Source: https://wce.wwu.edu/faculty-publications-and-research
Timestamp: 2019-04-18 17:23:41+00:00

Document:
Carney, J., Chu, M., Green, J., Clancy, A., Donnelly, S., Riddle Buly, M., & Carroll, D. (2019, December, in press). Creating synergies for change. Teachers College Record.
Borda, E., Warren, S., Coskie, T., Larson, B. E., Hanley, D., Cohen, J. (2018). Cross-disciplinary, whole school education reform in secondary schools: Three critical components. School-University Partnerships, 11(1), 46-56.
Arnone, K. A., & Hanuscin, D. (2018). An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration Journal of Research in STEM Education, 4(2), 159-178.
Srikoom, W., Hanuscin, D., & Faikhamta, C. (2018). Dimensions of effective STEM integrated teaching practice. K-12 STEM Education, 4 (2), pp.313-330.
Implementation and assessment of health professions students as health coaches within a DSME program, poster presentation, American Association of Diabetes Educators, national conference, with William Lonneman and Bethanne Brown.
Vélez, V. (2017). Spatializing race and racializing space: Exploring the geographic footprint of white supremacy using critical race spatial analysis. CCRS Research Brief, No. 11, Center for Critical Race Studies at UCLA.
Perez Huber, L., Malagón, M., Ramirez, B., Gonzalez, L., Jimenez, A., Vélez, V. (2015). Still falling through the cracks: Revisiting the Latina/o education pipeline. Research Report, No. 19, UCLA Chicano Studies Research Center.
Perez Huber, L., Pulido Villanueva, B., Guarneros, N., Vélez, V., Solorzano, D. (2014). DACAmented in California: The impact of the deferred action for childhood arrivals program on Latina/os. Research Report, No. 18, UCLA Chicano Studies Research Center.
Perez Huber, L., Vélez, V., Solorzano. D. (2014). The growing educational equity gap for California’s Latina/o students. Latino Policy & Issues Brief, No. 29, UCLA Chicano Studies Research Center.
Vélez, V. & Solorzano, D. (2019). Critical race cartographies: Exploring map-making as anti-racist praxis. In J. DeCuir-Gunby, T. Chapman, & P. Schutz (Eds.), Understanding Critical Race Research Methods and Methodologies: Lessons from the Field (pp. 150-165). Routledge.
Vélez, V. (2019). Madres en lucha: Forging motherhood as political movement building across borders. In C. Cabellero, Y. Martínez-Vu, J. Pérez-Torres, M. Téllez, C. Vega, & A. Castillo (Eds)., The Chicana M(other)work Anthology: Porque Sin Madres No Hay Revolución, The Feminist Wire Book Series, University of Arizona Press.
Dozier, Raine. (2017). Female Masculinity at Work: Managing Stigma on the Job. Psychology of Women Quarterly, 41(2): 197-209.
Wright-Maley, C. and Green, J., Bitter challenge; Swede success: Simulating language learning experiences in social studies classrooms in L.C. de Oliveira and K. Obenchain (eds) Teaching history and social studies to English language learners, Palgrave Macmillan, 2018.
Perzigian, A. B., Afacan, K., Justin, W., & Wilkerson, K. L. (2017). Characteristics of students in traditional versus alternative high schools: A cross sectional analysis of enrollment in one urban district. Education and Urban Society, 49, 676–700.
Markus, S., & Rios, F. (2018). Multicultural education and human rights: Toward achieving harmony in a global age. In Y-K. Cha, S-H. Ham, & M, Lee. (Eds.), The Routledge International Handbook of Multicultural Education Research in Asia Pacific (pp. 37-50). Routledge.
Bordoloi, S.D., How Immigration Law Impacts the Household Life of F-2 Wives in the USA, Open Journal of Social Sciences, Vol.4 No.10, October 2016.
Goodnow, J & Bordoloi, S.D., Travel and insight on the limen: A content analysis of adventure travel narratives, Tourism Review International, Vol. 21, pp. 223-239.
