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.
Alter, M & Pradl, G . Where’s the Red Queen?: Ending Three-Card Monte in Teacher Education Education Week May 18, 2011 Vol. 30, Issue 31, Pages 27,32
Alter, M and Gottlieb, J ;Sisyphus & the Problems in Special Education: Education Update:
o Volume XVI, No. 2 • New York City • NOVEMBER/DECEMBER 2010
Alter,M and Gottlieb,J ; Reform for NYC Special Education: The Thirteenth Labor of Hercules
Education Update: Nov/Dec 2012 (link)
Beck, S. W. (2009). Composition across secondary and post-secondary contexts: Cognitive, textual and social dimensions. Cambridge Journal of Education, 39, 3, 311-327.
Llosa, L., Beck, S., & Zhao, G. (2011). An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments. Assessing Writing, 16, 256-273.
Beck, S. W. (2009). Composition across secondary and post-secondary contexts: Cognitive, textual and social dimensions. Cambridge Journal of Education, 39, 3, 311-327.
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..
Aventuras en la Comunicatción: Leer, excribir, hablar y escucla: Guía para los maestros Aprender a leer, escribir, hablar y escuchar dentro y fuera del aula. Suzanne C. Carothers, author. Sesame Workshop, 2005.
Read and Rise Facilitators’ Guide Preparing Our Children for a Lifetime of Success: A Workshop Series for Parents and Caregivers. Suzanne C. Carothers, author. Scholastic Inc., 2003.
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 Children's Lives. Ed., William Ayers, Teachers College Press, 1995.
Cooking, in Encyclopedia of Early Childhood Education. Eds., Leslie Williams and Doris Fromberg, Garland Publishing, 1992.
Love As Seen By Others, in The Living Pulpit. Vol. 1, No. 3. July – September 1992.
Catching Sense: Learning from Our Mothers to be Black and Female, in Uncertain Terms: Negotiating Gender in American Culture. Eds., Faye Ginsburg & Anna Lowenhaupt Tsing, Beacon Press, 1990.
Good Learning: As Inspired By Good Teaching, in Information Update, a Literacy Assistance Center Publication. New York City, Vol. 4, No. 3, pp. 4-5, April 1987.
Contrasting Sexual Harassment in Female and Male-Dominated Occupations, co-author Peggy Crull, in My Troubles Are Going to Have Trouble with Me: Everyday Trials and Triumphs of Women Workers. Eds., Karen Sacks and Dorothy Remy, Rutgers University Press, 1984.
Experimenting with Foods: Opportunities for Concept Development, in The Creative Process. Ed., Charlotte Winsor, Bank Street College Publications, March, 1976.
Cohen's recent books include: Rebellion in Black and White: Southern Student Activism in the 1960s (Johns Hopkins Univ. Press, 2013), co-edited with David J. Snyder; Freedoms' 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).
Myrrh Domingo - Visiting Assistant Professor of English Education and Literacy Education
Domingo, M. (2012). “The Social Life of Texts.” In Andrews, R., Borg, E., Boyd, D., Domingo, M., & England, J. (2012). Handbook of Digital Dissertations and Theses. London and Thousand Oaks, CA: Sage.
Andrews, R., Borg, E., Boyd, D., Domingo, M., & England, J. (Eds.). (2012). Handbook of Digital Dissertations and Theses. London and Thousand Oaks, CA: Sage.
Domingo, M. (March 2012). "Linguistic Layering: Social Language Development in the Context of Multimodal Design and Digital Technologies." Journal of Learning, Media, and Technology.
Domingo, M. (May 2011). “Analysing layering in textual design: A multimodal approach for examining cultural, linguistic and social migration in digital video.” International Journal of Social Research Methodology, 14(3), 219-230. (view)
Domingo, M. (2011). “Migratory Practices in E-Learning and E-Communities Research.” In Andrews, R. & Haythornwaite, C. (2011). E-Learning: Theory and Practice. London and New York: Sage.
Domingo, M. (2011). Migrating Literacies in Global and Digital Worlds: Exploring Linguistic Diversity, Cultural Knowledge, and Social Identities of Urban Youth. Unpublished doctoral dissertation, New York University, New York, NY. (link)
Adair, J. K., Doucet, F., & Moore, H. C. (forthcoming). The impact of culture and race on play in early childhood classrooms. In Brooker, L., Edwards, S., & Blaise, M. (Eds.) SAGE handbook of play and learning in early childhood. London, UK: Sage Publications.
