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Publications

Earl Aguilera

Below is a list of selected publications. Email him if you need access to anything.

Aguilera, E. (2023). Digital literacies and interactive media: A framework for multimodal analysis. Routledge.

Aguilera, E. & Salazar, C. (2023). Critical digital pedagogy in the platform society. Oxford Research Encyclopedia of Education. 

Aguilera, E. (2022). Theorizing whiteness as a proceduralized ideology in videogames. Journal of Games Criticism, 5(Bonus Issue A). 1-21.

Aguilera, E., & de Roock, R. (2022). Digital Game-Based Learning: Foundations, Applications, and Critical Issues. In Oxford Research Encyclopedia of Education. 

Aguilera, E., & Pandya, J. Z. (2021). Critical literacies in a digital age: current and future issues. Pedagogies: An International Journal, 16(2), 103-110.

Mehta, R. & Aguilera, E. (2020). A critical approach to humanizing pedagogies in online teaching and learning. Journal of Information and Learning Technology, 37(3), 109-120.

Aguilera, E. & Lopez, G. (2020). Centering first-generation students’ lived experiences through critical digital storytelling. Journal of Adolescent and Adult Literacy, 63(5). DOI: 10.1002/jaal.1037 

Aguilera, E. Stewart, O.G., Perez Cortes, L., & Mawasi, A. (2019). Seeing beyond the screen: A multidimensional framework for understanding digital-age literacies. In Sullivan, P. M., Lantz, J. J. & Sullivan, B. (Eds.), Handbook of Research on Integrating Digital Technology with Literacy Pedagogies. Hershey, PA: IGI Global.

Aguilera, E. & Pandya, J.Z. (2018). Critical digital literacies. LSLP Micro-Papers, 54. Available from  

Aguilera, E. (2017). More than bits and bytes: Developing digital literacies beyond the screen. Literacy Today. 35(3). Available: 

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Gilberto Arriaza

Arriaza, G., Mendosa-Reis, N. (2018).Educational Leadership and Administration. Teaching and Program Development. (2018)29

Jones, A., Arriaza, G., Mendosa-Reis, N. (2017).Educational Leadership and Administration. Teaching and Program Development. (2017)28.

Arriaza, G., Jones, A. & Mendosa-Reis, N. (2016). Educational Leadership and Administration. Teaching and Program Development. (2016)27.

Arriaza, G. & Miller, C. (2016). Growing social capital in the classroom. Issues in Teacher Education, 25(1) 59-71.

Arriaza, G. (2015) Disrupting prejudice in education institutions. In Theory to practice: fostering diverse and inclusive campus practices. Aiken, J.,  Johnson F. L., Heading-Grant, W., Miller, W.  (Editor)s. NCAPEA Publishing.

Arriaza, G. (2015). Significance of restorative justice in schools. Qurriculum Journal. University of La Laguna, Tenerife, Spain. 28 pp 164-177.

Arriaza, G. (2015). El lenguaje como factor del cambio social. In Educación y salud en una sociedad globalizada Zapata Boluda, R. M.; Soriano Ayala, E.; Gonzalez Jimenez, A. J.; Márquez Hernández, V.V.; López Rodriguez, M. (eds.) Editorial Universidad de Almería. 59-68.

Arriaza, G. (2015). Critical discourse analysis and leadership. Journal of Educational Leadership and Administration (2015) 26. 1-3.

Mendoza-Reis, N.; Arriaza, G.; Jones, A. (2015). Educational Leadership and Administration (2015) 26.

Jones, A.; Mendoza-Reis, N.; Arriaza, G. (2014). Educational Leadership and Administration (2014) 25.

García-Serrán, H. & Soriano-Ayala, E. (2014). Friends with benefits and psychological wellbeing. Procedia- Social and Behavioral Sciences 132 ( 2014 ) 241 – 247 .

Arriaza, G. (2014).   Time to repeal zero tolerance. Blog of the Social Justice Journal.  

Arriaza, G. (2013). Los caminos del prejuicio social y cómo desmantelarlos en cua­tro actos. In Soriano, E. (Ed.). Interculturalidad y Neocomunicación. Editorial La Muralla. Madrid, Spain.

