the curriculum. In I. Harel & S. Papert (Eds.), Constructionism, Norwood, New Jersey: Ablex Publishers, pp. 235–268.
    • Goldman-Segall, R. & Reicken, T. (1989). Thick descriptions: A tool for designing ethnographic interactive videodisks. SIGCHI Bulletin 21(2), pp. 118–122.
  • Christopher Hoadley - Associate Professor of Educational 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. (link)
    • 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. (in press). Roles, design, and the nature of CSCL. Computers in Human Behavior. [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. (in press). Privacy as Information Access and Illusory Control: The Case of the Facebook News Feed Privacy Outcry. Electronic Commerce Research and Applications. [Published online 10 May 2009. Available: http://dx.doi.org/10.1016/j.elerap.2009.05.001] (view)
  • 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.
  • Matthew Mayhew - Assistant Professor of Higher Education
    • Mayhew, M.J. & Engberg, M.E. (in press). Promoting the development of civic responsibility: Infusing service-learning practices in first-year “success” courses. Journal of College and Student Development.
    • Mayhew, M.J., Seifert T.A., & Pascarella, E.T. (in press). A multi-institutional assessment of moral reasoning development among first-year students. Review of Higher Education.
    • Mayhew, M.J., Vanderlinden, K., & Kim, E. (in press). A multi-level assessment of the impact of orientation programs on student leaning. Research in Higher Education.
    • Bryant, A.N., Wickliffe, K., Mayhew, M.J., & Bartell Behringer, L. (in press). Developing an assessment of college students' spiritual experiences: The collegiate religious and spiritual climate survey. Journal of College and Character.
    • Mayhew, M.J. & Engberg, M.E. (in press). Diversity and moral reasoning: How negative diverse peer interactions affect the development of moral reasoning in undergraduate students. Journal of Higher Education.
    • 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.
    • Grunwald, H.E. & Mayhew, M.J. (2008). The use of propensity scores in identifying a comparison group in a quasi-experimental design: Moral reasoning development as an outcome. Research in Higher Education, 49(8), 758-775.
    • 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.
    • 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.
    • Harding, T., Mayhew, M.J., Finelli, & Carpenter, D. (2007). The theory of planned behavior as a model of academic dishonesty in humanities and engineering undergraduates. Ethics and Behavior, 17(3), 255–279.
    • Mayhew, M.J. & Deluca Fernandez, S. D. (2007). Pedagogical practices that contribute to social justice outcomes. Review of Higher Education, 31 (1), 55–80.
    • Engberg, M.E. & Mayhew, M.J. (2007). The influence of first-year success courses on student learning and democratic outcomes. Journal of College and 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
    • Transformation of Higher Education: Global Pressures and Local Realities in South Africa (joint editorship)April 2002. Juta/Maskey Miller Publishers (South Africa) and Kluver (hardcover version in Europe) Leadership In Higher Education (chapter in the abo
  • 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. (pending 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. (in press). 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. (in press). 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. (in press). 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.) (in press). The Sage Handbook of Workplace Learning. London: Sage Publications, Ltd.
  • Jan L. Plass - Associate Professor of Educational Communication and Technology
    • Homer, B.D. & Plass, J.L. (in press). Expertise reversal for iconic representations in science simulations. Instructional Science.
    • 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.
    • Plass, J.L. (2005). Aktuelle Trends in der Forschung zu Hypertext/Hypermedia Systemen [Current Trends in Research on Hypertext/Hypermedia Systems: Commentary on the Contributions in this Special Issue]. Zeitschrift für Pädagogische Psychologie, 19, 77–83.
    • 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.
    • Kröner, S., & Plass, J.L., & Leutner, D. (2005). Intelligence Assessment with Computer Simulations. Intelligence, 33, 347–368.
    • 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.
    • Brünken, R., Plass, J.L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53-61.
    • 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)
    • 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 of Higher Education
    • 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, pp
    • 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.
    • 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.
    • 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
    • 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.
    • 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.
    • A Conceptual Framework for Comparative Studies of Higher Education Policy: An AIHEPS Working Paper (link)
  • Francine Belle Shuchat Shaw - Associate Professor of Educational Communication and Technology
    • (2000, Spring), with Giacquinta, J.B. 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.
    • (1996). Audio visual instructional materials. In Collier's encyclopedia, 1995 Edition. New York: P. F. Collier, Inc.
    • (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. Bing
    • (in press), with Giacquinta, J.B. Judging non-returner induced sample bias from the study of early and later returners: A useful approach? Public Opinion Quarterly.
    • (1988). Film studies in the pre-college curriculum. In International encyclopedia of education: Research and studies supplement, Volume I. London: Pergamon Press.
    • (1985). The limitations of motion picture adaptations to contribute to reading development in pre-schoolers. The Advocate, 5(1), 36-48.
    • (1984). There for the looking. Qualitative evaluation in the arts, Volume I, 60-80.
    • (1984). The effects of television on children's reading: Trends in research and practice. The Advocate, 3(2), 98-116.