Doucet, F., Schwartz, A. E., Debraggio, E. (forthcoming). Beyond Black: Diversity among Black immigrant students in New York City public schools. In Migration Policy Institute (Ed.), Proceedings of the Research Symposium on the Young Children of Black Immigrants. Washington, DC: The Brookings Institute. [Commissioned work]
Doucet, F., & Adair, J. K. (accepted for publication). Addressing race and inequity in the classroom. Young Children.
Doucet, F. (accepted for publication). Language, power, and education in Haiti: Analyzing a complex crossroads. International Journal of the Sociology of Language. [Special issue on “The Politics of Language in Hispaniola.”]
Doucet, F. (accepted for publication). Manifestations of a post-quake consciousness: Timoun Yo Pral Lekòl in Port-au-Prince, Haiti. Urban Education, [Special issue on “Post-Crisis Perspectives on Urban Education”]
Kirkland, D., & Doucet, F. (Eds.) (accepted for publication). “We are the change we’ve been waiting for”: Post-crises perspectives on urban education. (Themed issue for Urban Education.)
Doucet, F., Shapses, S.♠, & Grayman-Simpson, N. (under review). Transformative learning in an undergraduate diversity course. Journal of Diversity in Higher Education.
Doucet, F., Hoffman, D., Mathieu, M. C., Hudicourt, D., & Lévy, J. T. (in progress). Haitian children in fixed versus circulating living situations [working title]. International Journal of Children’s Rights.
Doucet, F., Walden, N. J., Parade, S. ♠, & Kublay, A. E. ♠, & Ford, K. (in progress). Preparation for bias, racism experiences, and social class differences: An exploration of African American parents of preschoolers’ stories.
Hernandez, M., Doucet, F., & Suárez-Orozco, C. (in progress). Academic engagement among Haitian immigrant children.
Doucet, F., & Dublin, J. A. (Eds.) (2012). Changing institutions in Post-earthquake Haiti, 18(1). (Themed issue for the Journal of Haitian Studies.)
Doucet, F., & Dublin, J. A. (2012). Introduction: Who decides? Defining the promises and perils of autonomy, engagement, and institutional change in Haiti post-quake. Journal of Haitian Studies, [Special issue on “Changing Institutions in Post-Earthquake Haiti”], 18(1), 4-11.
Doucet, F. (2012). Arrested development: How lack of will cripples educational reform in Haiti. Journal of Haitian Studies, [Special issue on “Changing Institutions in Post-Earthquake Haiti”], 18(1), 118-148.
Doucet, F. (2012). African Americans, education of new immigrant groups. In J. Banks (Ed.), Encyclopedia of diversity in education (pp. 60-63). Thousand Oaks, CA: Sage Publications
Mattis, J. S., Hope, M., Sutton, R., Udoh, M., & Doucet, F. (2012). Researching and facilitating African American global volunteerism. Review of Faith & International Affairs, [Special issue on: “Religion and African American Leadership in Global Voluntarism,”] 10, 29-36.
Doucet, F., & Vukovic, R. K. (December 19, 2011). RESPECT: Find out what it means to immigrant families [Commentary]. Teachers College Record. (link)
Doucet, F. (2011). (Re)constructing home and school: Immigrants, agency, and the (un)desirability of bridging multiple worlds. Teachers College Record, 113 (12), 2705-2738. [Updated and modified version of Doucet (2010) below.]
Doucet, F., & Marcelin, L. H. (2011). Rebuilding a country, cultivating local capacity: Interview with Fabienne Doucet and Louis Herns Marcelin. Harvard Educational Review , 81(2), 267-277.
Marc, L. G., Guillaume, M., Alexander, E., Henderson, W. R., Vallie, R. A., Lindor, L., Doucet, F., Savoia, E., Testa, M. A., & Viswanath, K. (2011). Communication behaviors amongst persons of Haitian ancestry and public health preparedness (CDC Pilot Award, Grant #1P01TP000307-01). Boston, MA: Harvard School of Public Health.
Doucet, F. (2011). (Re)constructing home and school: Immigrants, agency, and the (un)desirability of bridging multiple worlds. Teachers College Record, 113 (12), 2705-2738. [Updated and modified version of Doucet (2010) below.]
Doucet, F. (2011). The reproduction of color and class in Haitian bilingual classrooms. In R. O. Jackson (Ed.), Geographies of the Haitian diaspora (pp. 229-246). New York and Abingdon, UK: Routledge.
