Teacher Education Faculty Publications

 
Faculty and staff in the Department of Teacher Education are committed to excellence in teaching, research, and service on behalf of students, the University, the education professions, and learning communities. Research by faculty ranges from methods and best practices to content knowledge and professional mentoring.

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Submissions from 2022

Developing Culturally Responsive Anti-racist Activists, Novea A. McIntosh and Rochonda L. Nenonene

Disrupting and Transgressing the Canon: Including BIPOC Voices, Rochonda Nenonene, Novea A. McIntosh, and R. Darden Bradshaw

Submissions from 2021

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Faculty of Color and Collective Memory Work: An Examination of Intersectionality, Privilege, and Marginalization, Rochonda L. Nenonene, Novea A. McIntosh, and Ramon Vasquez

Submissions from 2020

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Attending to conditions that facilitate intercultural competence: A reciprocal service-learning approach, Rachel M. B. Collopy, Sharon Tjaden-Glass, and Novea A. McIntosh

Submissions from 2019

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Expanding World Views and Supporting Intercultural Competence: A Model for Understanding, Assessment and Growth for Teacher Educators, Shauna M. Adams, Rochonda L. Nenonene, Pamela Cross Young, and Novea A. McIntosh

Challenges and Opportunities of Infusing Social, Emotional and Cultural Competencies into Teacher Preparation: One Program’s Story, Rochonda L. Nenonene, Colleen E. Gallagher, Mary Kay Kelly, and Rachel M. B. Collopy

Submissions from 2018

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Teaching for Deep Learning in a Second Grade Literacy Classroom, Treavor Bogard, Annamary L. Consalvo, and Jo Worthy

Submissions from 2017

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Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction, Treavor Bogard, Mary-Kate Sableski, Jackie Marshall Arnold, and Connie L. Bowman

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Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs, Jennifer Haan, Colleen E. Gallagher, and Lisa Varandani

Submissions from 2016

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Consistency and Change: Becoming a Literacy Leader in an Urban School, Jackie Marshall Arnold and Mary-Kate Sableski

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"Designerly" Ways of Reading: Insights From Reader Response in Drama for Enriching the "A" in Language Arts, Treavor Bogard

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Socialization to Academic Language in a Kindergarten Classroom, Colleen E. Gallagher

Submissions from 2015

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The Insider Perspective: Insights on Diversity from Award-Winning Diverse Authors, Jackie Marshall Arnold and Mary-Kate Sableski

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Stepping Out with the Fop: Literacies of Embodiment and Becoming in Youth Drama, Treavor Bogard

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Pondering Diversity, Mary-Kate Sableski

Submissions from 2014

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Graduates’ Perspective of Urban Teacher Academy Program Preparation and Benefits to Aspiring Educational Leaders, Pamela Cross Young and Rochonda Nenonene

Cultivating Reflectivity and Cultural Competence in Inservice Candidates, Carolyn Talbert-Johnson, Treavor Bogard, and Tamela J. Dixon

Submissions from 2013

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Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners’ Cognitive Processes, Treavor Bogard, Min Liu, Yueh-hui Chiang, and Yueh-hui Vanessa Chiang

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Urban PDS Partnership: Preparing Teachers for Social Justice, Connie L. Bowman, Rachel M. B. Collopy, Jamie Bentley, Elizabeth Cameron, and David A. Taylor

A Four-Tier Differentiation Model: Engage All Students in the Learning Process, Janet M. Herrelko

Submissions from 2012

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The Educational Achievement Gap as a Social Justice Issue for Teacher Educators, Rachel M. B. Collopy, Connie L. Bowman, and David A. Taylor

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Should Value-Added Modeling Be Used to Identify Highly Effective Teachers? Counterpoint, Kathryn Kinnucan-Welsch

Perceived Barriers for First-Generation Students: Reforms to Level the Terrain, Anthony Richard Unverferth, Carolyn Talbert-Johnson, and Treavor Bogard

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Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations, Jo Worthy, Annamary L. Consalvo, Treavor Bogard, and Katie W. Russell

Submissions from 2011

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Stories of God's Love (Kindergarten), Shauna M. Adams, Lisa Grabiel, and Debra Ciambro Grisso

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Promoting Resiliency among First-generation College Students, Jessica C. Fentress and Rachel M. B. Collopy

Submissions from 2010

Autism, Joni L. Baldwin

Differentiated Instruction, Joni L. Baldwin

Submissions from 2009

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To Blend or Not To Blend: Online-only and Blended Learning Environments, Rachel M. B. Collopy and Jackie Marshall Arnold

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Stories of God's Love: Preschool Program (Ages 3-4), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, and Debra Ciambro Grisso

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Stories of God's Love: Preschool Program (Ages 4-5), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, and Debra Ciambro Grisso

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An Analysis of Feedback Given to Strong and Weak Student Writers, Janet L. D. Dinnen and Rachel M. B. Collopy

Submissions from 2008

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Professional Development and Student Growth in Writing, Rachel M. B. Collopy

Submissions from 2007

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Reconsidering Teacher Professional Development Through Constructivist Principles, Kathryn Kinnucan-Welsch

Submissions from 2006

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Responses from the Field, Roberta Weaver, Shauna M. Adams, and Mary F. Landers

Submissions from 2005

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Coaching for Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch

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Conversation and the Development of Learning Communities, Kathryn Kinnucan-Welsch and Patrick M. Jenlink

Submissions from 2003

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Curriculum Materials as a Professional Development Tool: How a Mathematics Textbook Affected Two Teachers' Learning, Rachel M. B. Collopy

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Elementary School Meets University, Rachel M. B. Collopy and Patsy Bowman

Submissions from 2002

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Women Scholars, Integration, and the Marianist Tradition: Learning from our Culture and Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, and Laurice J. Joseph

Submissions from 1998

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Catholic Schools and Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, and Mary Ellen Seery

Submissions from 1995

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Using Motivational Theory with At-Risk Children, Rachel M. B. Collopy and Theresa Green

Submissions from 1993

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Reading: The Conferences, Kathryn Kinnucan-Welsch

Submissions from 1991

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Reviews: Professional Materials, Kathryn Kinnucan-Welsch, Sherry R. Myers, Paul Bright, and Jeanne M. Jacobson