Greene, K., with Gorlewski, J. (2019). Collaboration in isolation: Policy paradox in edTPA. In E. Tuck & J. Gorlewski (Eds.), Who decides who become a teacher? Schools of education as sites of resistance. New York: Routledge.
Parameswaran, G. (2019). The social historical roots of the concept of emerging adulthood and its impact on early adults.
Theory & Psychology.
McManimon, S. K. (2019). Teaching and research as blurred translating. Journal of Curriculum Theorizing, 34(2), 58-71.
Hopenwasser, C. B. (2019, June) Perpetuating Whiteness in Transitional Chapter Books
Presentation at the Children’s Literature Association Conference, Indianapolis, IN
Dull, L. J. 2018. Teaching African enslavement: A pluralistic approach.
The History Teacher
Noel, A. M., Lord, K. M., & Varga, L. (2019).
Supporting second language vocabulary: A scenario from Hungarian preschools.
Kappa Delta Pi Record, 55(1), 24-29.
Michael S. Rosenberg - Professor, Department of Teaching & Learning, Dean of the School of Education
Cornelius, K. E., Rosenberg, M. S., & Sandmel, K. N. (2019).
Examining the impact of professional development and coaching on mentoring of novice special educators. Action in Teacher Education, 41(3).
Chorzempa, B. F., Smith, M. D., & Sileo, J. M (2019).
Practice-Based evidence: A model for helping educators make evidence-based decisions.
Teacher Education and Special Education, 42 (1), 82–93.
Russo, L. (2019).
Play Diplomacy: Bridging cultural differences in pedagogy, learning and understanding
Play, Policy and Practice Connections, National Association for the Education of Young Children, Vol. XIX, Issue 2, April 2019.
Isabelle, A.D. & Bell, K.N. (2018).
Integrating math across the K-6 curriculum.
Sun catchers. In S. McMillen (Ed.)
Reston, Virginia: National Council of Teachers of Mathematics (NCTM).
Retrieved from https://www.nctm.org/Publications/Microsites/Integrating-Math-K-6/Welcome-to-Integrating-Math-across-the-K-6-Curriculum/