Doucet, F. (2011). Parent involvement as a ritual system. Anthropology and Education Quarterly, 42(4), 404–421.
Doucet, F. (2010). (Re)constructing home and school: Immigrants, agency, and the (un)desirability of bridging multiple worlds. Teachers College Record. (link)
Doucet, F. (2010). Review of Jonathan Tudge’s The Everyday Lives of Young Children: Culture, Class, and Child Rearing in Diverse Societies (New York: Cambridge University Press, 2008). Scheduled to appear in Journal of Marriage and Family.
Doucet, F. (2010, February). Treading contradictions and ambiguity. Periscope, “Ayiti Kraze/Haiti in Fragments.” Available from http://www.socialtextjournal.org/periscope/ayiti-kraze-haiti-in-fragments/. [Periscope is the peer-reviewed web forum of the journal Social Text, a publication of Duke University Press.] (link)
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., & Suarez-Orozco, C. (2006). Ethnic identity and schooling: The experiences of Haitian immigrant youth. In L. Romanucci-Ross, G. De Vos, & 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)
Suarez-Orozco, C., Suarez-Orozco, M. M., & Doucet, F. (2003). The academic motivation and achievement of Latino youth. In J. A. Banks (Ed.) Handbook of research on multicultural education (2nd ed, pp. 420-437). 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 Zephir. Race and Society, 6(1), 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 pre-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)
Eisenstein Ebsworth, M. (2011). Language variation from a bilingual perspective. Perspectives. 34:1, 17-20.
Eisenstein Ebsworth, M., Gottlieb, J., Gottlieb, B., Goldstein, M. and Bennett, J. 2011. U.S. mainland-born and non-mainland-born children referred for special education. Journal of Multilingual Education Research, 2, 37-55.
Eisenstein Ebsworth, M. and Ebsworth, T. (2011). Teaching and Learning English in Puerto Rico: An approach-avoidance conflict? In Fishman, J. and Garcia, O. (Eds) . (pp. 96-112). Language Handbook, Volume II: The Language Continuum . New York: Oxford University Press.
Eisenstein Ebsworth, M. and Kodama, N. (2011).The pragmatics of refusals in English and Japanese: Alternative approaches to negotiation. International Journal of the Sociology of Language. 208, 95-117.
Eisenstein Ebsworth, M. (2011). Guest Editor. International Journal of the Sociology of Language: Affective Aspects of Second and Foreign Languages.
Eisenstein J., Ebsworth, M., and Vaidhyanathan, V. (2011). Obama on Education -- A-Plus
Values, F-Minus Policies. Huffington Post. January 12, 2011.
Eisenstein Ebsworth, M., Kim, A. and Klein, T. (2010). Projections: From a graduate TELL class to the practical world of L2 teachers. Calico Journal, 27:2
Eisenstein Ebsworth, M. (2010). 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 available.
Eisenstein Ebsworth, M. and Ruiz, P. (2009). Ideals and Reality: A Self-contained
Class for Bilingual Autistic Children. Educação-Thematic Issue, Multiculturalism and Education. 32:1, 16-24
Verdi, G. and Eisenstein Ebsworth, M. (2009). Working-Class Women Academics: Four
Sociolinguistic Journeys. Journal of Multicultural Discourses. 4:2, 183-204.
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
Ebsworth, M & Ebsworth, T. (2001) Return Migrants to Puerto Rico: An Unappreciated Asset.;Puerto Rico TESOL Newsletter. Fall, Issue.
Eisenstein Ebsworth, M. (2001) Review: Bilingual Education and Social Change. Rebecca Freeman. Clevedon: Multilingual Matters. 1998. in Language and Education.
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.
Eisenstein Ebsworth, M. & Ebsworth, T. (2000). Perceptions and Pragmatics of Multicultural Puerto Ricans. International Journal of the Sociology of Language. 142, 119-155.
Eisenstein Ebsworth, M. Bodman, J. and Carpenter. M. (1995). 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.
Ebsworth, T. & Eisenstein, M. (1993). Sensitizing Learners to Sociocultural Aspects of L2: A Critical Incident Activity. Idiom Vol.23:2, 1,6.
Jacobs, B. M. (2013). Problems and prospects of Jewish education for intelligent citizenship in a post-everything world. Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival, 7(1), 39-53. (link)
Jacobs, B. M. (2012). Around the world in 80 pages: Notable trade books through the lens of “cosmopolitan education.” Social Studies and the Young Learner, 25(2), 28-32.
