Faculty

Publications Department of Teaching and Learning

  • Mark M. Alter - Professor of Educational Psychology
    • Gottlieb,J, Alter,M. Evaluation of the Over-representation of minority students in special education in the Palm Beach County Schools. An evaluation conducted for: Children’s Services Council Palm Beach County, Florida. Submitted August 31, 2001.
    • Alter, M; Forward, page vii in Inquiries into Teaching, Sobelman, M., Krasnow, M.H. Kendall Hunt Publishing Company: Dubuque, Iowa, 2001
    • Alter, M; Forward, page I in Weaving a Richly Textured Course: The Changing Tapestry fo Inquiries into Teaching and Learning, Sobelman, M., New York University, New York, 1999.
    • Alter,M,; Forward, page iii in Weaving a Richly Textured Course: Developing Inquiries into Teachinga abd Learning, Sobelman, M., New York University, New York, 1996.
    • Gottlieb, J., Alter, M., & Gottlieb, B.W. General Eduction Placement for Special Education Students in Urban Schools, in Inclusion: Integration of Students with Disabilities, Coutiho, M. J., & Repp, A. C. (Eds.) Wadsworth Publishing Company: Belmont, Ca
    • Gottlieb, J. & Alter, M. Evaluation Study of the Impact of Modifying Instructional Group Sizes in Resource Rooms and Related Services Groups in New York City. New York State Education Department, March,1997. (Eric Document Number ED 414-373).
    • Fruchter, N., Berne, R., Marcus, A., Alter, M. & Gottlieb, J., Focus on Learning. A Report on Reorganizing General and Special Education in New York City. Institute for Education and Social Policy. October, 1995.
    • Gottlieb, J. & Alter, M., An Analysis of Referrals, Placement, and Progress of Children with Disabilities who Attend New York City Public Schools. (Report to the New York State Education Department of Overrepresentation of Children of Color Referred to Sp
    • Gottlieb, J., Alter, M., Gottlieb, B., & Wishner, J., Special Education in Urban America: It's Not Justifiable for Many. The Journal of Special Education. Vol. 27, No. 4, 1994, pp. 453-465.
    • Alter, M. (Ed.) Final Report to the New York State Department of Education: Recertification of Elementary and Secondary Programs, 1993.
    • Gottlieb, J., Alter, M., Gottlieb, B., Mainstreaming Academically Handicapped Children in Urban Schools. J. W. Lloyd, A. C. Repp, & N. Singh, (Eds.) Perspectives of Integration of Atypical Learners in Regular Education Settings. Sycamore Books: Sycamore
    • Gottlieb, J., Alter, M., Yoshida, R.K., Final Report of the Consulting Teacher Program. Report submitted to New York State Department of Education, Office for Children with Handicapping Conditions. August, 1990.
    • Alter, M., & Gottlieb, J., Social Skills Curriculum for Mentally Retarded Children.
    • J. Gottlieb (Ed.) Advanced in Special Education (Vol.6), Greenwich, CT: JAI Press, 1987.
    • Alter, M., & Gottlieb, B., & Gottlieb, J. Dimensions of Educability of the Severely and Profoundly Mentally Retarded. In P.J. Lazarus & S.S. Strichart (Eds.) Psychoeducational Evaluation of School-Aged Children with Low-incidence Handicaps. New York,
    • Alter, M., & Goldstein, M. A Practical Framework for the Systematic Application of Procedures, Planning and Implementation of the Individualized Education Program. Teaching Exceptional Children, Spring 1986.
    • Alter, M. Project Mainstream: Evaluation Report New York City Board of Education, Office of Educational Assessment, 1985.
    • Gottlieb, J. & Alter, M. Social Skills Research Integration Final Report, U.S. Department of Education, Research in Education of the Handicapped. #02-G008101129, 1985.
    • Gottlieb, J. & Alter, M. Social Skills Research Integration Final Report, U.S. Department of Education, Research in Education of the Handicapped. #02-G008101129, 1985.
  • Sarah W. Beck - Associate Professor of English Education
    • Beck, S. W. (2009). Individual Goals and Academic Literacy: Finding a balance between authenticity and explicitness. English Education, 41, 3, 259-280.
    • Beck, S. & Jeffery, J. (2009). Genre and thinking in academic writing tasks. Journal of Literacy Research, 41, 2, 228-272.
    • Beck, S. W. (2008). Cultural variation in narrative competence and its implications for children’s academic success. In A. Bailey, A. McCabe & G. Melzi (Eds). Research on the Development of Spanish-Language Narratives (pp. 332-350). New York: Cambridge University Press.
    • Beck, S. W. & Jeffery, J. (2007). Genres of high-stakes writing assessments and the construct of writing competence. Assessing Writing, 12, 1, 60-79.
    • Beck, S. (2006). Subjectivity and intersubjectivity in the teaching and learning of writing. Research in the Teaching of English, 40, 4, pp.
    • Beck, S., Coker, D.A., Hemphill, L. & Bellinger, D. (2002). Literacy Skills of Children with Early Corrective Heart Surgery. In J. Hoffman, D. Schallert, C. Fairbanks, J. Worthy, B. Maloch (Eds.) The 51st National Reading Conference Yearbook. Oak Creek, WI: National Reading Conference.
    • Beck, S. (2001). Editor’s Review of Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry and Inside City Schools: Investigating Literacy in Multicultural Classrooms. Harvard Educational Review, 71, 2, 296-309.
    • Beck, S. & Nabors-Olah, L. (Eds.), (2001). Beyond the Here and Now: Perspectives on Language and Literacy. (Harvard Educational Review Reprint Series No. 35.) Cambridge, MA: President and Fellows of Harvard College.
    • Duke, N.K. & Beck, S. (1999). Education should consider alternative formats for the dissertation. Educational Researcher, 28, 3, 31-36.
    • Cazden, C. & Beck, S. W. (2003). Classroom discourse. In A. Graesser, M. Gernsbacher, & S. Goldman (Eds.) Handbook of Discourse Processes (pp. 165-198). Mahwah, NJ: Erlbaum..
  • Suzanne C. Carothers - Professor of Early Childhood Education
    • Catching Sense: Learning from Our Mothers to Be Black and Female, in Families in the United States: Kinship and Domestic Politics, Ed.s, Karen V. Hansen and Anita Ilta Garey. Temple University Press, 1998.
    • Taking Teaching Seriously, in To Become A Teacher: Making A Difference in ChildrenÆs Lives. Ed., William Ayers, Teachers College Press, 1995.
    • Keynote Speaker, Partners for Success: Linking Communities, Families and Schools û School of
    • the 21st Century Conference. Sponsored by the Yale University Bush Center in Child Development and Social Policy. Speech entitled: Where Does Literacy Live in All of Us? New Haven, CT. July 17, 2002.
    • Keynote Speaker, Thirteen/WNET New York and The Office of Adult and Continuing
    • Education of the Board of Education of the City of New York 12th Annual GED Graduation and Student Recognition Ceremony. Speech entitled: Celebrating Student Progress and Achievement. New York, NY. June 25, 2002.