Bordoloi, S. D. (2016). Addressing the Needs of F-2 Wives in the United States: A Comparison of Two Educational Institutions. Bista. K and Foster, C. (eds.). Exploring the Social and Academic Experiences of International Students in Higher Education Institutions (115-131). IGI Global.
Brickham, D., Kim, J. H., Gonzales, R., & Rosenthal, D., Vocational Outcomes for People with Alcohol Abuse/Dependence Who Received State Vocational Rehabilitation Services, Journal of Vocational Rehabilitation, vol. 45, no. 3, pp. 267-279, 2016.
Chandran, D., Corbin, J. H., Shillam, C. R. (2016). An Ecological Understanding of Caregiver Experiences in Palliative Care. Journal of Social Work in End-of-Life & Palliative Care. 12(1-2): 162-182.
Chu, Marilyn, Early Childhood Education, What's Missing in Most of Our Early Childhood Degrees? Focusing More Deeply on Relationships and Learning with Infants, Toddlers, and Their Families, Journal of Early Childhood Teacher Education, v37 n4 p264-281 2016.
Corbin, J.H., Chu, M., Carney, J., Donnelly, S., Clancy, A. (2016). Understanding Collaboration: A formative process evaluation of a state-funded school-university partnership. Journal School-University Partnerships.
Corbin, J.H., Health promotion research: thinking critically about knowledge production, Health Promotion International, Vol. 31, Issue 4, Pages 739-741, Oxford University Press, 2016.
Corbin, J. Hope, Jacky Jones, Margaret M. Barry, What makes intersectoral partnerships for health promotion work? A review of the international literature, Health Promotion International, daw061, https://doi.org/10.1093/heapro/daw061.
Cuban, S. (Forthcoming 2017). Transnational Family Communication: Immigrants and ICTs. Palgrave MacMillan sociology division.
Asimow, J., Kennedy, A., & Lees, A., Beginning with Yes: Reframing the Narrative in Early Childhood Teacher Preparation to Support Community College Transfer Students in ECSE, Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation, Chapter 2, Illinois Education Research Council, 2016.
Korsmo, J. & Mann-Feder, V., Writing with Mark: A cross-border conversation about Mark Krueger and his legacy, Relational Child & Youth Care Practice Vol. 29 No. 3, 2016.
Hyatt, K. J., & Filler, J. W. (2016). Developing Meaningful IEPs: The Complete Guide to Educationally Meaningful Individualized Educational Programs for Students with Disabilities. Dubuque, IA: Kendall Hunt Publishing Company.
Hyatt, K. J., & Perzigian, A. (2017). Use of Legally Compliant IEPs for Inclusive Programming. TASH Connections, 41(1), 33-39.
Hyatt, K. J., & Perzigian, A. (2017). Endrew F. and an end to the “more than ‘de minimus’Standard”. TASH Connections, 41(1), 40-41.
Hanley, D., Miller, M., Brobst, J., Buly, P., More for Teachers: Annual report to the National Science Foundation. Washington D.C.: National Science Foundation.
Pyscher, T., & Lozenski, B.D. (2017). “I got in trouble, but I didn’t get caught”: The discursive construction of “Throwaway Youth.” Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline. London: Lexington Books.
Pyscher, T. (2017). A Violence of “Best Practice” and Unintended Consequences?: Domestic Violence and the Making of a Disordered Subjectivity. Journal of Educational Controversy: Is “Best Practices” Research in Education Insufficient or even Misdirected?
Scharber, C., Issacson, K., Pyscher, T., & C. Lewis. (2016). Participatory culture meets critical practice: Documentary film production in a youth internship program. English Teaching: Practice and Critique, Special Issue: Youth Literacies and Social Justice.
Scharber, C., Isaacson, K., Pyscher, T., & Lewis, C. (2016). Pathways for all: Teens, tech, and learning: In L. R. Miller, D. Becker, & K. Becker (Eds.), Technology for transformation: Perspectives of hope in the digital age. 195-214. Charlotte, NC: Information Age Publishing, Inc.
Salazar, M. del Carmen, & Rios, F. (2016). Just scholarship! Publishing academic research with a social justice focus. Multicultural Perspectives, 18(1), 3-13.