Arriaza G. and Wagner, A. (2012) Build me a bridge. Steps to solidarity between a school and its community. In Creating solidarity across diverse communities. Columbia Teachers Press, NY, NY pp 148-162.

& Henze, R. C. (2011).. In Urban leadership. Symms Gallagher, K; Goodyear, R.; Brewer, D. J.; and Rueda, R. Editors. Routledge. New York, NY, .

& Briscoe, F. M. and Henze, R. C. (2009).

Mendoza, N. (2007).  . Merida, Mexico. Educación y Ciencia. (Pp 7-20).

& Krovetz, M. (2006). . Corwin Press, Thousand Oaks, CA.

& Henze, R. (2006). . International Journal of Educational Leadership. (9(2) 157-177).

& Katz, S. & Fuentes, E. (2005). . Challenging corporate control of our schools and communities. Issue editors. Social Justice Journal. (32(3)). San Francisco, CA.

Arriaza, G. (2004). . School reform and community involvement. The High School Journal. (37(4). 10-24). Chapel Hill, NC.

Arriaza, G. (2004). . Journal of Education and Society. (22(2). 5-21). James Nicholas Publisher. Melburne, Australia.

Arriaza, G. (2004). . Latinos and Education Journal. (3(4) 251-265). San Bernardino, CA.

Arriaza, G. (2003). . Missing cultural clues of symbolic fighting. Multicultural Education Journal. (10(3). 7-13.) Caddo Pub. San Francisco, CA.

Arriaza, G. (2003). . Race, Ethnicity, and Class in Education Journal,. (6(1). 71-94.) The University of London, UK.

Arenas, A., & Sanford, V. (2003). . Issue co-editors. Social Justice Journal. (30(3).) San Francisco, CA.

Arriaza, G. (2001). . Immigrant families and the nation state. Social Justice journal. (24(2) pp 6-25). San Francisco, CA.

Arriaza, G. (2001). Crime and punishment. Social capital and children of color. (Eric/Chess. Clearinghouse for Social Studies/Social Science in Education.) Indiana University. IN.

& Arias, A. (1998). . Maya languages and civil rights. Social Justice Journal. (25(3) pp 70-79). San Francisco, CA.

& Ishibashi, J., Noguera, P. (1997). . Social Justice Journal. (24(2)). San Francisco, CA.

Arriaza, G. and Monterrosa, C. (2018). Attaining the Elusive: Efficacy, Math Education and Black and
Latino Students.Journal of Interdisciplinary Teacher Leadership   Attaining the elusive

Arriaza, G. and Reis, N. (2019). Educational Leadership and
Administration: Teaching and Program Development, volume 30 capea_volume_30_march_2019

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Joel Baum

Joel Baum (2006 March). LEADing for Social Justice: A Journey of Inquiry and Reflective Practice. Journal of School Leadership, vol. 16, no.2. (126-141).

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Wendy Cheng

Meredith, Cheng, Hickey, & Dwight-Johnson (2007). Factors associated with primary care clinicians’ decision to choose watchful waiting for depression. Psychiatric Services. (72-78).

Nagata & Cheng (2003). Intergenerational transmission of traumatic stress: WWII Japanese American Internment Survivors. Journal of Orthopsychiatry. (266-278).

Ardella J Dailey

Reflective Practice on Leadership Committed to Social Justice: Counter Story of an African American Superintendent (2015) The Journal of Educational Leadership and Administration: Teaching and Program Development. 

Dissertation Journeys of Scholar-Practitioners in an Educational Leadership for Social Justice Program for Journal of Inquiry and Action in Education 2015-2016.

Dissertation 2011

An Autoethnography of a First–Time School District Superintendent: Complicated by Race, Gender, and Persistent Fiscal Stress, University of California, Berkeley and California State University East Bay.

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Jack Davis

Christo, C. & Davis, J. M. (2009). Rapid naming and phonological processing as predictors of reading and spelling. The California School Psychologist. (13: 7-19.)

Davis, J. M., Christo, C., & Husted, D. (2009). Reading fluency and experimental research on reading fluency interventions interventions: The relationship to accommodations. Learning Disabilities: A Multidisciplinary Journal. (In press).

Christo, C., Davis, J. M., & Brock, S. (2009). Book. Identifying, Assessing, and Treating Dyslexia at School. (In press). Springer Publishing.