    • Keynote Address, Peer Conference: Linking After-School to Community. Sponsored by the After
    • School Corporation. Speech entitled: Making Linkages Among Learning, Literacy, Families and Communities.ö New York, NY. December 18, 2001.
    • Keynote Speaker, Opening Ceremony for Teaching Fellows Partnership, Bank Street College of
    • Education and Community District 5. Speech entitled: The Power of Teachers and the Stories They Leave Behind. The Schomburg Center for Research in Black Culture, New York, NY. June 18, 2001.
    • Panelist, AERA, Presented on Panel for DvK-Invitational Session: Do You See What I See? û Knowledge and Skills Where Teacher Education Leaves Off. Paper entitled: Beyond Naming Approaches to Understanding Needs of Learners in Classroom Settings. Seattle,
    • Panelist, National Association for the Education of Young Children 2000 Annual Conference. Panel Topic: Universal Pre-K Fellows: An Innovative Model of University Partnerships to Support Professional Development. Atlanta, GA. November 9, 2000.
    • Presenter, The Forum on Children and Families at NYUÆs Child and Family Policy Center. ôStrengthening Parent Involvement in Preschool and the Early Grades.ö Topic: Promoting Parental Involvement: The Role of the Teacher and Teacher Education Programs.
  • Robert Cohen - Professor of Social Studies Education: Department Chair
    • Cohen’s recent books include Freedom’s Orator: Mario Savio and the Radical Legacy of the 1960s (Oxford University Press: 2009); Teaching US History: Dialogues Among Social Studies Teachers and Historians (Routledge: 2010) co-edited with Diana Turk, Rachel Mattson, and Terrie Epstein. Cohen’s other books include Dear Mrs. Roosevelt: Letters from Children of the Great Depression (University of North Carolina Press, 2002); The Free Speech Movement: Reflections on Berkeley in the 1960s (University of California Press, 2002) co-edited with Reginald Zelnik; When the Old Left Was Young: Student Radicals and America’s First Mass Student Movement, 1929-1941 (Oxford University Press: 1993). He is the consulting editor for Emma Goldman: A Documentary History of the American Years, Vol. 1 Made for America (University of Illinois Press, 2003) and Vol. 2 Making Speech Free (University of Illinois Press, 2005).
    • Cohen is a frequent contributor to Social Education, the leading journal for history teachers, published by the National Council for the Social Studies. His most recent articles in Social Education are “The Other September 11: Teaching About the 1973 Overthrow of Chilean President Salvador Allende,” (Oct. 2009) co-authored with Katy Benedetto and Alexandra Lamb; “Was the Constitution Pro-Slavery? The Changing Views of Frederick Douglass,” (Sept. 2008). He also has written collaboratively with his NYU faculty colleague Pedro A. Noguera on a number of education policy issues, including “Beyond Black, White and Brown,” in the Nation magazine (May 3, 2004) special issue on the Brown decision . Their Education Week article on the legacy of the Brown decision “The Legacy of All Deliberate Speed,” was selected as one of the best in that journal over the past 25 years and included in The Last Word: The Best Commentary and Controversy in American Education (2007). They have also co-authored “Educators in the War on Terror,” in Joel Westheimer, ed. Pledging Allegiance: The Politics of Patriotism in America’s Schools (Teachers College Press, 2007).
  • Patricia (Patsy) M. Cooper - Assistant Professor
    • Cooper, P. M., Capo, K., Mathes, B., & Grey, L. (2007). One Authentic Early Literacy Practice and Three Standardized Tests: Can a Storytelling Curriculum Measure Up?" Journal of Early Childhood Teacher Education v28 (3) (5), 251-275.
    • Cooper, P. M. (2007). Racism explained to my White daughter: Necessary lessons of an education professor and former teacher. In Deily, M. E. (Ed.) Best of Commentary: Education Week. New York: Jossey-Bass, 40-44. Education Journal, v4 (4).
    • Cooper, P. M. (2006). Teaching young children self-regulation through children’s books. Early Childhood Education Journal, v4 (4).
    • Cooper, P. M. (2005). Literacy learning and pedagogical purpose in Vivian Paley’s ‘storytelling curriculum’. Journal of Early Childhood Literacy, v5 (3), 229-251. Cooper, P. M. (2003). Effective White teachers of Black children: Teaching within a community. Journal of Teacher Education, v54 (5), 413-427.
    • Cooper, P. M. (2005). Racism explained to my White daughter: Necessary lessons of an education professor and former teacher. Education Week, v24 (20). 39-40.
    • Cooper, P. M. (2003). Effective White teachers of Black children: Teaching within a community. Journal of Teacher Education, v54 (5), 413-427.
    • Cooper, P. M. (2003). Effective White teachers of Black children: Teaching within a community. Journal of Teacher Education, v54 (5), 413-427.
    • Cooper, P. M. (1993). When stories come to school: Telling, writing & performing stories in the early childhood classroom. New York: Teachers and Writers Collaborative.
    • McNamee, G. D., McLane, J., Cooper, P., and Kerwin, S. (1985). Cognition and affect in early literacy development. Early Child Development and Care, v20, 229-244.