Gabriel, M., Roxas, K., & Becker, K. (2017, In Press). Meeting, knowing, and affirming immigrant families through successful culturally responsive family engagement, Journal of Family Diversity in Education.
Roxas, K., & Velez, V. (2017, In Press). “We aren’t terrorists: we are good citizens”: The micro- invitations of im/migrant high school students. The High School Journal.
Roxas, K., Gabriel, M., & Becker, K. (2017, in press). “Mexicans are like thieves and bad people and we’re not really like that”: Immigrant youth speak back to racism and discrimination through a photovoice project. Journal of School Counseling.
Roxas, K., & Gabriel, M. (2017). Que luchen por su intereses (To fight for your interests): Unearthing critical counter-narratives of newcomer immigrant parents through the Photovoice Method. Journal of Latinos and Education.
Roxas, K., Dade, K. B. M., & Rios, F. (2017). Institutionalizing internationalization within a college of education: Toward a more critical multicultural and glocal education perspective. Multicultural Education in Glocal Perspectives (pp. 201-214). Singapore: Springer.
Duke, N. K., Halvorsen, A., Strachan, S. L., PBL: Not just for STEM anymore! Phi Delta Kappan,Vol 98, Issue 1, 2016.
Tefera, A., Rios Aguilar, C., Artiles, A., Voulgarides, C., Vélez, V. (2017). Developing a critical space perspective in the examination of the racialization of disabilities. In N. Ares, R. Helfenbein & E. Buendía (Eds.), Deterritorializing / Reterriorializing: Critical Geographies of Educational Reform (pp. 191-208). Boston, MA: Sense Publishers.
Cuban. S. (2016). Skill waste in the domestic care sector in England. A. Triandayllidou & I. Isaakyan (eds), High Skilled Migration and Recession: Gendered Perspectives (pp. 241-264). Palgrave Macmillan UK.
Cuban, S. (Forthcoming 2016). “Any Sacrifice is Worth Doing:” The Life of a Mexican Au Pair.
Cuban, S. (2016). A stratified analysis of the ICT-based communicative practices and networks of migrant women. In press Migration & Development.
Dozier, R. What Contributes to the Job Satisfaction and Dissatisfaction of Lesbian and Gay Faculty? Organizational Cultures: An International Journal,15(3): 15-25.
Han, J. H., McMahon, B., Reid, C., Hawley, C., & Brickham, D. (2016). Psychosocial adaptation to chronic illness and disability: A virtue based model. Journal of Occupational Rehabilitation. Accepted December 6, 2015.
Hunter, J., & Larsen, D. (2016). Challenges and barriers in the change process: Developing an innovative educational administration program. National Social Science Journal, 47(1), pp. 30-35.
Hyatt, K. J., & Filler, J. W. (2016). Developing IEPs: The Complete Guide to Educationally Meaningful Individualized Educational Programs for Students with Disabilities (2nd ed). Dubuque, IA: Kendall Hunt Publishing Company.
Mann-Feder, V. & Korsmo, J.. (2015). Value of mentorship: An aim toward cultural humility. Journal of Relational Child and Youth Care Practice, 28(2).
Robinson, L., Lambert, M. C., Towner, J. & Caros, J. (in press) A comparison of Direct Instruction and balanced literacy: An evaluative comparison for a pacific northwest rural school district. Reading Improvement.
Pyscher, T. (2016). Domestic Violence and Girlhood: the Making and Breaking of a Disordered Subjectivity. Cultural Studies↔ Critical Methodologies, 1532708616674992.
Fruja, R., & Roxas, K. (2016). Multicultural education and newcomer youth: Re-imagining a more inclusive vision for immigrant and refugee students. Educational Studies Journal, 52(2), 1-22.
Roxas, K., & Gabriel, M. (2016). Amplifying their voices: Creating spaces in schools for English language learners to share their cultural strengths and experiences. Educational Leadership Journal, 73(5), 78-81.
Roxas, K., Cho, J. Rios, F., Jaime, A., & Becker, K. (2016). Critical cosmopolitan multicultural education (CCME): 5 tenets, narratives, and implications. Multicultural Education Review, 8(1), 230-248.
