Submissions from 2022
Defying deficit thinking: Clearing the path to inclusion for students of all abilities, Sacha Cartagena and Lindsey Pike
Start with the end in mind: Frameworks for designing a socially inclusive school environment, Sacha Cartagena and Lindsey Pike
Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Partnerships, Supervision, and Feedback, Tamara Lynn, Shantel Farnan, Jessica A. Rueter, and Adam Moore
Teaching in a global pandemic: Experiences of five educators supporting students with disabilities in inclusive classrooms in the United States, Adam Moore, Abigail Higgins, Carly Doulette, Kayla Hoff, and Simoneil Sarbh
Faculty-Led, Short-Term Study Abroad Programs: Stories and Dilemmas of Practice, Susan L. Pasquarelli
Staying virtually together: Enhancing teacher preparation through technology, Lindsey Pike and Melissa Carli
Mentor demonstration sites in high- need schools: Building bridges to evidence-based practice, Dena Slanda, Mary Little, and Lindsey Pike
A Refugee Resource Guide 2022, Kerri Ullucci
Submissions from 2021
Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project, Maija A. Benitz and Li-Ling Yang
Coping skills to decrease educator stress, Lynn Scott, Tahnee L. Wilder, and Lindsey Pike
Submissions from 2020
Adapting a community engagement project in engineering and education to remote learning in the era of COVID-19, Maija A. Benitz and Li-Ling Yang
Using backwards design to create a socially inclusive school environment, Sacha Cartagena and Lindsey Pike
Elementary Pre-Service Teachers’ Reflections on Integrated Science/Engineering Design Lessons: Attending, Analyzing, and Responding to Students’ Thinking, Elaine M. Silva Mangiante and Adam Moore
Disability as a social justice imperative: Historical, theoretical, and practical implications, Adam Moore
Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities, Adam Moore, Victoria Kern, Alexis Carlson, Annemarie Vaccaro, Ezekiel W. Kimball, Jordan A. Abbott, Peter F. Troiano, and Barbara M. Newman
Leveraging Best Practice in Teacher Residency to Enhance Teacher Preparation, Lindsey Pike and Melissa Carli
Digital sponsorship of pre-service teacher interns during COVID-19, Lindsey Pike, Lea Herbert, Dena Slanda, and Mary Little
Becoming an anti-racist educator: Intentional practices in the classroom, Dena Slanda, Lea Herbert, and Lindsey Pike
The Shift to an Online Environment: Supporting Teacher Candidates in a COVID World, Dena Slanda, Lindsey Pike, Lea Herbert, and Mary Little
A Resource Guide for Schools and Districts: Addressing Racism in the Education System, Joi Spencer and Kerri Ullucci
Resources for Teaching about Racism and Police Violence, Kerri Ullucci and Joi Spencer
Submissions from 2019
Perceptions of Low-Income Students Completing a Nutrition Education Program, Kate Balestracci, Linda Sebelia, Geoffrey Greene, Adam Moore, Kelsi Chappell, and Alison Tovar
Deepening Engineering Skills through Community Engaged Learning in a Sustainable Energy Systems Course, Maija A. Benitz and Li-Ling Yang
Teaching Wind Energy to Engineering and Education Undergraduates Through Community Engagement, Maija A. Benitz and Li-Ling Yang
Including All Abilities: Pedagogies, Programs, and Projects for Inclusion, Michelle Flippin and Adam Moore
Perceptions of Low-Income Students Completing a Nutrition Education Program, Vaccaro, A. Kimball and Adam Moore
Pre-Service Teachers' Perceptions of Norms of Interaction for Fourth-Grade Students' Engineering Design Problem-Solving, Elaine Silva Mangiante and Adam Moore
Disability as a Social Justice Imperative: Historical, Theoretical, and Practical Implications, Adam Moore
Diverse Pathways to Purpose for College Students With Disabilities, Barbara M. Newman and Adam Moore
Collegiate purpose development at the intersections of disability and social class habitus, Annemarie Vaccaro and Adam Moore
"Not Gonna Hold Me Back”: Coping and Resilience in Students with Disabilities, Annemarie Vaccaro and Adam Moore
Radical (re)naming through a tapestry of autoethographic voices: Finding healing through dis/ability theorizing, Kelly Vaughan, David I. Hernandez-Saca, Jamie Buffington-Adams, Mercedes Cannon, Sandra Vanderbilt, and Ann G. Winfield
Submissions from 2018
Living Without Restraint: One Parent's Reflections and Recommendations for Supporting At-Risk Individuals With Developmental Disabilities, Wilfred Beaudoin and Adam Moore
A story of hegemony: The globalization of western education, Alan S. Canestrari and Margaret M. Foster
Gender, Sexuality, & (Dis)Ability: Queer Perspectives on the Experiences of Students with Disabilities, Ezekiel Kimball and Adam Moore
Engineering Is for Everyone: A Case Study of Elementary Engineering Design, Elaine Silva Mangiante and Adam Moore
Parents’ Perspectives on Surf Therapy for Children with Disabilities, Adam Moore