Davis, JM and Broitman, J (2007). Subtypes of Nonverbal Learning Disorders. The Educational Therapist. The Journal of the Association of Educational Therapists.

Davis, J.M. & Broitman, J. (2006). A Brief Historical Overview of Nonverbal Learning Disorders. The Educational Therapist. (Volume 27 (3), 5-9.) Association of Educational Therapy.

Davis, J.M. (2005). Crisis management research summaries: Parents' reactions to talking to their terminally ill children about death. Communique. (38). NASP.

Davis, J.M. (2004). "Answers from the experts" column. PEN News, newsletter for the Parents Education Network. (8).

Fine, J.G. & Davis, J.M. (2003). Grade retention and enrollment in psot-secondary education. Journal of School Psychology. (401-411).

Lieberman, R. & Davis, J. M.. (2002). Suicide intervention.In Brock, S. E., Lazaruz, P. J., & Jimerson, S. R. (Eds.). Best practices in school crisis prevention and intervention. (531-551). National Association of School Psychologists Publication.

Davis, J. M. & Brock, S. E. (2002). Suicide. In Sandoval J.(Ed). Handbook for crisis counseling, intervention, and prevention in the schools. (Second Edition 273-299). Lawrence Erbaum Associates.

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Erica Donahue

Storms, B.A., Prada, M.J. & Donahue, E.N. (2011). Advising doctoral students to degree completion. Educational Leadership and Administration: Teaching and Program Development. (Connexions Web site: http://cnx.org/content/col11358/1.4/). vol. 23.

Donahue, E. N (2011). Organizational Culture and the Interpretation and Implementation of Student Discipline. Doctoral Dissertation. CSUEB.

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Eric Engdahl

Co-Chair, Advisory Committee, (2020) California Arts Framework – Visual and Performing Arts.  (Available at )

Advisory Committee Member, (2019) California Arts Standards for Public Schools, Prekindergarten through Grade 12.  California Department of Education Press.  (Available at .)

Engdahl, E. et al., (2018) We’ll come back when you’re teaching: Examining the need for curricular reform in higher education in response to the introduction of transitional kindergarten in California’s public schools,” Teacher Education Quarterly

Engdahl, E. & Winkelman, P. (2017) Chapter in Preparing educators for arts integration: Placing creativity at the center of learning, Teacher's College Press

Engdahl, E.  (2014)  Alternate Reality Gaming:  Teaching Visual Art Skills to Multiple Subject Credential Candidates.  Art Education.

Engdahl, E.  (2012) The East Bay Center for the Performing Arts: A Model for Community Based Multicultural Arts Education, Multicultural Education.  

Engdahl, Eric, editor and contributing writer.  GATEWAYS CRADLE TO CAREER EDUCATION AND WORKFORCE PARTNERSHIP REPORT TO THE COMMUNITY, 2011, published by University Advancement, 2011.

Engdahl, Eric.  LEARNING WITHOUT BORDERS, PROESSIONAL DEVELOPMENT EXERCISES, published by the East Bay Center for the Performing Arts, 2006.

Engdahl, Eric, editor, STORIES FROM THE EDGE, SON JAROCHO, KASUM AFRICA, WORK OF THE MIND, web and print published by East Bay Center for the Performing Arts, 2006.

Engdahl, Eric, et al., PARAGON™ HUMANITIES ARTS CURRICULUM, 2000, 2001, 2002, 2003, 2004.

Engdahl, Eric, et al., PARAGON CURRICULUM™, 1998, 1999, 2000, 2001, 2002, 2003, 2004.

Engdahl, Eric, Program Editor and Feature Writer, Solano College Theatre, 2002-2003 season.

Engdahl, Eric & Cab Covay (Illustrations),  LUNGMAN AND WINDPIPE’S EXCELLENT ADVENTURE,  (Coloring Book)  Published by Make*A*Circus, 1998.

Engdahl, Eric, MAKE*A*CIRCUS’ SMOKE FREE CIRCUS - TEACHER’S STUDY GUIDE.  Published by Make*A*Circus, 1998. 

Engdahl, Eric.  “Issues in Technology and Education.”  ARTSREACH ONLINE, Volume 1, Number 2, September, 1997.