Roxas, K., Reed, W. A., Jaime, A. M., Vélez, V. (2015). Educating for democracy, social justice, and action: Building programs for social justice throughout the national network for educational renewal. Education in a Democracy: A Journal of the National Network for Educational Renewal (NNER), 7, 10-36.
Kroeze, K., Hyatt, K. J., & Lambert, M. C. (2015). Brain Gym: Let the User Beware. Journal of Interactive Learning Research, 26, 395-401.
Derrington, M. L., & Larsen, D. E. (2015, December). A new supervisor with a new agenda: A principal ponders political options and risks. Journal of Cases in Educational Leadership, 14(4).
Solorzano, D. & Vélez, V. (2016). Using critical race spatial analysis to examine the Duboisian color-line along the Alameda corridor in Southern California. Whittier Law Review, 37, 423-438.
Chu, M. (2014). Developing mentoring and coaching relationships in early care and education: A reflective approach. Pearson Publishing: Boston, MA.
Chu, M. (2014). Preparing tomorrow’s early childhood educators: Observe and reflect about culturally responsive teachers. Young Children, 69(2), 82-87.
Hunter, J., & Aller, S. (2014). Identifying the Successful Strategies in an Efficacious Story-based Behavioral Intervention System: A Study of a Summer Day Camp for At-Risk 7 to 12-year Olds. National Social Science Journal, 42(1), pp 39-49. On Line journals: http://nssa.us.
Romano, R. (2014). New teachers as cultural workers: Cultivating a wide-awake consciousness of identity. In P. Jenlink (Ed.). Teacher Identify and the struggle for recognition: Meeting the challenges of a diverse society. Lanham, MD: Roman & Littlefield.
Ware, M., & Romano, R. (2014). Assessing Interdependent Responsibility. In Meuller, M, Tippins, D.J. & Stewart A.J. (Eds). Assessing schools for Generation R (Responsibility): A guide to legislation and school policy in science education. New York, NY: Springer.
Bell, G. L., Boland, E. A., Dudgeon, B., & Johnson, K. (2013). The Post-9/11 GI Bill: Insights from Veterans using the Department of Veterans Affairs educational benefits. Rehabilitation Research, Policy, and Education, 27, 246-260.
Carroll, D. (2013). The teacher performance assessment and student voice: Challenge for teacher education, opportunity for teaching. Washington State Kappan, 7(1), 35-40.
Green, J. D., Gonzalez, E. M., Lopez, A., & Howard, E. (2013). Hand-On professional development: Middle school teachers’ experiences with a curriculum intervention research project. Middle School Journal, 45(2), 27-32.
Hughes, E., & Chu, M. (2013). Designing in the language of sticks and stones: Building a joyful early childhood relationship with natural forces. The International Journal of Sustainability Education, 8(2), 1-14.
Miller, M., & Ohana, C. (2013). MORE for teachers: A program for science teacher preparation. Teacher Education and Practice, 26(4), 651-669.
Ohana, C., Miller, M., & Hanley, D. (2013). Re-envisioning teacher preparation for science in Washington State. Washington State Kappan, 6(2), 1-23.
Bedolla, L. G. & Vélez, V. N. (2013). Differences among Latina/o, Asian American, and White Online Registrants in California. The California Journal of Politics and Policy (CJPP).
Hyatt, K. J., & Filler, J. W., Jr. (2013). Writing educationally relevant & legally compliant Individualized Education Programs (IEPs) for preschool & elementary age students with disabilities: A guide for general and special educators. Dubuque, IA: Kendall Hunt Publishing Company.
Brodwin, M. G., Boland, E. A., Lane, F. J., & Siu, F. W. (2012). Technology in rehabilitation counseling. In R. M. Parker & J. B. Patterson (Eds.), Rehabilitation counseling: Basics and beyond (5th ed.; pp. 333-367). Austin, TX: Pro-Ed.
Carroll, D. (2012). Examining the development of dispositions for ambitious teaching: One teacher candidate’s journey. New Educator, 8(1), 38-64.
Carroll, D., & Parker, A. (2012). The teachers our children deserve. Journal of Educational Controversy, 6(1). Available in the Journal of Educational Controversy.