  • Fabienne Doucet - Assistant Professor of Education
    • Tudge, J. R. H., Freitas, L. B. L., & Doucet, F. (2009). The transition to school: Reflections from a contextualist perspective. In H. Daniels, H. Lauder & J. Porter (Eds.), Educational theories, cultures and learning: A critical perspective (pp. 117-133). London: Routledge. (view)
    • Doucet, F. (2008). How African American parents understand their and teachers' roles in children's schooling and what this means for preparing preservice teachers. Journal of Early Childhood Teacher Education [Special Issue on Multicultural Teacher Education in Honor of Leslie R. Williams], 29(2), 108-139. (view)
    • Doucet, F., & Tudge, J. (2007). Co-Constructing the transition to school: Reframing the "novice" versus "expert" roles of children, parents, and teachers from a cultural perspective. In R. C. Pianta, M. J. Cox & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 307-328). Baltimore, MD: Brookes Publishing. (view)
    • Doucet, F., & Hamon, R. R. (2007). A nation of diversity: Demographics of the United States of America and their implications for families. In B. Sherif-Trask & R. R. Hamon (Eds.), Cultural diversity and families: Expanding perspectives. (pp. 20-43). Thousand Oaks, CA: Sage Publications. (view)
    • Tudge, J., Doucet, F., Odero, D., Sperb, T., Piccinini, C., & Lopes, R. (2006). A window into different cultural worlds: Young children's everyday activities in the United States, Kenya, and Brazil. Child Development [Special Issue on Race, Ethnicity, and Culture in Child Development], 77(5), 1446-1469. (view)
    • Doucet, F., & Suárez-Orozco, C. (2006). Ethnic identity and schooling: The experiences of Haitian immigrant youth. In L. Romanucci-Ross, G. DeVos & T. Tsuda (Eds.), Ethnic identity: Creation, conflict, and accommodation (4th ed., pp. 163-188). Walnut Creek, CA: AltaMira Press. (view)
    • Doucet, F. (2005). Divergent realities: The home and school lives of Haitian immigrant youth. Journal of Youth Ministry, 3(2), 37-65. (view)
    • Tudge, J., & Doucet, F. (2004). Early mathematical experiences: Observing young Black and White children's everyday experiences. Early Childhood Research Quarterly, 19, 21-39. (view)
    • Suárez-Orozco, C., Suárez-Orozco, M. M., & Doucet, F. (2003). The academic engagement and achievement of Latino Youth. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 720-737). San Francisco: Jossey-Bass. (view)
    • Doucet, F. (2003). Identities and their complexities: A review essay of Trends in Ethnic Identification Among Second-Generation Haitian Immigrants in New York City by Flore Zéphir. Race and Society, 6, 75-82. (view)
    • Tudge, J., Doucet, F., & Hayes, S. (2001). Theory, method and analysis: Necessary interconnections in the study of children and families. Contrapontos: Revista de Educao [Counterpoints: The Journal of Education], 1(3), 11-22. (view)
    • Tudge, J., Hayes, S., Doucet, F., Odero, D., Kulakova, M., Tammesveski, P., Meltsas, M., & Lee, S. (2000). Parents’ participation in cultural practices with their preschoolers: A cross-cultural study of everyday activities. Psicologia: Teoria e Pesquisa [Psychology: Theory and Research], 16(1), 1-11. (view)
    • Tudge, J., Doucet, F., Odero, D. A., Tammeveski, P., Meltsas, M., Lee, S., & Kulakova, M. (1999). Desenvolvimento infantil em contexto cultural: O impacto do engajamento de pré-escolares em atividades do cotidiano familiar [Children’s development in cultural context: The impact of preschoolers’ engagement in everyday family activities]. Interfaces: Revista de Psicologia [Interfaces: Journal of Psychology,] 2(1), 23-32. (view)
    • Futris, T. G., Hicks, S., Hall, A. H., Etz, K., Doucet, F., & Lange, G. (1999). Preparing graduates for a diverse job market: A comparison of human development and family science progams. Family Science Review, 12(2), 131-153. (view)
  • Miriam Eisenstein Ebsworth - Associate Professor of English Education
    • Eisenstein Ebsworth, M., Kim, A. and Klein, T. (In press- 2010). Projections: From a graduate TELL class to the practical world of L2 teachers. Calico Journal, 27:2
    • Eisenstein Ebsworth, M. (Forthcoming). Speech Communities: Language as a mediator of messages and perceptions. In Language in the Real World. S. Behrens & J. Parker. Routledge. Web-based associated materials in development.
    • Eisenstein Ebsworth, M. and Ruiz, Pedro. (In press). Ideals and Reality: A Self-contained Class for Bilingual Autistic Children. Educação-Thematic Issue, Multiculturalism and Education.
    • Verdi, G. and Eisenstein Ebsworth, M. (In press). Working-Class Women Academics: Four Sociolinguistic Journeys. Journal of Multicultural Discourses.
    • Eisenstein Ebsworth, M. 2009. True progress is bilingualism for all: A response to Porter. Puerto Rico TESOLGram 35:3, 24-26.
    • Camhi, P. and Eisenstein Ebsworth, M. 2008. Merging a Metalinguistic Grammar Approach with L2 Academic Process Writing: ELLs in Community College. TESL-EJ, 12:2.
    • Duffy, P., and Eisenstein Ebsworth, M. 2007. “Action Through Words” Website for online course teaching English language through content, based on the workings of the United Nations. http://www.unepd.info.
    • Review: Eisenstein Ebsworth, M. 2005. G. Melchers and P. Shaw. World Englishes: An introduction. Oxford: Oxford University Press, 2003. Language Policy 4:4, 425-429
    • Eisenstein Ebsworth, M., Feknous, B, Loyette, D, and Zimmerman, S. 2004. Tape it Yourself . ELT Journal. 58:2, 145-154.
    • Comments on Bilingualism and Schooling in the United States. 2002. International Journal of the Sociology of Language. 155/156 101-114
    • Review: "LaRC, The Language and Reading Companion." Eisenstein Ebsworth, M. & McDonell, T. 2001. Calico Journal
    • Return Migrants to Puerto Rico: An Unappreciated Asset.;Puerto Rico TESOL Newsletter. Fall, 2001 Issue.
    • Review: Bilingual Education and Social Change. Rebecca Freeman. Clevedon: Multilingual Matters. 1998. in Language and Education. 2001.
    • Eisenstein Ebsworth, M. & Ebsworth, T. 2000. The Pragmatics and Perceptions of Multicultural Puerto Ricans. The International Journal of the Sociology of Language 142 119-155.
    • Perceptions and Pragmatics of Multicultural Puerto Ricans” (with Timothy Ebsworth). International Journal of the Sociology of Language. 2000. 142, 119-155.
    • The Truth about Bilingual Education” Bilingual Basics. Fall, 1999.
    • Collaboration Key to Evolution of U.S. English Language Teaching: Universities Begin to Recognize the Value of Symbiosis” EL Gazette. March,1999.
    • U.S. Project for Accreditation” EL Gazette. 221,223. June, 1998.
    • Accuracy Vs. Fluency: Which Comes First in ESL Instruction?” ESL Magazine. 1:2, 24-26. March/April 1998.
    • ESL Standards: An Old Tradition in Modern Dress” (with Timothy Ebsworth). Idiom. 6-7. Spring, 1998.
    • What Researchers Say and Practitioners Do: Perspectives on Conscious Grammar Instruction in the ESL Classroom” (with C. William Schweers) Applied Language Learning. 8:2, 237-260. 1997.
    • Responses of Island Puerto Ricans and Continental Americans to Critical Incidents: A Crosscultural Pragmatics Study” (with Timothy Ebsworth. Research on Language and Social Interaction. 30:3, 193-234. 1997
    • Review. Word's Out. William Leap. Minneapolis: University of Minnesota Press. In Out and About. July, 1996, p.11.
    • Review. Second Language Practice: Classroom Strategies for Developing Communicative Competence. George Duquette, editor. Clevedon: Multilingual Matters. In NABE NEWS, November, 1996. pp. 15-16, 26.
    • Eisenstein Ebsworth, M. Bodman, J. and Carpenter. M. Cross-cultural Realization of Greetings in American English. In Susan Gass and Joyce Neu, editors. Speech Acts Across Cultures: Challenges to Communication in a Second Language. New York: Mouton de Gruyter. 1995.
    • Sensitizing Learners to Sociocultural Aspects of L2: A Critical Incident Activity. (with T. Ebsworth). 1993. Idiom Vol.23:2, 1,6.
  • Lisa S. Fleisher - Associate Professor of Educational Psychology
    • Fleisher, L., Jones, C, & Keller, M. (2000) The Metro Early Reading Program, New York: Metropolitan Teaching and Learning Company.
    • Gold, J. G. & Fleisher, L.S. (1986) Comprehension breakdown with inductively organized text: Differences between average and disabled readers. Remedial and Special Education, 7(4), 26-32.
    • Fleisher, L.S., Soodak, L.C. & Jelin, M.A. (1984). Selective attention deficits in Learning Disabled children: Analysis of an accepted phenomenon. Exceptional Children, 15, 11-16
    • Fleisher, L.S., & Jenkins, J.R. (1983). The effects of word-emphasis and comprehension-emphasis instruction on reading performance of disabled readers. Learning Disability Quarterly, 6, 146-154.