Jacobs, B. M. (2011). What kind of Jew are you? Reflections of an American Jewish educator. Journal of Jewish Identities, 4(2), 49-69
Jacobs, B. M., & Shem-Tov, Y. (2011). History: Issues in the teaching and learning of Jewish history. In A. Pomson, L. Grant, & H. Miller (Eds.), International handbook of Jewish education (pp. 441-460). New York: Springer.
Jacobs, B. M. (2011). Education, North America: Day schools. In J. Baskin (Ed.), Cambridge dictionary of Judaism and Jewish culture (pp.145-146). New York: Cambridge University Press.
Jacobs, B. M. (2010). Dewey Laboratory School. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 290-291). Thousand Oaks, CA: SAGE Publications.
Jacobs, B. M. (2009). Affordances and constraints in social studies curriculum-making: The case of “Jewish social studies” in the early 20th century. Theory and Research in Social Education, 37(4), 515-542.
Jacobs, B. M. (2009). Socialization into a civilization: The Dewey-Kaplan synthesis in American Jewish schooling in the early twentieth century. Religious Education, 104(2), 149-165.
Marino, M., & Jacobs, B. M. (2009). The modeling approach to social studies teacher education. In E. E. Heilman, R. Fruja, & M. Missias (Eds.), Social studies and diversity teacher education: What we do and why (pp. 320-323). New York: Routledge.
Jacobs, B. M. (2008). Social studies. In G. McCulloch and D. Crook (Eds.), International encyclopedia of education (pp. 553-554). London: Routledge.
Sato, M., Jacobs, B. M., & Avery, P. G. (2008). Preparing Minnesota teachers for diverse contexts. CURA Reporter, 38(1), 23-29.
Jacobs, B. M. (2005). What’s wrong with the history of American Jewish education? Journal of Jewish Education, 71(1), 33-51.
Chazan, R., & Jacobs, B. M. (2005). Jewish history from the academy to the schools: Bridging the gap. In M. Nisan & O. Schremer (Eds.), Educational deliberations: Studies in education dedicated to Shlomo (Seymour) Fox (pp. 157-180). Jerusalem: Keter Publishing House.
Jacobs, B. M. (2004). Jewish education for intelligent citizenship in the American Jewish community, 1910-1940. In C. Woyshner, J. Watras, & M. S. Crocco (Eds.), Social education in the twentieth century: Curriculum and context for citizenship (pp. 76-92). New York: Peter Lang.
Jacobs, B. M. (2002). Where the personal and the pedagogical meet: A portrait of a master teacher of Jewish history. Journal of Jewish Education, 68(1), 73-86.
Lesaux, N. K., Kieffer, M. J., Kelley, J., & Russ, J. (in press). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal.
Jeffrey, J. V., Kieffer, M. J., & Matsuda, P. K. (in press). Examining conceptions of writing in TESOL and English education journals: Toward a more integrated framework for research addressing multilingual classrooms. Learning and Individual Differences.
Kieffer, M. J., Biancarosa, G., & Mancilla-Martinez, J. (in press). Roles of morphological awareness in English reading comprehension for Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency. Applied Psycholinguistics.
Kieffer, M. J. & Vukovic, R. K. (in press). Growth in reading-related skills of language minority learners and their classmates: More evidence for early identification and intervention. Reading and Writing: An Interdisciplinary Journal.
Kieffer, M. J. & Box, C. D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in Spanish-speaking language minority learners and their classmates. Learning and Individual Differences, 24, 168-175.
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematics performance. Contemporary Educational Psychology, 38, 1-10.
Kieffer, M. J. (2012). Before and after third grade: Longitudinal evidence for the shifting role of socioeconomic status in reading growth. Reading and Writing: An Interdisciplinary Journal, 25, 1725-1746.
Kieffer, M. J. (2012). Early Spanish and English language proficiency and later reading development among Spanish-speaking English language learners: Evidence from a nine-year longitudinal study. Journal of Applied Developmental Psychology, 33, 146-157.
Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge for Spanish-speaking language minority learners: A parallel process latent growth model. Applied Psycholinguistics, 33, 23-54.
Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native Spanish, Filipino, Vietnamese, and English speakers. Language Learning, 62, 1170-1204.
Kieffer, M. J., & Lesaux, N. K. (2012). Effects of academic language instruction on relational and syntactic aspects of morphological awareness for sixth graders from linguistically diverse backgrounds. Elementary School Journal, 112, 519-545.