Chu, M. (2012). Observe, reflect, and apply. Ways to successfully mentor early childhood educators. Dimensions of Early Childhood, 40(3), 20-28.
Korsmo, J., Barrett, W., Friesen, S., & Finley, L. (2012). Mission possible: The use of International Baccalaureate curriculum to align mission and vision with daily practice. International Schools Journal. 32(1), 29-39.
Timmons-Flores, M. (2012). A dream deported: What undocumented American youth need their schools to understand. Journal of Educational Controversy, 7(1). Available in the Journal of Educational Controversy.
Timmons-Flores, M., Chu, M., & Sampson, M. (2012). Latinos in Action. The Northwest Passage, 10(1), 24-35.
The Heart of Sustainability: Big Ideas from the field of Environmental Education and their Relationship to Sustainability Education or What’s love got to do with it? The Journal of Sustainability Education, October 26, 2010.
Carney, Joanne & Carroll, David (Elementary Education) (2010). Classroom evidence that counts for teacher candidates: Student-based evidence of Washington’s Standard 5. Washington State Kappan, 4(1), 23-26.
Carroll, David (Elementary Education) (2011). Examining the development of dispositions for ambitious teaching: A theoretical conception. New Educator, Vol. 7 (in press).
Chu, Marilyn & Carroll, David (Elementary Education). Fostering a culture of learning that advances knowledge, embraces diversity, and promotes social justice. A report to the Teacher Education Recruitment and Retention Task Force, Woodring College of Education, Western Washington University.
Chu, Marilyn (Elementary Education), Martinez-Griego, B., & Cronin, S. (2010). A Head Start / College Partnership: Using a culturally and linguistically responsive approach to help working teachers earn degrees. Young Children, 65(4), 24-29. Washington, DC: National Association for the Education of Young Children.
Coskie, Tracy (Elementary Education), & Hornof, M. (2010). Think back, look forward. In J. C. Richards, & C. A. Lassonde (Eds.). Writing Strategies in the Primary Grades: Scaffolding Students’ Writing with Meaningful Mini-Lessons (pp. ). International Reading Association.
Coulter, Gail (Special Education), Ray, B. B. (2010). Preservice perceptions of digital gaming as a learning strategy for middle school learners. Journal of Computing in Teacher Education [Formerly the Journal of Computing in Teacher Education], 26(3), 92-100.
Dozier, Raine (Human Services). 2010. The Declining Relative Status of Black Women Workers, 1980-2002. Social Forces, 88(4): 1833:1858.
Dozier, Raine (Human Services). 2010. Accumulating Disadvantage: The Growth in the Black-White Wage Gap Among Women. Journal of African American Studies, 14(3): 279-301.
French, Kristen, Chu, Marilyn(Elementary Education) & Yasui (2010). Early R.EA.C.H. (Respecting Ethnic and Cultural Heritage): An Early Childhood Integrated Approach to Multicultural Education. Educational curriculum designed to involve early childhood teachers in activities that promote cultural self-awareness and understanding, connect people with current concepts, resources and information, examine basic components of racism, sexism, and classism, engage in cross-cultural learning activities, and provide a conceptual framework for infusing multi-cultural concepts into everyday classroom activities and interactions in age appropriate ways. REACH is a 30 year old program for k-12 school settings.
French, Kristen (Elementary Education), Radoff, S., Sutton, K., Mehary, E., Van, B. (in press). Sophisticated sisters in Vegas: What happens in service learning stays in multicultural education. In Holingsfeld, A. & Cohan, A. (eds.). Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for 21st century schools. Lanham, Maryland: Rowman &Littlefield Publishers, Inc.
Howard, G., French, Kristen (Elementary Education), & McDonald, P. (in press). The REACH Center. SAGE encyclopedia of diversity in education. Thousand Oaks, California: Sage Publications. Harman, R., with French, K. (in press). Critical performative pedagogy and urban teacher education: Voices from the field? Play and Culture Series, volume 11.
Hoelscher, Karen (Elementary Education) wrote the on-line article "Struck by Lightning," about lightning talks after attending and presenting at the 26th Annual Distance Learning and Teaching Conference in Madison, Wisc. The article was published by Inside Higher Education, Aug. 30, 2010.