    • Jenkins, J.R., Larson, K., & Fleisher, L.S. (1983). Effects of oral reading error corrections on word recognition and reading comprehension. Learning Disability Quarterly, 6, 139-145.
    • Fleisher, L.S., Jenkins, J.R. & Pany, D. (1979). Effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly, 15, 30-48.
    • Fleisher, L.S., & Jenkins, J.R. (1978). Effects on contextualized and decontextualized practice conditions on word recognition. Learning Disability Quarterly, 1, 39-47.
  • James Fraser - Professor of History and Education
    • Preparing America’s Teachers: A History was published by Teachers College Press in January, 2007 (link)
    • A History of Hope: When Americans Have Dared to Dream of a Better Future (Palgrave-Macmillan, 2002) (link)
    • The School in the United States: A Documentary History (McGraw-Hill, 2000, second edition forthcoming from Routledge, 2009) (link)
    • Between Church and State: Religion and Public Education in a Multicultural America (St. Martin's Press, 1999) (link)
    • Reading, Writing, and Justice: School Reform as if Democracy Matters (State University of New York Press, 1997) (link)
    • He has also published in the Journal of Teacher Education, Education Next, Education Week, as well as reviews in the Journal of American History and the History of Education Quarterly.
    • He is currently writing TEACH: A Question of Teaching to be published in 2010 by McGraw Hill.
  • Pamela Fraser-Abder - Associate Professor of Science Education
    • Professional Development of Science Teachers: Local Insights with Lessons for the Global Community. Routledge Falmer , New York and London (2002) 216 pp.
  • Karen D. King - Associate Professor of Mathematics Education
    • Curriculum Vitae (view)
  • Susan A. Kirch - Associate Professor
    • Kirch, S.A. and Amoroso, M.A. (under contract). Teaching and learning science with young children. Rotterdam: Sense Publishers.
    • Kirch, S.A. (in press, 2010). Understanding scientific uncertainty as a teaching and learning goal. In B. Fraser, C. McRobbie, and K. Tobin (Eds.) Second International Handbook of Science Education. Boston: Kluwer Academic Publishers.
    • Kirch, S.A. (in press). Identifying and resolving uncertainty as a mediated action in science: A comparative analysis of the cultural tools used by scientists and elementary science students at work. Science Education.
    • Milne, C.E., Kirch, S.A., Basu, S.J., Leou, M., Fraser Abder, P. (2008). Understanding conceptual change: connecting and questioning, Cultural Studies of Science Education, 3(2), 417-434.
    • Kirch, S.A. (2007). Re/production of science process skills and a scientific ethos in an early childhood classroom. Cultural Studies of Science Education, 2(4), 785-815.
    • Kirch, S.A. (2007). Skepticism and open-mindedness for learning, teaching and criticality in science. Cultural Studies of Science Education, 2(4), 841-845.
    • Kirch, S.A. (2007). Considering authenticity criteria for studying cultural transitions by uncovering cover stories. Cultural Studies of Science Education, 2(1), 254-258.
    • Kirch, S.A. and Hunter, M. (2007). Campaign for fiscal equity: The journey toward school funding reform in New York State and beyond. In A. Salz & H. Johnson (Eds.) What is authentic educational reform? Pushing against the compassionate conservative agenda, pp. 135-154. New York: Lawrence Erlbaum Publishers.
    • Kirch, S.A., Bargerhuff, M., Turner, H., Wheatly, M. (2007). Reflections of educators in pursuit of inclusive science classrooms. Journal of Science Teacher Education, 18(4), 663-692.
    • Amoroso, M. and Kirch, S.A. (2006). Get rocks in your head! In K. Tobin (Ed.) Science Education: A Handbook, pp. 447-452. Westport, CT: Greenwood Publishing.
    • Kirch, S.A. and Martin, S. (in press, written 2006). Taking women students seriously: Employing inclusive approaches to teacher education in primary science. In K. Scantlebury, J. Butler Kahle, S. Martin, and S.-K. LaVan (Eds.) Re-visioning Science Education from Feminist Perspectives: Choices, Challenges, and Careers. Rotterdam: Sense Publishers.
    • Kirch, S.A. and Amoroso, M. (2006). A matter of timing: Learning about the impact of environmental changes on animal migration. In K. Tobin (Ed.) Science Education: A Handbook, pp. 439-446. Westport, CT: Greenwood Publishing.
    • Kirch, S.A., Bargerhuff, M., Turner, H., Wheatly, M. (2005). Inclusive science education: Classroom teacher and science educator experiences in class workshops. School Science and Mathematics, 105(4), 175-197.
    • Bargerhuff, M., Kirch, S.A., Wheatly, M. (2004). Collaborating with CLASS: Creating laboratory access for science students with disabilities. Electronic Journal of Science Education, 9(2).
    • Zallen, J.A., Kirch, S.A., Bargmann, C.I. (1999). Genes required for axon pathfinding and extension in the C. elegans nerve ring. Development, 126(16), 3679-3692.
    • Kirch, S.A., Rathbun, G.A., Oettinger, M.A. (1998). Dual role for RAG2 in V(D)J recombination: catalysis and regulation of ordered Ig gene assembly. European Molecular Biology Organization (EMBO) Journal, 17(16), 4881-4886.
    • Kirch, S.A., Sudarsanam, P., Oettinger, M.A. (1996). Regions of RAG1 protein critical for V(D)J recombination. European Journal of Immunology, 26(4), 886-891.
    • Liu, Z., Kirch, S.A., Ambros, V.A. (1995). The Caenorhabditis elegans heterochronic gene pathway controls stage-specific transcription of collagen genes. Development, 121(8), 2471-2478.
    • Cuomo, C.A., Kirch, S.A., Gyuris, J., Brent, R., Oettinger, M.A. (1994). Rch1, a protein that specifically interacts with the RAG-1 recombination-activating protein. Proceedings of the National Academy of Science, 91(13), 6156-60.
    • Burke, D.H., Raubeson, L.A., Alberti, M., Hearst, J.E., Jordan, E.T., Kirch, S.A., Valinski, A.E.C., Conant, D.S., and Stein, D.B. (1993). The chlL(frxC) gene: phylogenetic distribution in vascular plants and DNA sequence from Polystichum acrostichoides (Pteridophyta) and Synechococcus sp. 7002 (Cyanobacteria). Plant Systematics and Evolution, 187(1-4), 89-102.
    • Hsu T., Gogos, J.A., Kirch, S.A., Kafatos, F.C. (1992). Multiple zinc finger forms resulting from developmentally regulated alternative splicing of a transcription factor gene. Science, 257(5078), 1946-50.
    • Stein, D.B., Conant, D.S., Ahearn, M.E., Jordan, E.T., Kirch, S.A., Hasebe, M., Iwatsuki K., Tan, M.K., Thomson, J.A. (1992). Structural rearrangements of the chloroplast genome provide an important phylogenetic link in ferns. Proceedings of the National Academy of Sciences, 89(5): 1856-60.