Engdahl, Eric.  “Creative Collaborations: The California Arts Project/California Arts Council Artists and Educators Collaborative Forum.”  ARTSREACH ONLINE, Volume 1, Number 1, February, 1997.

Engdahl, Eric.  "Professional Development Goals for Postsecondary Arts Faculty." ARTSREACH, Volume 8, Number 3, March, 1996.

Engdahl, Eric.  "I've Got a Ph.D., I'm Ready to Teach!"  OPEN MIC, Volume 2, Number 5, May 1996.

Engdahl, Eric.  "Tap in America," program notes for GRAVITY IS A STATE OF MIND, New Conservatory Theatre, San Francisco, June 1994.

Engdahl, Eric.  Review "METAMORFOSES and FACE À FACE at the Festival Fantocchio"  Theatre Journal, May 1994.

Editorial Advisory Board Member, Theatre: Its Art and Craft.  Collegiate Press, 1999

Produced, unpublished plays for children.  GOLD DUST MAGIC, TRICKSTERS – TRUTH AND CONSEQUENCES, TRICKSTERS THE WORLD OVER, TOMMYKNOCKERS!, HARLIQUENADE.

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Michael Fanning

Fanning, Michael, Contributor to Begin Your Year with Less Stress, California Educator, California Teachers' Association (pp. 40-43). http://educator.cta.org/i/358877

Fanning, Michael C, . The School Leader's Portfolio: Perspectives of Professors and Prospective Employers. Journal of Educational Leadership and Administration.

Fanning, Michael C, The Relationship Between Stress in Public School Elementary Teachers and Conditions in the Classroom. ACSA EdCal. (6-7).

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Denise M Fleming

Fleming, D., Unrau, N. Davis, J., Cooks, J., Farnan, N., and Grisham, D (2007). A California State Initiative to Improve Adolescent Reading in All Content Areas. Teacher Education Quarterly. Caddo Gap Press. 

Fleming, D., Farnan, N., Unrau, N. and Harris, C. (2006). Enhancing Secondary English Methods Courses. Principles and Resources for Literacy Infusion, CSU Office of the Chancellor, Center for the Advancement of Reading. Long Beach, CA. 

Fleming, D., Cooper, T., and Forrest, D. (2006). Enhancing Secondary Social Science Methods Courses. Principles and Resources for Literacy Infusion, CSU Office of the Chancellor, Center for the Advancement of Reading. (Long Beach, CA). 

Fleming, D. (2004). 'Teaching Wisely'. Alameda Reader, Alameda Country Reading Association Newsletter. 

Fleming, D. (2004). 'Of Policy and Practice'. Alameda Reader, Alameda Country Reading Association. 

Brynelson, N., Farnan, N., Fleming, D., Grady, K, Gunston-Parks, C., Hollingsworth, S., Muller, N, Unrau, N, and Vogt, M. (2004). Principles and Resources: Enhancing CSU Single Subject Reading Courses. Book. California State University, Office of the Chancellor. 

Fleming, D. (2000). The Second Migration. A Qualitative Study of Immigrant Students Negotiating an ESL Class at a Traditional Secondary School (doctoral dissertation).

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Bijan Gillani

Gillani, B. B. (2006). Problem-Based Learning and the Design of E-Learning Environments. In Stewart, Taylor, & Yu (Eds.), The Encyclopedia of Developing Regional Communities with ICT. Idea Group Inc. Hershey, PA 17033, USA.

Gillani B. B. (2006). Cognitive Theories and the Design of E-Learning Environments. In Stewart, Taylor, & Yu (Eds.), The Encyclopedia of Developing Regional Communities with ICT. Idea Group Inc. Hershey, PA 17033, USA.

Gillani, B. B. (2005). Developmental Theories and the Design of E-Learning Environments. In Hovenga, & Mantas (Eds.). Global Health Informatics Education. IOS Press. Washington DC. USA.

Gillani, B. (2004). The web as a delivery medium to enhance instruction. In Weigland, C. (Ed). Contributions of academic technology to teaching and learning in the California State University. Long Beach California:CSU Publication.

Gillani, B. (2003). Integrated assessment as the basis of learner-centered design. In Marchall, S., Taylor, W., & Yu, X.( Eds.). Closing the digital devide:Transforming regional economics and communities with information technology. (121-135). Westport, Connecticut: Praeger Publishers.