    • (1980). The meanings of congruence. Journal of Curriculum Theorizing, 2(1), 187-202.
    • (1979). Congruence: The relation of curriculum to instruction. Impact, 14(3), 15-18.
    • (1978). In search of congruence. In G. Willis (Ed.), Qualitative evaluation: Concepts and cases in curriculum criticism (pp. 227-249). Berkeley: McCutchan.
    • (1978). Essay review of Ideology & Imagination, by Fred Inglis. Curriculum Inquiry, 8(1), 83-87.
    • (1977). Essay review of Cinematics, by Paul Weiss. Mass Media and Adult Education, 44, 15-20.
    • (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 Mic
    • (1975). Congruence. In Wm. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 445-452). Berkeley: McCutchan.
    • (1975). Organic dimensions. The Humanities Journal, VIII(3), 6-10.
    • (1975, November). Imaging bookshelf: Cinema and education. Photomethods, 68-780.
    • (1974). Theory is experience. The Humanities Journal, VII(3), 6-10.
    • (1974). The listeners. In Wm. Pinar (Ed.), Heightened consciousness, cultural revolution, and curriculum theory. Berkeley: McCutchan.
    • (2003, text in preparation). The instructional design of educational television programs: A cognitivist-constructivist perspective.
  • 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., & Manning, K.M. (eds.) (2003). Research in the College Context: Approaches and Methods. New York: Bruner Routledge.
    • Frances K. Stage & Manning, K.M. (eds.) (1992). Diverse Methods for Research and Assessment of College Students. NY: Taylor & Francis.
    • Frances K. Stage (2001) Discourse in the college mathematics classroom. Journal of General Education, 50, 202-229.
    • Frances K. Stage (2002). Reflections on Higher Education within the Beltway: An outsider's Point of View. Educational Researcher, 31(4).
    • 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, & Manning, K.M. (2003). Research In the College Context Approaches and Methods NY: Bruner Routledge.
    • Frances K. Stage & Dannells, M. (2000). Theory to Practice: New Case Studies for Working with College Students. Bristol, PA: Taylor & Francis.
    • 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:
    • Frances K. Stage, Anaya, G., Bean, J.P., Hossler, D., & Kuh, G.D. (eds.) (1995). College Students: The Evolving Nature of Research. Needham Heights, MA: Simon & Schuster/ASHE.
    • Frances K. Stage et al (1993). Linking Theory to Practice: Case Studies for Working with College Students. Bristol, PA: Taylor & Francis.
    • Frances K. Stage (ed.) (1992). Diverse Methods for Research and Assessment of College Students. Alexandria, VA.: ACPA Media.
    • Kuh, G., Bean, J., Hossler, D., & Frances K. Stage (Eds.) (1989) ASHE Reader on College Students. Needham Heights, MA: Ginn Press.
    • Frances K. Stage, Carter, D.F., Hossler, D.& St. John, E. (eds., 2003) Theoretical Perspectives on College Student Research. Pearson Publishing.
    • Frances K. Stage & dela Teja, M. (in press).College students with mental and physical challenges. In J. Guthrie (ed.) The Encyclopedia of Education, Second Edition.
    • 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 Univers
    • Frances K. Stage (2000). Chapter 1: Theory in a practical world. In F. Stage & M. Dannells (eds.). Theory to Practice: New Case Studies for Working with College Students. Bristol, PA: Taylor & Francis.
    • Frances K. Stage , Dannells, M.& Downey, J.P. (2000). Chapter 2: The theories we link. In F. Stage & M. Dannells (eds.). Theory to Practice: New Case Studies for Working with College Students. Bristol, PA: Taylor & Francis.
    • Frances K. Stage & Dannells, M. (2000). Chapter 3: Case analysis in action. In F. Frances K. Stage & M. Dannells (eds.). Theory to Practice: New Case Studies for Working with College Students. Bristol, PA: Taylor & Francis
    • Droogsma, G.K. & Frances K. Stage (2000). Style versus substance in the classroom. In F. Frances K. Stage & M. Dannells (eds.). Theory to Practice: New Case Studies for Working with College Students. Bristol, PA: Taylor & Francis
    • Frances K. Stage and Watson, L. (1999). Enhancing Student Learning. In F. Stage, L. Watson & M. Terrell (eds.), Enhancing Student Learning: Setting the Campus Context. Alexandria: ACPA Media.
    • Frances K. Stage (ed.) in Press. Using quantitative Data to Answer critical Questions. New Directions for Institutional Research. San Francisco: Jossey-Bass.
    • Frances K. Stage (In press). Using Quantitative Data to Answer Critical Questions, New Directions for Institutional Research. San Francisco: Jossey Bass.
  • Robert Teranishi - Associate Professor of Higher Education
    • Teranishi, R. T. (forthcoming). Asians in the Ivory Tower: A Study of Race, Social Mobility, and America’s Equity Agenda. Palo Alto: Stanford University Press.
    • Teranishi, R. T. (forthcoming). 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.