A Grand Challenge: Facilitating Service-Learning for Social Justice, Adam Moore and Susan Trostle Brand
A grand challenge: Facilitating service-learning for social justice, Adam Moore and Susan Trostle Brand
Narrating the Self: A Grounded Theory Model of Emerging Purpose for College Students With Disabilities, Annemarie Vaccaro and Adam Moore
Eugenic Ideology and the Institutionalization of the ‘Technofix’ on the Underclass, Ann G. Winfield
Submissions from 2016
College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action, Ezekiel W. Kimball and Adam Moore
Improving special education teacher candidate collaboration with families through mentorship, Adam Moore
Submissions from 2015
Implementing Inclusive Engineering Challenges for Elementary Students, Elaine Silva Mangiante and Adam Moore
Pathologizing the Poor: Implications for Preparing Teachers to Work in High-Poverty Schools, Kerri Ullucci
Parasitism Revealed: On the Absence of Concession, Ann G. Winfield
Submissions from 2014
Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time, Jaime L. L. Del Razo, Marisa Saunders, Michelle Renée, Ruth .. López, and Kerri Ullucci
An Evaluation of the 2014 Gateway Cities English Language Learner Enrichment Academies, Ruth M. López, Sara McAlister, Kerri Ullucci, Julia Stoller, and Rosann Tung
Submissions from 2013
Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do, Bethany Hamilton-Jones and Adam Moore
Bringing Out the Dead: Curriculum History as Memory, Ann G. Winfield
Submissions from 2012
Taking an inquiry stance on teaching, Alyssa Hadley Dunn and Sarah Mc Gee Hess
Urban teaching in America: Theory, research, and practice in K-12 classrooms, Andrea J. Stairs, Kelly A. Donnell, and Alyssa Hadley Dunn
Knowing We are White: Narrative as Critical Praxis, Kerri Ullucci
Black canadians' perspective on educational opportunities, Clancie Mavello Wilson
Resuscitating Bad Science: Eugenics Past and Present, Ann G. Winfield
Submissions from 2011
Using an Open Software System (Sakai) to Develop Student Portfolios, Linda L. Beith, Stephen White, and Gregory Laramie
The effects of a cooperative learning field experience on views of inquiry-based science and science teaching self-efficacy: A pre-service teacher's action research, Kristina Soprano and Li Ling Yang
Culturally Relevant Teaching: Lessons from Elementary Classrooms, Kerri Ullucci
Learning to See: the Development of Race and Class Consciousness in White Teachers, Kerri Ullucci
Exposing Color Blindness/Grounding Color Consciousness: Challenges for Teacher Education, Kerri Ullucci and Dan Battey
Submissions from 2010
Learning to teach: A self-study of a new teacher educator's introductory education course, Kelly Donnell
What Works in Race-Conscious Teacher Education? Reflections from Educators in the Field, Kerri Ullucci
Eugenic Ideology and Historical Osmosis, Ann G. Winfield
Instituting a Hierarchy of Human Worth: Eugenic Ideology And the Anatomy of Who Gets What, Ann G. Winfield
Submissions from 2009
Teaching in a Multicultural Classroom, Kerri Ullucci
"This Has to Be Family": Humanizing Classroom Management in Urban Schools, Kerri Ullucci
Unraveling the Myths of Accountability: A Case Study of the California High School Exit Exam, Kerri Ullucci and Joi Spencer
The Relation among Parental Factors and Achievement of African American Urban Youth, Clancie Wilson
Submissions from 2008
Of books and barbecues, Bruce Marlowe
Submissions from 2007
Getting to we: Developing a transformative urban teaching practice, Kelly Donnell
PHOTON PBL: Problem-based learning in photonics technology education, Nicholas Massa, Richard Audet, Judith Donnelly, Fenna Hanes, and Marijke Kehrhahn
PHOTON PBL: Problem-based learning in photonics technology education, Nicholas Massa, Richard Audet, Judith Donnelly, Fenna Hanes, and Marijke Kehrhahn
The Myths that Blind: The Role of Beliefs in School Change, Kerri Ullucci
Submissions from 2006
Book Review: Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States, Kerri Ullucci
Submissions from 2005
Epiphamania, Julie Machlin Burke, Kristin Atkins Cuilla, Ann G. Winfield, Lucille Elizabeth Eaton, and Anna Victoria Wilson
Social studies and geography: beyond rote memorization, Alan Canestrari
From silence to dissent fostering critical voice in teachers, Alan Canestrari and Bruce Marlowe
Picking Battles, Finding Joy: Creating Community in the "Uncontrolled" Classroom, Kerri Ullucci
Submissions from 2004
'Don't know much about the French I took' A contemporary case for second language study in the liberal arts, Timothy Reagan
Multilingualism in South Africa: “Dit is nou ons erns”, Timothy Reagan
Non-Western educational traditions: Indigenous approaches to educational thought and practice: Third edition, Timothy Reagan
Submissions from 2002
Teaching Portfolios: Uses and Development, Laurie A. Babin, Teri Root Shaffer, and Amy Morgan Tomas