Gillani, B. (2003). Learning theories and the design of e-learning environments. Lanham,Maryland:University Press of America.

Gillani, B. (2002). Integrated assessment as the basis of learner-centered design. In Marchall, S., Taylor, W., & Yu, X. (Eds.). Transforming regional economies and communities with information technology. (Summer). Greenwood Press.

Gillani, B. (2002). Integrated thematic multimedia learning environments. In Marchall, S.,Taylor, W., & Yu, X. (Eds.). Using IT: Making It Happen. (200-220). Rockhampton, Australia:University of Queensland Press.

Gillani, B. (2002). Using the web to create student-centered curriculum.In Cole, R. A. (Ed.). Issues in web-based pedagogy: A critical primer. (161-181). Greenwood Press.

Gillani, B. (2001). Creating multiculturally responsive educational settings on the web.In Ramirez, L., & Gallardo, O. (Eds.). Portraits of teachers in multicultural setting: A critical literacy approach. (1223-138). Allyn and Bacon.

Gillani, B. (2001). Educational management system. IBM.

Gillani, B. (2001). Integrated learner-centered management system.In Marshall, S. & Taylor, W. (Eds.). Using informatics to transform regions. (451-467). University of Queensland Press.

Gillani, B. (2000). Culturally responsive educational web sites. Educational Media Inernational. (37:3, 185-195). Educational Media Inernational.

Gillani, B. (2000). Student-centered design. In Romm, C. & Taylor, W. (Eds.). Using community informatics for regional transformation. University of Queensland Press.

Gillani, B.B. (2000). Culturally responsive educational web sites. Educational Media International. (37:3, 185-195). Educational Media International.

Gillani, B. B. (2000). Using the web to create student-centered curriculum. In R.A. Cole (Ed.), Issues in Web-Based Pedagogy: A Critical Primer. (pp.161-181). Westport, Connecticut: Greenwood Press.

Gillani, B.B. (1998). The web as a delivery medium to enhance instruction. Educational Media International. (35:3, 197-202.) Educational Media International.

Gillani, B.B., & Relan (1997). Web-based information and the traditional classroom: similarities and differences. In B. H. Khan (Ed.),. Web-Based Instruction. (pp. 41-46). Englewood Cliffs, New Jersey: Educational Technology Publications.

Gillani, B.B., & Relan, A. (1997). Incorporating interactivity & multimedia into web-based instruction. In B. H. Khan (Ed.),. Web-Based Instruction. (pp. 231-237). Englewood Cliffs, New Jersey: Educational Technology Publications.

Mari Gray

 

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Eric Haas

Books

• Haas, E., & Esparza Brown, J. (under contract & review). Identifying and supporting English learners with disabilities: Research and best practices for success. New York: Teachers College Press. [expected publication: April 2019]
• Haas, E., Fischman, G.E., & Brewer, J. (2014) Dumb ideas won't create smart kids: Straight talk about bad school reform, good teaching, and better learning. New York: Teachers College Press.