Kieffer, M. J., & Lesaux, N. K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing: An Interdisciplinary Journal, 25, 347-373.
Kieffer, M. J., & Vukovic, R. K. (2012). Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools. Journal of Learning Disabilities, 45, 433-452.
Brasseur-Hock, I. F., Hock, M. F., Kieffer, M. J., Biancarosa, G., & Deshler, D. D. (2011). Adolescent struggling readers in urban schools: Results of a latent class analysis. Learning and Individual Differences, 21, 438-452.
Kieffer, M. J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade eight. American Educational Research Journal, 48, 1157-1186.
Mancilla-Martinez, J., Kieffer, M. J., Biancarosa, G., Christodoulou, J., & Snow, C. E. (2011). Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the simple view. Reading and Writing: An Interdisciplinary Journal, 24, 339-354.
Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher, 64, 5-14.
Kieffer, M. J. (2010). English proficiency, socioeconomic status, and late-emerging reading difficulties. Educational Researcher, 39, 484-486.
Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54, 47-56.
Lesaux, N. K., Crosson, A., Kieffer, M. J., & Pierce, M. (2010). Uneven profiles: Language minority learners’ word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31, 475-483.
Lesaux, N. K., & Kieffer, M. J. (2010). Exploring sources of reading comprehension difficulties among language minority learners and their classmates in early adolescence. American Educational Research Journal, 47, 596-632.
Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45, 198-230. [Highlighted as an Editors’ Choice in Science, 328, 406.]
Mancilla-Martinez, J., & Kieffer, M. J. (2010). Language minority learners’ home language use is dynamic. Educational Researcher, 39, 545-546.
Kieffer, M. J., Lesaux, N. K., Rivera, M., & Francis, D. J. (2009). Accommodations for English language learners on large-scale assessments: A meta-analysis on effectiveness and validity. Review of Educational Research, 79, 1168-1201.
Kieffer, M. J. (2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100, 851-868.
Kieffer, M. J., & Lesaux, N. K. (2008). The role of derivational morphological awareness in the reading comprehension of Spanish-speaking English language learners. Reading and Writing: An Interdisciplinary Journal, 21, 783-804.
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking words down to build meaning: Vocabulary, morphology, and reading comprehension in the urban classroom. The Reading Teacher, 61, 134-144. Reprinted in Graves, M. F. (ed.) (2009), Essential readings in vocabulary instruction. Newark, DE: International Reading Association.
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.
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.
Kirkland, D. & Hull, G. (in press). Literacy out-of-school: A review of research on programs and practices. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of Reading Research, Vol. IV. New York: Erlbaum/Taylor & Francis.
Kirkland, D. (in press). “Something to brag about”: Black males, literacy, and teacher education. In A. Ball, & C. Tyson (Eds.), Studying Diversity in Teaching and Teacher Education, Volume III. Washington, DC: AERA.
Paris, D., & Kirkland, D. (in press). Understanding “the consciousness of the verbal artist”: The work of vernacular literacies in digital and embodied spaces. In V. Kinloch (Ed.), Critical Perspectives on Education in Urban Settings. New York: Teachers College Press.
Miller, s.j., & Kirkland, D. (eds.). (forthcoming, fall 2010). Change Matters: Moving social justice from theory to policy in language and literacy education. New York: Peter Lang. (in press)
Kirkland, D. (August, 2010). “Black Skin, White Masks”: Normalizing Whiteness and the Trouble with the Achievement Gap. Teachers College Record, http://www.tcrecord.org/Content.asp?ContentId=16116. (link)
Kirkland, D. (2010). 4 Colored Girls Who Considered Social Networking When Suicide Wasn’t Enuf: Exploring the Literate Lives of Young Black Women in Online Social Communities. In D. Alvermann (Ed.), Adolescents’ Online Literacies: Connecting Classrooms, Media, and Paradigms, pp. 71-90. New York: Peter Lang.
Kirkland, D. (April, 2010). English(es) in urban contexts: Politics, Pluralism, and Possibilities. English Education, 42(3), pp. 293-306. (view)
Kirkland, D. (April, 2010). Editor’s Introduction: Teaching English in a sea of change: Linguistic pluralism and the new English education. English Education. (view)
Kirkland, D. (ed.) (April, 2010). English Education as Language Education. (Themed issue for English Education.)