  • David E. Kirkland - Assistant Professor of English Education
    • Kirkland, D. (August, 2009). Researching and teaching English in the digital dimension. Research in the Teaching of English, 44(1), pp. 8-22. (view)
    • Kirkland, D. (July, 2009). Skins we ink: Conceptualizing literacy as human practice. English Education, 41 (4), pp. 375-395. (view)
    • Kirkland, D. (July, 2009). We real cool: Toward a theory of Black masculine literacies. Reading Research Quarterly, 44(3), pp. 278-297. (view)
    • Kirkland, D. (2009). Shaping the digital pen: Media literacy, youth culture, and Myspace. Youth Media Reporter, pp. 188-200.
    • Kirkland, D., & Jackson, A. (2008). Beyond the Silence: Instructional Approaches and Students’ Attitudes, pp. 160-180. In J. Scott, D. Y. Straker, & L. Katz (eds.), Affirming Students’ Right to Their Own Language: Bridging Educational Policies and Language/Language Arts Teaching Practices. Champagne/Urbana, IL: NCTE/LEA.
    • Kirkland, D. (2008). “The Rose that Grew From Concrete”: Hip Hop and the New English Education. The English Journal, 97 (5), pp. 69-75. (view)
    • Miller, s. j., Beliveau, L. B., Kirkland, D., Rice, P., & Destigter, T. (2008). Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice between Preservice and Inservice Spaces. New York: Peter Lang Publishing.
    • Zhao, Y., Zhang, G., Yang, W., Kirkland, D., Han, X., & Zhang, J. (2008). A comparative study of educational research in China and the U.S. Asian Pacific Journal of Education, 28 (1), pp. 1-17. (view)
    • Kirkland, D. (2008). “You must learn”: Promoting hip-hop in education. Youth Media Reporter, 2 (3), pp. 42-46.
    • Zhao, Y., Kirkland, D., & Lustick, D. (2007). Introduction. In Y. Zhao, D. Lustick, & W. Yang (eds.), Government, assessment and accountability in the United States: A primer for Chinese educational leaders. Shanghai: East China Normal University Press. English version is also available at: (link)
    • Kirkland, D. (2007). The Power of Their Text: Teaching Hip Hop in the Secondary English Classroom. In K. Keaton & P. R. Schmidt (eds.), Closing the Gap: English Educators Address the Tensions between Teacher Preparation and Teaching Writing in Secondary Schools. Language, Literacy, and Learning Series for Information Age Publishing, pp. 129-145. (view)
    • Kirkland, D. (2007). Foreword. In M. Diaz & M. Runnell (eds.), Hip Hop Education Guidebook, Volume One. New York: Hip Hop Association.
    • Kirkland, D. (2006). The Boys in the Hood: Exploring literacy in the lives of Six Urban Adolescent Black Males. Unpublished Dissertation, Michigan State University, East Lansing.
    • Kirkland, D. (2004). Rewriting School: Critical Writing Pedagogies for the Secondary English Classroom. Journal of Teaching of Writing 21(1&2), pp. 83-96. (view)
    • Kirkland, D., Robinson, J, Jackson, A., & Smitherman, G. (2004). From “The Lower Economic”: Three Young Brothas and an Old School Womanist Respond to Dr. Bill Cosby. The Black Scholar, 34(4), pp. 10-15. (view)
    • Kirkland, D., Jackson, A., & Smitherman, G. (March/April 2001). Leroy, Big D, and Big Daddy Speakin Ebonics on the Internet. American Language Review, pp. 22-26.
    • Please see attached CV for complete list of publications, presentations, and courses taught (view)
  • Maris H. Krasnow - Clinical Associate Professor of Early Childhood Education
    • Sobelman, M. & Krasnow, M.H. (2002). Inquiring into teaching and learning: Explorations and discoveries for prospective teachers. Dubuque, Iowa: Kendall/Hunt Publishing Company
    • Rust, F., Ely, M., Krasnow, M. & Miller, L. (2001). "Professional Development of Change Agents: Swimming With and Against the Currents." In F. Rust and H. Freidus, (Eds.) Guiding School Change: The Role and Work of Change Agents. New York: Teachers College Press.
    • Sobelman, M. with Bowman, E., Krasnow, M.H., Lewis, E., Pignatosi, F. & Schlechter, S.L. (1999). Weaving A Richly Textured Course: The Changing Tapestry of Inquiries into Teaching and Learning (Monograph). New York, New York: New York University, School of Education, Department of Teaching and Learning.
    • Sobelman, M. & Krasnow, M. (2006). Inquiring into Teaching and Learning: Explorations and Discoveries for Propsective Teachers. Second Edition. Dubuque, Iowa: Kendall Hunt Publishing Company
  • Joanna Labov - Clinical Assistant Professor of TESOL
    • Labov, J. (2010). Teaching pronunciation: Using phonology in the ESL and foreign language Classroom. To appear in S. J. Behrens & J. A. Parker (Eds.), Language in the real world: A resource book. Routledge.
    • Labov, J. (2008). Milestones. [review of the ESL textbook series Milestones] Idiom, 38(2), 18-19.
    • Labov, J. (2000). The effect of vowel height on the recognition of second language vowel production: L1 German speakers’ production of L2 English /æ/ and /e/. Proceedings of the Fourth International Symposium on the Acquisition of Second Language Speech- New Sounds. Amsterdam, Holland.
    • Labov, J. (1988). Assessing what a second language learner knows in student-teacher interaction. Penn Working Papers in Educational Linguistics, 4(2), 1-29.
  • Mary Leou - Clinical Associate Professor of Teaching and Learning
    • Leou, M., P.Abder, M. Riordan, U. Zoller, "Using ‘HOCS Learning’ as a pathway to promote science teachers' metacognitive development" (accepted for publication in Research in Science Education, 2005)
  • Lorena Llosa - Assistant Professor of Education
    • Llosa, L. & Slayton, J. (2009). Using program evaluation to inform and improve the education of young English learners in U.S. schools. Language Teaching Research, 13 (1), 35-54.
    • Frazier, S. and Llosa, L. (2009). Meaning differences in the use of the null vs. the definite articles: the case of the seasons. English Text Construction, 2 (1), 1-17.
    • Rosalia, C. & Llosa, L. (2009). Assessing the quality of online peer feedback in L2 writing. In R. de Cassia Veiga Marriott & P. Lupion Torres (Eds.), Handbook of Research on E-Learning Methodologies of Language Acquisition (pp. 322-338). Hershey, PA: IGI Global.
    • Llosa, L. (2008). Building and supporting a validity argument for a standards-based classroom assessment of English proficiency based on teacher judgments. Educational Measurement: Issues and Practice, 27(3), 32-42.
    • Zhao, C. G. and Llosa, L. (2008). Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction. Assessing Writing, 13, 153-170.
    • Llosa, L. (2007). Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach. Language Testing, 24(4), 489-515.
    • Jensen, L. & Llosa, L. (2007). Heritage language reading in the university: A survey of students’ experiences, strategies, and preferences. The Heritage Language Journal.