Peer Reviewed Publications

Journal Articles

• Strom, K., Haas, E., Danzig, A., Martinez, E., & McConnell, K. (2018). Preparing educational leaders to think differently in polarized, post-truth times. The Educational Forum, 82(3), 259-277.
• Haas, E., Goldman, J., & Faltis, C. (2018). Writing practices for mainstream middle school teachers of English learners: Building on what we know works effectively with middle school English learners. The Educational Forum, 82(2), 208-226.
• Fischman, G. E., & Haas, E. (2015). Más allá de discursos idealizadores y simplistas en educatión para la ciudadanía. Universidades,
• Fischman, G. E., & Haas, E. (2014). Moving beyond idealistically narrow discourses in citizenship education. Policy Futures in Education 12 (3), 387-402.
• Fischman, G. E., & Haas, E. (2012). Beyond “idealized” citizenship education: Embodied cognition, metaphors and democracy. Review of Research in Education (RRE), Volume 36: Education, Democracy and the Public Good,190 - 217.
• Fischman, G. E., & Haas, E. (2012). Cidadania. Educação & Realidade 37 (2), 439-466.
• Fischman, G. E., & Haas, E. (2011). Nostalgia, emprendedorismo y redención: modelos discursivos sobre la universidad. Revista Iberoamericana de Educación Superior, 2 (3). 
• Haas, E., & Fischman, G. (2010). Nostalgia, entrepreneurship, and redemption: Understanding prototypes in higher education. American Educational Research Journal, 47 (3), 532 - 562.
• Haas, E., & Gort, M. (2009). Demanding more: Legal standards and best practices for English language learners. Bilingual Research Journal. 32, 115 – 135.
• Haas, E., & Lakoff, G. (2009). Marcos, metáforas y politicas educativas (Frames, metaphors and the politics of education), pp. 174 - 189. In Pini, M. (Ed.), Discurso y educación: Herramientos para un análisis crítico (Discourse and education: Tools for a critical analysis). Buenos Aires, Argentina: UNSAMEDITA.
• Haas, E. (2009). Equity, employment, and education policy. Journal of Philosophy of Education, 43 (1), 149 – 157.
• Haas, E. (2007). False equivalency: Think tank references on education in the news media. Peabody Journal of Education, 82 (1), 63 - 102.
• Haas, E., Wilson, G., Cobb, C., Hyle, A., & Hankins, K. (2007). Analyzing the impact of Educational Administration Quarterly: Citations 1979 – 2003. Educational Administration Quarterly, 43, 494 – 512.
• Espinosa, C., Hudelson, S., Poynor, L., & Haas, E. (2006). Los maestros como artífices de su propio desarrollo profesional: Tres modelos centrados en la lecto-escritura. Lectura y Vida 27 (2).
• Haas, E., Wilson, G., Cobb, C., & Rallis, S. (2005). One hundred percent proficiency: A mission impossible. Equity & Excellence in Education, 38 (3), 180 - 189.
• Haas, E. (2005). The Equal Educational Opportunity Act 30 years later: Time to revisit “appropriate action” for assisting English language learners. Journal of Law and Education 34 (3), 361 – 387.
• Haas, E. (2004, September). The news media and the Heritage Foundation: Promoting education advocacy at the expense of authority. Journal for Critical Education Policy Studies, 2 (2). Available online at
• Haas, E. (1990). Comment, Webster, Privacy and RU486, 6 Health L. and Pol’y 277.

Book Chapters

• Haas, E. (2016). The news media and the Heritage Foundation: Promoting education advocacy at the expense of authority. In Z. C. Wubbena, D. Ford, & B. Porfilio, (Eds.), News media and the neoliberal privatization of education (pp. 45 – 84) (Series: Critical constructions: Studies on education and society). Charlotte, NC: Information Age Publishing. [Reprint].
• Haas, E. (2014). Proposition 227, proposition 203, and question 2 in the context of legal rights for English language learners. In G. McField (Ed.), The miseducation of English learners: A tale of three states and lessons to be learned (pp. 1 – 24). Charlotte, NC: Information Age Publishing.
• Haas, E. (2009). The news media and the conservative Heritage Foundation: Promoting education advocacy at the expense of authority. In D. Hill, & R. Kumar (Eds.), Global neoliberalism and education and its consequences (pp. 171 – 207). New York: Routledge.
• Fischman, G., & Haas, E. (2009).  Critical pedagogy and hope in the context of neoliberal globalization.  In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of Social Justice (pp. 565 – 575). Mahwah, NJ: Erlbaum. (full peer review)
• Haas, E. (2008). Propaganda. In D. Gabbard (Ed.), Knowledge and power in the global economy: The effects of school reform in a neoliberal/neoconservative age (2^nd ed) (pp. 141 – 150). Mahwah, NJ: Erlbaum.
• Haas, E. (2006). Civil right, noble cause, and Trojan horse: News media portrayals of think tank initiatives on urban education. In J. Kincheloe, P. Anderson, K. Rose, D. Griffith, & K. Hayes (Eds.) Urban education: An encyclopedia (pp. 439 – 450). Westport, CT: Greenwood Press.
• Haas, E. (2005).  Un-elected policy makers: How think tanks market fear in education. In L. Poynor, & P. Wolfe (Eds.) Marketing fear in America’s public schools (pp. 135 –150). Mahwah, NJ: Erlbaum.
• Haas, E., & Poynor, L. (2005). Issues of teaching and learning. In F. English (Ed.) Handbook of educational leadership (pp. 483 – 505). Thousand Oaks, CA: SAGE.