Kirkland, D., & Gilyard, K. (2009). Conversation with David E. Kirkland. In K. Gilyard & V. E. Taylor (Eds.), Conversations in Cultural Rhetoric and Composition, pp. 223-243. The Davies Group Publishers. (view)
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.
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.
Please see attached CV for complete list of publications, presentations, and courses taught (view)
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.
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
Mary Leou - Clinical Associate Professor of Teaching and Learning
Lorena Llosa - Associate Professor of Education Faculty Fellow in Residence, Carlyle Court
Llosa, L. (in press). Assessing heritage language learners. In A. J. Kunnan (Ed.),The Companion to Language Assessment. To be published by Wiley-Blackwell.
Beck, S. W., Llosa, L., & Fredrick, T. (in press). The challenges of writing exposition: Lessons from a study of ELL and non-ELL high school students. Reading and Writing Quarterly.
Llosa, L. (in press). Language testing and accountability. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. To be published by Wiley-Blackwell in 2013.
Llosa, L. (2012). Assessing English learners’ progress: Longitudinal invariance of a standards-based classroom assessment of English. Language Assessment Quarterly, 9(4), 331-347.
Llosa, L., Beck, S. W., and Zhao, C. G. (2011). An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments. Assessing Writing, 16, 256-273.
Llosa, L. (2011). Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research. Language Testing, 28(3), 367-382.
Llosa, L. & Bunch, G. C. (2011). What’s in a test? Constructs, characteristics, and implications of ESL and English placements tests for language minority students in California’s community colleges. Report prepared for The William and Flora Hewlett Foundation. Available at http://www.escholarship.org/uc/item/10g691cw (link)
Bunch, G. C., Endris, K., Panayotova, D., Romero, M., and Llosa, L. (2011). Language Testing and Placement Policies and Practices for Language Minority Students in California’s Community Colleges: Mapping the Terrain. Report prepared for The William and Flora Hewlett Foundation. Available at http://www.escholarship.org/uc/item/31m3q6tb (link)
Newton, X. & Llosa, L. (2010). Towards a more nuanced approach to program effectiveness assessment: Hierarchical linear models (HLM) in K-12 program evaluation. American Journal of Evaluation, 31(2), 162-179.
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.
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.
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, 5(1).
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.
Ma, J.Y., & Singer-Gabella, M., (2011). Learning to teach in the figured world of reform mathematics. Journal of Teacher Education, 62, 8-22. (view)
Jurow, A.S., Hall, R., & Ma, J.Y., (2008). Expanding the disciplinary expertise of a middle school mathematics classroom: Re-contextualizing student models in conversations with visiting specialists. The Journal of the Learning Sciences, 17, 338-380. (view)
Magill, R.A. (2011). Motor learning and Control: Concepts and applications (9th ed.). New York: McGraw-Hill. (link)
Gordon, A.M., & Magill, R.A. (2012). Motor learning: Application of principles to pediatric rehabilitation. In S.K. Campbell, R.J. Palisano, & M.N. Orlin (Eds.) Physical therapy for children (4th ed., pp. 151-174). St. Louis, MO: Elsevier.
Magill, R.A., & Anderson, D.I. (in press). The roles and uses of augmented feedback in motor skill acquisition. In N.J. Hodges and A.M. Williams (Eds.), Skill Acquisition in Sport: Research, Theory and Practice (2nd ed.). London: Routledge.
Wu, W.F.W., & Magill, R.A. (2011). Allowing learners to choose: Self-controlled practice schedules for learning multiple movement patterns. Research Quarterly for Exercise and Sport, 449-457.
Porter, J.M., & Magill, R.A. (2010). Systematically increasing contextual interference is beneficial for learning sport skills. Journal of Sports Sciences, 28 (12), 1277-1285.
Anderson, D.I., Magill, R.A., Sekiya, H., & Ryan, G. (2005). Support for an explanation of the guidance effect in motor skill learning. Journal of Motor Behavior, 37, 231-238.
Lagarde, J., Li, L., Thon, B., Magill, R., & Erbani, E. (2002). Interactions between human explicit and implicit perceptual motor learning shown by kinematic variables. Neuroscience Letters, 327:1, 66-70.
Magill, R.A. (2001). Augmented feedback in motor skill acquisition. In R.N.Singer, H.A. Hausenblaus, & C.M. Janelle (Eds.), Handbook of research on sport psychology (2nd ed., pp. 86-114). New York: John Wiley & Sons.