    • Llosa, L. (2005). Assessing English learners' language proficiency: A qualitative investigation of teachers' interpretations of the California ELD Standards. The CATESOL Journal, 18(1), 7-18.
    • Slayton, J. & Llosa, L. (2005). The Use of Qualitative Methods in Large-Scale Evaluation: Improving the Quality of the Evaluation and the Meaningfulness of the Findings. Teachers College Record, 107(12), p. 2543-2565.
    • Llosa, L. (2003). A lifetime of dedication to language education: An interview with Russ Campbell. Issues in Applied Linguistics, 14(1), 70-81.
  • Cynthia McCallister - Associate Professor of Early Childhood Education
    • Curriculum Vitae (view)
    • Reconceptualizing literacy methods instruction: To build a house that remembers its forest. (1998). New York: Peter Lang Publishing, Inc.
    • The power of place and time in teaching. (accepted for publication, September 2002). Journal of Adolescent & Adult Literacy. A journal of the International Reading Association.
    • Letting them learn: Yielding power to students in a literacy methods course. (accepted for publication). English Education. A journal of the National Council of Teachers of English.
    • "Making history with a reader." (November, 2000). Language Arts. A journal of the National Council of Teachers of English.
    • "Classroom inquiry: Transforming perplexity into pedagogy." (Spring, 1998). Teaching and Learning: The Journal of Natural Inquiry, 12, (2) pps. 28-35.
    • With Austin, T; Campbell, K; Hubbard, R; Kaltenbach, S; Makler, A; McCallister, C; Ostrow, J, & Power, B. An honest and open forum on teacher research. (Spring 1998). Teacher Research: The Journal of Classroom Inquiry, 5, (2) pps. 167-183.
    • Learning within social worlds: The role of play in literacy learning. (1996). New England Reading Association Journal, 32, (1). pps. 13-18.
    • Walking the walk: Creating a constructivist literacy methods classroom. (1995). Literacy: Issues and Practices, 12. pps. 38-45.
    • Teaching stories and possible classrooms. (1994). Teacher Research: The Journal of Classroom Inquiry, 1, (3). pps. 38-45.
    • McCallister, C. (anticipated January, 2003). Reviving innocence: Writing education practices in the era of the new literacy. In J. Kincheloe & D. Weil (Eds.). The encyclopedia of critical thinking and learning. Oryx Press under Greenwood Press.
    • McCallister, C. (2001)."From ideal to real: Unlocking the doors of school reform." In, F. Rust & H. Freidus (Eds.). Guiding change: New conceptions of the roles and work of change agents. New York: Teachers College Press.
    • McCallister, C. (2000). "The new essence of 'teacher stuff': An orientation to language arts instruction." In J. Webb & B. Miller (Eds). ACTFL Series 2000, Teaching heritage language learners: Voices from the classroom. The American Council on the Teachin
    • McCallister, C. (1998). "A New vision in public, progressive education: The story of the W. Haywood Burns School." In S. Semel and Sadovnik (Eds.). Schools of tomorrow, schools of today: What happened to progressive education? New York: Peter Lang Publis
    • McCallister, C. (1996). "An incorrect correction." In B. Power & R. Hubbard (Eds.). Oops: What we learn when our teaching fails. York, ME: Stenhouse.
    • McCallister, C. (November, 21, 2001). "A tribute to our teachers." New York Teacher, XLIII (6), p. 13. Published by the United Federation of Teachers.
    • McCallister, C. (1998). "Researching æour children:Exploring the place where the self and the study collide." In C. L. Cole & S. Finley (Eds.) Conversations in Community. Proceedings of the Second International Conference of the Self-study of Teacher Educ
    • McCallister, C. (1996). "The role of metacognition in writing." Professional Development School Partnership, 2, (3). A publication of Muhlenberg College, Lincoln Elementary school and South Mountain Middle School. Pps. 1-3
    • McCallister, C. (1995). "Using portfolios to highlight metacognitive awareness." Portfolio News, 6, (2). Pps. 2-4.
    • McCallister, C. (1995). "Using portfolios to highlight metacognitive awareness." Portfolio News, 6, (2). Pps. 2-4.
    • “Schooling the possible self.” (December, 2004). Curriculum Inquiry. An essay exploring how literacy learning situations influence the child’s developing sense of self.
    • The power of place and time in teaching.” (September, 2002). Journal of Adolescent & Adult Literacy. An essay that argues for the importance curricula that enable children to use their life experiences as reference points for learning.
    • “Letting them learn: Yielding power to students in a literacy methods course.” (September, 2002). English Education. A journal of the National Council of Teachers of English. A classroom research report explaining how a literacy methods course was restructured so that pre-service teachers could conduct writing workshops in order to learn writing process pedagogy.
    • “Making history with a reader.” (November, 2000). Language Arts. A journal of the National Council of Teachers of English. Pps. 138-147. A case report from a cultural perspective recounting one child’s development as a reader. This piece argues that learning should be viewed as the transformation of the child’s intentions in regard to literacy activities and suggests implications for instructional practice.
  • Sandee McClowry - Professor of Applied Psychology
    • Foley, M., McClowry, S. G., and Castellanos, F. X. (2008). The relationship between Attention Deficit Hyperactivity Disorder and child temperament. Journal of Applied Developmental Psychology, 29, 157-169.
    • McClowry, S.G., Snow, D. L., Tamis-LeMonda, C.S. (2005). An evaluation of the effects of INSIGHTS on the behavior of inner city primary school children. Journal of Primary Prevention, 26(6).
    • McClowry, S.G., Halverson, C.F., & Sanson, A. (2003). A re-examination of the validity and reliability of the School-Age Temperament Inventory. Nursing Research, 52. 176-182.
    • McClowry, S.G. (2003). Your Child's Unique Temperament: Insights and Strategies for Responsive Parenting. Champaign, IL: Research Press.
    • McClowry, S.G. (2002). Transforming temperament profile statistics into puppets and other visual media. Journal of Pediatric Nursing. 17, 11-17.
    • McClowry, S.G. (2002). The temperament profiles of school-age children. Journal of Pediatric Nursing. 17, 3-10.
    • McClowry, S.G. (2002). The School Age Temperament Inventory. In J. Maltby, C.A. Lewwis, and A. Hill (Eds.), Commissioned Review of 250 Psychological Texts (pp 405-407). Lampeter, Wales: Edwin Mellen Press.
    • McClowry, S.G. & Galehouse, P. (2002). A pilot study conducted to plan a temperament-based parenting program for inner city families. Journal of CHild & Adolescent Physhiatric Mental Health Nursing 15, 97-105.
  • Elizabeth McDonald - Master Teacher of Teaching and Learning
    • The Power of Protocols: An Educator's Guide to Better Practice, with Mohr, Dichter, McDonald, Teachers College Press, 2003
    • Principals, Paradox, and Collaboration: Beyond Conflict Resolution, with Nancy Mohr, New York City Challenge (ASCD), 2002
    • Supporting Implementation: Strategies to Ensure Success, Work Sampler, 1996
  • Joseph McDonald - Professor of Teaching and Learning
    • Going to Scale with New School Designs: Reinventing High School (Teachers College Press, 2009). With E. J. Klein & M. Riordan. (link)
    • Power of Protocols (Teachers College Press, 2003, 2007). With N. Mohr, A. Dichter & E. McDonald. (link)
    • School Reform Behind the Scenes (Teachers College Press, 1999). With T. Hatch, E. Kirby, N. Ames, N. Haynes & E, Joiner. (link)
    • Doing What You Mean to Do in School Reform (Annenberg Institute for School Reform, 1998). With D. A. Schon.