Encyclopedia Entries

• Haas, E. (2008). Civil law. In C. J. Russo (Ed.), Encyclopedia of education law (pp. 166 – 168). Thousand Oaks, CA: SAGE.
• Haas, E. (2008). Equal educational opportunity act. In C. J. Russo (Ed.), Encyclopedia of education law (pp. 302 – 303). Thousand Oaks, CA: SAGE.
• Haas, E. (2008). Highly qualified teachers. In C. J. Russo (Ed.), Encyclopedia of education law (pp. 430 – 432). Thousand Oaks, CA: SAGE.
• Haas, E. (2008). Keyes v. School District No. 1, Denver. In C. J. Russo (Ed.), Encyclopedia of education law (pp. 484 – 486). Thousand Oaks, CA: SAGE.
• Haas, E. (2007). Think tanks. In G. L. Anderson, & K. Herr (Eds.), Encyclopedia of activism and social justice (pp. 1369 – 1372). Thousand Oaks, CA: SAGE.
• Haas, E., & Ellis, C. D. (2007). Law and social movements. In G. L. Anderson, & K. Herr (Eds.), Encyclopedia of activism and social justice (pp. 826 – 829). Thousand Oaks, CA: SAGE.
• DeLeon, A., & Haas, E. (2007). Teacher unions. In G. L. Anderson, & K. Herr (Eds.), Encyclopedia of activism and social justice (pp. 1361 – 1363). Thousand Oaks, CA: SAGE.
• Haas, E. (2006). Lemon test.  In F. English (Ed.) Encyclopedia of educational leadership and administration. Thousand Oaks, CA: SAGE.
• Haas, E. (2006). Right wing politics, advocates, impact. In F. English (Ed.) Encyclopedia of educational leadership and administration. Thousand Oaks, CA: SAGE.

Book Reviews

• Haas, E. (2002, October 7).  “Review of Welner (2001).  Legal rights and local wrongs:  When community control collides with educational equity.” Education Review.  Available online at

 

Research and Technical Reports

Peer Reviewed

• Huang, M., Haas, E., Zhu, N., & Tran, L. (2016). Four-year high school graduation rate of students in Arizona by English learner status. (REL 2017-205). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at
• Haas, E., Tran, L., & Huang, M. (2016). Readiness for academic success: The predictive potential of English language proficiency assessment scores for English learner students in Arizona and Nevada. (REL 2017-172). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at
• Haas, E., Huang, M., Tran, L., & Yu, A. (2016). The achievement progress of English learner students in Utah. (REL 2016-155). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at .
• Haas, E., Huang, M., Tran, L., & Yu, A. (2016). The achievement progress of English learner students in Nevada. (REL 2016-154). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at .
• Haas, E., Tran, L., Linquanti, R., & Bailey, A. (2015). Examining current and proposed home language surveys in California in relation to initial English language proficiency assessment results: An exploratory study. San Francisco, CA: RELWest @ WestEd. Available at
• Haas, E., Huang, M., Tran, L., & Yu, A. (2015). The achievement progress of English learner students in Arizona. (REL 2015-098). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at . 