Hoelscher, Karen (Elementary Education) and Carmen Werder, Director of WWU’s Writing Instruction Support Program, are publishing a series of columns on-line in Inside Higher Ed to support faculty in their academic writing efforts.
Hoelscher, Karen(Elementary Education). Don’t just stand there – Say something. Inside Higher Education. (June 25, 2010).
Hyatt, Keith (Special Education) (2010). Irlen tinted lenses and overlays. MUSEC Briefings. Sydney, Australia: Macquarie University Special Education Centre. (Invited Submission).
Jancic, Mitch (Elementary Education) “DOING TIME: One School’s Efforts to Narrow Special Education Student Achievement Gaps in an Era of Unfunded Mandates and Shrinking Budgets,” Washington State Kappan, Volume 4, #1, Winter 2010.
Krogh, Suzanne (Elementary Education) & Slentz, Kris (Special Education (2010). Early Childhood Education: Yesterday, Today & Tomorrow. New York, New York & Oxford, UK: Taylor & Francis Group.
Lambert, M. Chuck (Special Education) (2010). Assessing and monitoring student progress and learning outcomes during group instruction with Response Cards. Washington State Kappan.
Lawrence, Molly (Secondary Education) co-authored a report on Phase II of the College Readiness Project for the Higher Education Coordinating Board.
Lawrence, Molly (Secondary Education), Butler, M.B., Becoming aware of the challenges of helping students learn: An examination of the nature of learning during a service-learning experience. Teacher Education Quarterly, 37 (1), 155-170.
McClanahan, Lauren (Secondary Education), First person singular: Documenting climate change through first person narratives. Green Teacher, 88, Spring 2010, 3-6.
Miller, Matthew(Elementary Education) 2010. [Review of the book Community in the making: Lincoln Center Institute, the arts, and teacher education]. Journal of Educational Controversy, Volume 5, Number 1, Winter 2010.
Nolet, Victor (Secondary Education) & Wheeler, G. (2010) Education for Sustainability in Washington State: A Whole Systems Approach. Journal of Sustainability Education 1(1).
Nolet, Victor (Secondary Education)(2010). Review of The Handbook of Sustainability Literacy: Skills for a Changing World. Journal of Education for Sustainable Development. Thousand Oaks, CA: Sage.
Robinson, LeAnne (Special Education), Caros, J., Towner, J. and Lambert, C. A Comparison of Direct Instruction and Balanced Literacy: An Evaluative Comparison for a Pacific Northwest Rural School District.
Slentz, Kris (Special Education) (2010). Early childhood developmental screening. In A. Canter, L. Paige, L. Roth, I. Romero, & S. Carroll (Eds.), Helping Children at Home and School III. Bethesda, MD: National Association of School Psychologists.
Slentz, Kris (Special Education)(2010). School readiness: A guide for parents. In A. Canter, L. Paige, L. Roth, I. Romero, & S. Carroll (Eds.), Helping Children at Home and School III. Bethesda, MD: National Association of School Psychologists.
Slentz, Kris (Special Education) (2010). Early childhood disability and special education. In A. Canter, L. Paige, L. Roth, I. Romero, & S. Carroll (Eds.), Helping Children at Home and School III. Bethesda, MD: National Association of School Psychologists.
Macy, M., Thorndike-Christ, Tracy (Special Education), & Lin, Y. (2010). Parental reports of perceived assessment utility: A comparison of authentic and conventional approaches. Infants and Young Children, 23, 1-17.
Thorndike-Christ, Tracy (Special Education) (2010). Review of the Shipley—2. In R. Spies, J. Carlson, & K. Geisinger (Eds.). The Eighteenth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska Press.
Thorndike-Christ, Tracy (Special Education)(2010). The new rules of measurement for quality formative assessment. The Washington State Kappan, 4(1), 3-33.
Thorndike-Christ, Tracy (Special Education) (2010). Instructor’s manual and test bank for Measurement and evaluation in psychology and education (8th ed.) New York: Pearson.