    • Redesigning School (Jossey Bass, 1996). (link)
    • Graduation by Exhibition: Assessing Genuine Achievement (ASCD, 1993). With S. Smith, M. Finney, D. Turner & E. Barton. (link)
    • Teaching: Making Sense of an Uncertain Craft (Teachers College Press, 1992). (link)
    • Scaling Up the Big Picture, essay one (February 2003). With E. Klein, M. Riordan & S. Broun.
    • Scaling Up the Big Picture, essay two (June 2003). With E. Klein & M. Riordan.
    • Scaling Up the Big Picture, essay three (February 2004). With E. Klein & M. Riordan.
    • Scaling Up the Big Picture, essay four (August 2004). With E. Klein & M. Riordan.
  • Catherine Milne - Associate Professor of Science Education
    • Milne, C. & Otieno, T. (2007). Understanding Engagement: Science Demonstrations and Emotional Energy. Science Education. (view)
    • Milne, C. , Scantlebury, K. & Otieno, T. (2006). Using socio-cultural theory to understand the relationship between teacher change and a science-based professional education program, Cultural Studies of Science Education, 1, 325-352. (view)
    • Martin, S., Milne, C., & Scantlebury, K. (2006). Eye rollers, Risk-takers, and Turn Sharks: Target Students in a Professional Science Education Program, Journal of Research in Science Teaching, 43, 819-851. (view)
    • Milne, C. & Ma, J. (in press). Making sense of the Regents Chemistry exam. In P. Fraser-Abder (Ed.), Pedagogical issues in science, mathematics and technology education. Volume 3. Schenectady, NY: New York Consortium for Professional Development. (view)
    • Milne, C. (1998). Philosophically correct science stories? Examining the implications of heroic science stories for school science. Journal of Research in Science Teaching, 35, 175-187. (view)
  • Erin O'Connor - Assistant Professor of Early Childhood Education
    • O’Connor, E., Dearing, E., & Collins, B. (accepted, minor revisions). Teacher-child relationship trajectories: Predictors of behavior problem trajectories and mediators of child and family factors. American Educational Research Journal.
    • O’Connor, E., (in press). Teacher-child relationships as dynamic systems. Journal of School Psychology.
    • Ayoub, C., O’Connor, E. Rappolt-Schlicthmann, G., Raikes, H., & Cohen, R. (in press). Cognitive Skill performance among young children living in poverty: Risk, change and the impact of Early Head Start. Early Childhood Research Quarterly. *Note: the first three authors contributed equally to this publication and are listed in alphabetical order
    • Suárez-Orozco, C., Gaytán, F. X., Bang, H.J., Pakes, J., O’Connor, E. & Rhodes, J. (in press). Academic trajectories of newcomer immigrant youth. Developmental Psychology.
    • Koles, B., O’Connor, E., & McCartney, K. (2009). Teacher-child relationships in preschool: The influence of child and teacher characteristics. Journal of Early Childhood Teacher Education, 30 (1), 3-21.
    • Berry, D. & O’Connor, E. (2009). Teacher-child relationships and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology, 30 (3).
    • Bang, H. J., Suárez-Orozco, C., Pakes, J., & O’Connor, E. (2009). The importance of homework in determining immigrants students’ grades in schools in the USA context. Educational Research, 51(1), 1-25.
    • O’Connor, E., & McCartney, K. (2007). Maternal attachment and cognitive skill development: Investigating pathways of influence. Journal of Applied Developmental Psychology, 28 (5-6), 458-476.
    • O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44 (2), 34-369.
    • O’Connor, E., & McCartney, K. (2006). Testing associations between mother-child and teacher-child relationships. Journal of Educational Psychology, 26 (5), 301-326.
    • Ayoub, C., O’Connor, E., Rappolt-Schlictmann, G., Fischer, K., Rogosch, F., Toth, S., & Cicchetti, D. (2006). Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory. Development and Psychopathology, 18 (3), 679-706.
    • Ayoub, C.A., Fischer, K.W., & O’Connor, E. (2003). Analyzing development of working models for disrupted attachments: The case of hidden family violence. Attachment and Human Development, 5 (2), 97-119.
    • O’Connor, E., & McCartney, K. (2005). Psychosocial development: Attachment in young children. In K. Thies & E. Travers (Eds.), Handbook of human development for health professionals. Thorofare, NJ: Slack Publishing.
    • Archibald, A., O’Connor, E., Graber, J., & Brooks-Gunn, J. (2001). The role of nutrition and physical activity in promoting healthy adolescent development. In T. Gullotta & M. Bloom (Eds.), The encyclopedia of primary prevention and health promotion. New London, CT: Klewer Academic/ Plenum.
  • Bree Picower - Assistant Professor/ Postdoctoral Fellow
    • Picower, B. (2009). Resisting Compliance: Learning to teach for social justice in a neoliberal context. (In Press with Teachers College Record).
    • Picower, B. (2009) The unexamined Whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race and Ethnicity in Education, Vol. 12(2).
    • Picower, B. (2009). Beat it! Defeat it! Promoting Activism in Teacher Education (In press with Rethinking Schools, Vol. 23 (4). Summer 2009.
    • Mack, T & Picower, B. (2008) Planning to Change the World: A Plan Book for Social Justice Educators. New York, NY (link)
    • Mayorga, E., Picower, B & Rader, S (Eds.). (2008). Camouflaged: Investigating how the U.S. Military affects you and your community. New York: LULU/NYCoRE. (link)
    • Picower, B. (2007) Supporting New Educators to Teach for Social Justice: The Critical Inquiry Model. Penn Perspectives on Urban Education. Vol 5(1). (link)
    • Picower, B. (2007). Teaching Outside One's Race Can Be a Positive Experience. in George, C. (Ed.) Racism, (45) Farmington Hills, MI, Gale Group. (link)
    • Mangual (A). & Picower, B. (2007) Editors, Revealing Racist Roots: The 3R's for Teaching about the Jena 6. Teacher Activist Groups. (link)
    • Picower, Bree (2007) The unexamined whiteness of teaching: Will the cycle be unbroken? Ph.D. dissertation, New York University, United States -- New York.
    • Picower B. (2004) Teaching Outside One's Race: The Story of an Oakland Teacher. Radical Teacher. Spring 2004. (view)
  • Gordon M. Pradl - Professor of English Education
    • Literature for Democracy (link)
    • Linking Instructional Intervention and Professional Development: Using the Ideas Behind Puente High School English to Inform Educational Policy. EDUCATIONAL POLICY, Vol. 16 No. 4, September 2002, 522-546.
    • http://home.nyu.edu/~gmp1/
  • Katherine Dougherty Stahl - Assistant Professor of Literacy
    • McKenna, M. C. & Stahl, K. A. D. (2009). Assessment for reading instruction (Second Edition). NY: Guilford Press.