Joan Malczewski, “Philanthropy and Progressive Era State Building through Agricultural Extension Work in the Jim Crow South.” History of Education Quarterly (forthcoming).
“‘The Schools Lost Their Isolation’: Institutions and Agency in Educational Policy Development, 1909 – 1935.” Journal of Policy History. (June, 2011). (view)
Malczewski, Joan, Debra Plafker-Gutt, and Robert Cohen, “Teaching about Starbucks and Consumer Literacy.” Social Education, (June, 2011).
Joan Malczewski, "Weak State, Stronger Schools: Northern Philanthropy and Organizational Change in the Jim Crow South," Journal of Southern History, v. LXXV, November 2009.
Joan Malczewski, with Ryan Mills and Ashley Merriman, "A creative and disciplinary approach to teaching about slavery in the middle school and high school classroom," In Teaching U.S. History: Dialogues with Historians, ed., Robert Cohen, Diana Turk, Rachel Mattson and Terrie Epstein (Routledge, 2009).
Michael Stoll, Joan Malczewski, and David Montgomery, "Gender, Race and Reform in the Progressive Era," In Teaching U.S. History: Dialogues with Historians, ed., Robert Cohen, Diana Turk, Rachel Mattson and Terrie Epstein (Routledge, 2009)
"Unison Reading: Socially Inclusive Group Instruction for Equity and Achievement." Thousand Oaks, CA: Corwin Press, 2011.
"Reconceptualizing Literacy Methods Instruction: To Build a House that Remembers Its Forest." New York: Peter Lang Publishing, 1998.
McCallister, C. (September, 2008). “The Author’s Chair Revisited.” Curriculum Inquiry, 38, 4, p. 455-472.
McCallister, C. (Winter, 2004). “Schooling the possible self.” Curriculum Inquiry 34 (4): 425-461.
McCallister, C. (September, 2002). "The power of place and time in teaching.” Journal of Adolescent & Adult Literacy. A journal of the International Reading Association 4 (1): 2-9.
McCallister, C. (September, 2002). “Letting them learn: Yielding power to students in a literacy methods course.” English Education. A journal of the National Council of Teachers of English 34 (4): 281-301.
McCallister, C. (November, 2000). “Making history with a reader.” Language Arts. A journal of the National Council of Teachers of English 78 (2): 138-147.
McCallister, C. (Spring, 1998). “Classroom inquiry: Transforming perplexity into pedagogy.” Teaching and Learning: The Journal of Natural Inquiry 12 (2): 28-35.
O’Connor, E. E., Rodriguez, E. T., Cappella, E., Morris, J. G., Collins, A., & McClowry, S. G. (2012). Child disruptive behavior and parenting sense of competence: A comparison of the effects of two models of INSIGHTS. Journal of Community Psychology, 40, 555-572. doi: 10.1002/jcop.21482 (view)
McClowry, S. G. (in progress). Evidence-based elementary classroom management: Temperament and other approaches. Lanham, MD: Rowman & Littlefield.
McClowry, S. G., & Collins, A. (2012). Temperament-based intervention: Reconceptualized from a response to intervention framework. In R. Shiner & M. Zentner (Eds.), Handbook of childhood temperament (pp. 607-627). New York: Guilford Press.
Collins, A., Colwell, N., & McClowry, S. G. (2012). Maintaining fidelity of the intervention. In Melnyk, B. M., & Morrison-Beedy, D. (Eds.), Designing, conducting, analyzing and funding intervention research: A practical guide for success (pp.215-229). New York, NY: Springer.
Shiner, R. L., Buss, K. A., McClowry, S. G., Putman, S. P., Saudino, K. J., & Zentner, M. (in press). What is temperament now? Assessing progress in temperament research in the 25 years following Goldsmith et al. (1987). Child Development Perspectives.
Tamis-LeMonda, C. S., Briggs, R. D., McClowry, S. G., Snow, D. L. (2009). Maternal control and sensitivity, child gender, and maternal education in relation to children’s behavioral outcomes in African American families. Journal of Applied Developmental Psychology, 30, 321-331.
McClowry, S. G., Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Carlson, A., & Snow, D. L. (in press). Teacher/student interactions and classroom behavior: The role of student temperament and gender. Journal of Research in Childhood Education.
Lyons-Thomas, J., & McClowry, S. G. (in press). An examination of the construct validity and reliability of the Teacher School-Age Temperament Inventory. Journal of Classroom Interaction.
McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010). Testing the efficacy of INSIGHTS on student disruptive behavior, classroom management, and student competence in inner city primary grades. School Mental Health, 2, 23-35. doi: 10.1007/s12310-009-9023-8. (view)
Tamis-LeMonda, C. S., Briggs, R. D., & McClowry, S. G., & Snow, D. (2008). Challenges to the Study of African American Parenting: Conceptualization, Sampling, Research Approaches, Measurement, and Design. Parenting: Science & Practice, 8, 319-358.
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. (view)
McClowry, S. G., Rodriguez, E. T. & Koslowitz, R. (2008). Temperament-Based Intervention: Re-examining Goodness of Fit. European Journal of Developmental Science, 2, 120-135. (view)
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). (view)
McClowry, S.G. (2003). Your Child's Unique Temperament: Insights and Strategies for Responsive Parenting. Champaign, IL: Research Press. (link)
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. (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.
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)
Milne, C. (2010). Captives of the text? How analyzing discovery science stories set me free. In K. Scantlebury, J. B. Kahle, and S. Martin (Eds.), Re-visioning science education from feminist perspectives: Challenges, choices and careers. The Netherlands: Sense Publishers.
Milne, C. (2009). Assessing self-evaluation in a science methods course: Power, agency, authority and learning. Teaching and Teacher Education, 25, 758-766.
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O’Connor, E., Rodriguez, E., Cappella, E., & McClowry, S.G. (accepted). The effects of enrollment in INSIGHTS into children’s temperament on parenting attitudes and beliefs and child disruptive behavior. Journal of Community Psychology.
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Collins, B. A., Toppelberg, C. O., Suárez-Orozco, C., O’Connor, E. & Nieto-Castañon, A. (2011). Cross-sectional associations of Spanish and English competence and wellbeing in Latino children of immigrants in kindergarten. International Journal of Sociology of Language, 208, 5-24.
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Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46 (3), 602-618.
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).
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O’Connor, E., & McCartney, K. (2007a). 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.
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Harari, R. R., Vukovic, R. K., & Bailey, S. (in press). Mathematics anxiety in young children: An exploratory study. Journal of Experimental Education. Note: the first two authors contributed equally to this publication and are listed in alphabetical order.
Kieffer, M. J. & Vukovic, R. K. (in press). Growth in reading-related skills of language minority learners and their classmates: More evidence for early identification and intervention. Reading & Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-012-9410-7
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Vukovic, R. K. & Lesaux, N. K. (2013). The language of mathematics: Investigating the ways language counts for children’s mathematical development. Journal of Experimental Child Psychology, 115, 227-244. doi: 10.1016/j.jecp.2013.02.002 (view)
Vukovic, R. K., & Lesaux, N. K. (2013). The relationship between linguistic skills and arithmetic knowledge. Learning and Individual Differences, 23, 87-91. doi: 10.1016/j.lindif.2012.10.007 (view)
Vukovic, R. K., Roberts, S. O., & Green Wright, L. (2013). From parental involvement to children’s mathematical performance: The role of mathematics anxiety. Early Education and Development, 24, 446-467. doi: 10.1080/10409289.2012.693430 (view)
Fuchs, L. S., Compton, D. L., Fuchs, D., Powell, S. R., Schumacher, R. F., Hamlett, C. L., Namkung, J. M., & Vukovic, R. K. (2012). Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic cognition. Developmental Psychology, 48(5), doi: 10.1037/a0027475. (view)
Kieffer, M. J. & Vukovic, R. K. (2012). Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools. Journal of Learning Disabilities, 45(5), 433-452. doi: 10.1177/0022219411432683 (view)
Vukovic, R. K. (2012). Mathematics difficulty with and without reading difficulty: Findings and implications from a four-year longitudinal study. Exceptional Children, 78(3), 280-300. (view)
Vukovic, R. K., Lesaux, N. K., & Siegel, L. S. (2010). The mathematics skills of children with reading difficulties. Learning and Individual Differences, 20, 639-643. doi: 10.1016/j.lindif.2010.08.004 (view)
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Lesaux, N. K., Vukovic, R. K., Hertzman, C., & Siegel, L. S. (2007). Context matters: The interrelatedness of early literacy skills, developmental health, and community demographics. Early Education and Development, 18, 497-518. doi: 10.1080/10409280701610861 (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. doi: 10.1177/00222194060390010401 (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.
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. doi: 10.1111/j.1540-5826.2005.00119.x (view)
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. doi: 10.1177/00222194040370050601 (view)