Thorndike, R. M., & Thorndike-Christ, Tracy (Special Education)(2010). Measurement and evaluation in psychology and education (8th ed.) New York: Pearson.
Chu, Marilyn (Elementary Education ) (2009, December). Final five year grant progress report (Sept. 2004 to Sept. 2009): Skagit Valley Head Start - Higher Education - Hispanic / Latino Partnership, U.S. Department of Health and Human Services, Administration for Children and Families, 0ffice of Head Start, Five year grant for the period of Sept. 30, 2004 to Sept. 29, 2009. Role: Progress Report Author, Grant Author & Principal Investigator.
Coulter, Gail (Special Education), Shavin, K. & Gichuru, M. (2009). Oral Reading Fluency: An analysis of teacher accuracy in assessing timing and errors. Preventing School Failure, 54(1), 71-76.
Sandra Daffron (Continuing and College Education) co-authored a chapter Key Aspects of Teaching and Learning in the Online Environment in the 2009 Handbook of Research on E-Learning Applications for Career and Technical Education Technologies for Vocational Training. Hershey: IGI Global, 380-396. with A.J. Barse (CCE Student) and Ed Webster (Adult Education alumnus). It is an international handbook of E-learning and is full of good advice and research for K-12 teachers, university students and faculty on e-learning. The book is available in hardback and on-line through the WWU Libraries for teachers and students to view and use.
Mary Lynne Derrington (Educational Administration), co-authored an article “Self-Imposed Barriers,” with Gene C. Sharratt in The School Administrator, September 2009. The article answers the question: “What does it take for female leaders to move beyond the limits they set themselves to reach the superintendency?” The article cites research from a 1993 survey of women in Washington state who aspired to or already held the position of superintendent and a follow up survey 14 years later.
Ken Howell (Special Education) and Joan Schumann (Cert. ’06 Special Education, now at University of Utah doctoral program), recently published Chapter 14: Proactive Strategies for Promoting Learning in Practical Handbook of School Psychology: Effective Practices for the 21st Century, edited by Gretchen Gimpel Peacock, et al. (2010).
Hyatt, Keith (Special Education) Stephenson, J. & Carter, M. (2009). A review of three controversial educational practices: Perpetual motor programs, sensory integrations, and tinted lenses. Education and treatment of Children, 32, 312-342.
Miller, Matthew (2009). Talking about our troubles: Using video-based dialogue to build preservice teachers’ professional knowledge. The Teacher Educator 44(3), 143-163.
Miller, Matthew (2009) Problem-based conversations: Using preservice teachers’ problems as a mechanism for their professional development. Teacher Education Quarterly, 35(4), 77-98.
Miller, Matthew (2009). Using video conferencing software to facilitate teacher learning in a teacher education and technology partnership. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (2603-2614). Chesapeake, VA: AACE.
Marsha Riddle Buly (Elementary Education) was featured in WWU's Faculty Focus Series of videos. She explains her research in bilingual education and work with West View Elementary School in the Burlington-Edison School District.
Kristine Slentz (Special Education) presented a photo essay depicting school and family life in rural Kenya. The presentation integrates the survey results Slentz has obtained during her research into children’s behavior, school and family life in rural areas of Kenya.
Jane Verner (Human Services) and Bill Lay (Special Education) wrote chapter 5: Invoking the “L” in the Scholarship of Learning and Teaching, in Engaging Student Voices in the Study of Teaching and Learning, edited by Carmen Werder and Megan Otis of WWU’s Academy of Teaching and Learning. Woodring student Michael Murphy (Human Services) also contributed to a chapter in the book published by Stylus Publishing, October 2009.
Ray Wolpow (Secondary Education) researched and collaborated with Susan Kincaid (Human Services) and the state Office of the Superintendent of Public Instruction on The Heart of Learning: Compassion, Resiliency, and Academic Success, a handbook for teachers. It contains valuable information helpful to teachers on a daily basis as they work with students whose learning has been adversely impacted by personal trauma. The entire book is available free on-line to read, print, copy or redistribute. For more information, contact Ray Wolpow at (360) 650-3337 or Ray.Wolpow@wwu.edu.

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