    • Stahl, K. A. D. & McKenna, M. C. (Eds.). (2006). Reading research at work: Foundations of effective practice. NY: Guilford Press.
    • Stahl, K. A. D. (2009). Comprehensive synthesized comprehension instruction in primary classrooms: A story of successes and challenges. Reading and Writing Quarterly, 25, 334-355.
    • Stahl, K. A. D. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Journal of Literacy Research, 40, (3) 359-393.
    • Stahl, K. A. D. (2004). Proof, practice and promise: Comprehension strategy instruction in the primary grades. Reading Teacher, 57, 598-609.
    • Stahl, S.A., Duffy-Hester, A.M., & Stahl, K.A.D. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.
    • See CV for a complete list of publications. (view)
  • Brenda Strassfeld - Clinical Assistant Professor of Mathematics Education
    • Becoming a triple a geometry teacher: the case of Rose, in Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University
    • Strassfeld, B. and Graham, E. (2006), High School Teachers’ Beliefs: The Use of Manipulatives, in Fraser-Abder, P. and Wallace, R. J. (eds), Pedagogical Issuers in Science, Mathematics and Technology Education, Volume 2, 6-23.
    • Strassfeld B. & Goldberg K. (2005) “Using The Blackboard Online Instructional System as a Component of Secondary Mathematics Student teacher Supervision and Mentoring” in Pedagogical Issues in Science , Mathematics and Technology. Ed. P. Fraser-Abder New York Consortium for Professional Development. Schenectady, 2004. 113-134.
    • Glendis, M. & Strassfeld, B. (2004): “Emotions and Motivation: Changing avoidance goals into achievement goals by giving students positive emotional experiences in the mathematics classroom.” 10th International Congress on Mathematics Education (link)
    • Through the Eyes of a Mathematician Project Wordplay published by Puppetry in Practice Brooklyn College
  • Lixing (Frank) Tang - Clinical Professor of Foreign Language Education
    • Meeting the Needs of Students with Limited or Interrupted Schooling. Co-autho with Andrea DeCapua & Will Smathers. University of Michigan Press, 2009.
    • "The Human Brain-based Teaching and Learning of Foreign Languages." Foreign Language World. 6, pp. 76-80, 2008.
    • Brain-based Learning in a Second Language Classroom. IDIOM 38 (2), pp. 1, 11-13, 2008.
    • China Chants II: Practicing the Rhythm of American English. Co-authored with Carolyn Graham. Shanghai Foreign Language Education Press, 2008.
    • "The New TOEFL iBT and Its Preliminary Washback Effect." Journal of Teaching Foreign Language Abroad, 1, pp.55-61. 2007.
    • "Educating Students with Interrupted Formal Education." Educational Leadership, 64, pp.40-46. Association for Supervision and Curriculum Development (ASCD), 2007.
    • “Getting Certified as a Teacher of Chinese as a Foreign Language in the U.S.” Journal of Teaching Chinese as Foreign Language, Beijing International Studies University Press, 2006.
    • China Chants I: Practicing the Pronunciation of American English. Co-authored with Carolyn Graham. Shanghai Foreign Language Education Press, 2005.
    • “Addressing Challenges and Needs of SIFE.” Idiom, Vol. 35, No. 4. New York State Teachers of English to Speakers of Other Languages, 2005.
    • "Twenty-five Years of Jazz Chants." Idiom 31 (3), pp. 4-5 & 17, New York: NYS TESOL, 2003.
    • English USA Book II. Companion book to the English Radio Program for Voice of America. Shanghai Foreign Language Education Press, 2003.
    • English USA Book I. Companion book to the Chinese-English Radio Program for Voice of America. Shanghai Foreign Language Education Press, 2002.
    • “Chinese Language Schools in the U.S.: Needs for ofessional Development.” Journal of Chinese Language Association 36 (1), 81-106, 2001.
    • “Multiple Intelligences Theory and Teaching English as a Foreign Languages.” Foreign Language World, 80 (4), 24-32, 2001.
    • “Whole Language Instruction In China: Teachers Belief in Theory versus Practice and Constraints.” College ESL, Vol. 9 (1 & 2), 2000.
    • An Advanced English Reader: Developing Reading Comprehension Skill. Book Two. Shanghai Foreign Language Education Press, 1999.
    • An Advanced English Reader: Developing Reading Comprehension Skill. Book One. Shanghai Foreign Language Education Press, 1998.
    • A Course in Practical English Writing. Shanghai East-China Normal University Press, 1998
    • An English Reader: Developing Reading Skills. Shanghai Foreign Language Education Press, 1998.
    • Communicative Spoken English. Shanghai Foreign Language Education Press, 1997.
    • Teaching English as Foreign Language In China: Methods and Techniques. Shanghai Foreign Language Education Press. Pp. 277, 1984.
  • Diana Turk - Associate Professor and Director of Social Studies Education
    • Bound By A Mighty Vow: Sisterhood and Women's Fraternities, 1870-1920, NYU Press 2004 (link)
    • “Jewish Students.” Women in Higher Education: An Encyclopedia, edited by Ana M. Martinez-Aleman and Kristin A. Renn: ABC-CLIO, 2002
    • Debating War and Peace in Washington Square. Social Education 65 (7), with R Cohen and E Klein
    • Single Sex Education in K-12 Schools. Dictionary of American History (3rd edition), edited by Stanley Kutler. New York: Charles Scribner's Sons, 2003.
    • Women's Colleges. Dictionary of American History (3rd edition), edited by Stanley Kutler. New York: Charles Scribner's Sons, 2003.
    • The Turn of the Millennium. Social Education 65 (7) 1999: 433-435, with Robert Cohen.
    • “College Students.” Jewish Women in America: An Historical Encyclopedia, edited by P. Hyman and D. Moore. New York: Routledge Press, 1998.
    • Nantucket Tourism. Encyclopedia of New England Culture. New Haven: Yale University Press, 1999.
  • Rose Vukovic - Assistant Professor of Special Education
    • Lesaux, N. K., Vukovic, R. K., Hertzman, C., & Siegel, L. S. (in press). Context matters: The interrelatedness of early literacy skills, developmental health, and community demographics. Early Education and Development.
    • Lipka, O., Siegel, L. S., & Vukovic, R. K. (2005). The literacy skills of English language learners in Canada: Lessons from research. Learning Disabilities Research and Practice, 20, 39-49. (view)
    • Vukovic, R. K., & Siegel, L. S. (2006). The double deficit hypothesis: A comprehensive review of the evidence. Journal of Learning Disabilities, 39, 25-47. (view)
    • Vukovic, R. K., & Siegel, L. S. (2006). The role of working memory in specific reading comprehension difficulties. In T. P. Alloway & S. E. Gathercole (Eds.), Working memory and neurodevelopmental disorders (pp. 89-112). New York: Psychology Press.
    • Vukovic, R. K., Wilson, A.M., & Nash, K. K. (2004). Naming speed deficits in adults with reading disabilities: A test of the double-deficit hypothesis. Journal of Learning Disabilities, 37, 440-450. (view)