Non-Peer Reviewed

• Haas, E., Abedi, J., Faltis, C., Chung, H., Tran, L., Chen-Gaddini, M., & Geary, S. (2016). Impact of the WRITE program on English learner achievement and teacher instructional practice: Final performance report to the Institute of Education Sciences. Grant # R305A110176. San Francisco: WestEd.
• Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and placing English language learners with learning disabilities: Key issues in the literature and state practice. (REL 2015-086). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.
• Chen-Gaddini, M., Burr, E., & Haas, E. (2015). Promising instructional programs and practices for young English language learner students in preschool: A description of the research literature. San Francisco: REL West at WestEd.
• Huang, M., Tran, L., & Haas, E. (2015). Math pathways from middle grades through high school among Utah students by English language learner status: An examination of math content test-taking and test-passing sequences. San Francisco: REL West at WestEd.
• Haas, E., Huang, M., & Tran, L. (2014). The characteristics of long-term English language learner students and struggling reclassified fluent English proficient students in Arizona. San Francisco: REL West at WestEd.
• Haas, E., Huang, M., & Tran, L. (2014). The characteristics of long-term English language learner students and struggling reclassified fluent English proficient students in Nevada. San Francisco: REL West at WestEd.
• Haas, E., Huang, M., & Tran, L. (2014). The characteristics of long-term English language learner students and struggling reclassified fluent English proficient students in Utah. San Francisco: REL West at WestEd.
• Burr, E., Haas, E., & Geary, S. (2013). Promising instructional practices for improving the academic outcomes of long-term English language learner students: A description of programs and practices in the research and policy literature (Memorandum: English Learner (EL) Alliance EL 3.5). San Francisco: REL West @ WestEd.
• Haas, E., & Huang, M. (2012). Progress of English language learner students in English proficiency and English language arts: IES technical assistance report and additional analyses. Prepared for the Lennox School District (CA). San Francisco: WestEd.
• Haas, E., & Huang, M. (2010). Where do English language learner students go to school? Student distribution by language proficiency in Arizona (REL Technical Brief, REL 2010 – No. 015). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Education Laboratory West.
• Haas, E. (2010). Assessing achievement of English language learners: Pass – fail status on Arizona’s language and content tests. REL West Analysis. Prepared for the Arizona Department of Education. San Francisco: REL West @ WestEd.
• Haas, E., Cobb, C., MacDonald, J., & Shibles, M. (2006, May).  Scaling-up the SAELP policy labs: Current activities and recommendations.  Preliminary report year two.  Submitted to the Connecticut State Department of Education and the Wallace Foundation pursuant to the SAELP II grant.

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Margaret Harris Ed.D.

• Currently co-authoring/writing book on Auto-ethnographic Narratives and the Development of Advocacy for Social justice -(M. Harris and student contributors)
• Dissertation Journeys of Scholar-Practitioners in Educational Leadership for Social Justice Program - (A. Dailey, M. Harris, B. Plough, & P. Winkelman). Journal of Inquiry and Action in Education (2015)
• Unmasking the Tensions Between Leadership and Self and the Persona of Silence (A. Dailey & M. Harris). CAPEA Annual Journal 2015.
• Teacher Efficacy Beliefs: Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools –  (M. Harris, 2010) ProQuest LLC, 201

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Kathryn Hayes

Peer Reviewed:

• Hayes, K.N. Lee, C. S., DiStefano, R., O'Connor, D., & Seitz, J. (2016). Measuring science instructional practice:  A survey tool for the age of NGSS.  Journal of Science Teacher Education.
• Lee, C. S., Hayes, K. N., DiStefano, R., Seitz, J. C., & O'Connor, D. (In press). Engagement as a Mediating Factor Between Student Motivation and Science Achievement in Middle School.  International Journal of Science Education.
• Hayes, K.N., (2016).  Neoliberalism in historical light:  How business models displaced science education goals in two eras.  Educational Leadership and Administration: Teaching and Program Development Journal, 27, 1-18.
• Hayes, K.N., & Trexler, C.J. (2016).  Testing Predictors of Instructional Practice in Elementary Science Education: The Significant Role of Accountability.  Science Education, 100(2), 266-289.
• Yamashita, L.; Hayes, K.N., Trexler, C.J. (2016).  How pre-service teachers navigate the trade-offs of food systems across time scales:  A lens for exploring understanding of sustainability.  Environmental Education Researcher.
• Trexler, C. J., Hess, A., & Hayes, K.N. (2013).  Urban elementary students’ conceptions of learning goals for agricultural science and technology.  Natural Sciences Education 42, 49-56.
• Hayes, K.N., Booker, A., Middleton, B. R., & maria ross, j. (2012). Digital media meets informal learning: Opportunities for generating new participatory roles. LEARNing Landscapes, 5 (2), 145-161.
• Repinski, S. L., Hayes, K. N., Miller, J. K., Trexler, C. J., & Bliss, F. A. (2011). Plant breeding graduate education:  Opinions about critical knowledge, experience, and skill requirements from public and private stakeholders worldwide. Crop Science, 21(6), 2325-2336.
• Miller, J. K., Repinski, S. L.,  Hayes, K. N. Bliss, F. A. and Trexler, C. J. (2011).  Designing graduate level plant breeding curriculum: A Delphi study of private sector stakeholder opinions. Journal of Natural Resources and Life Sciences Education.  40:82-90.

 

Book Chapters, Reports, Policy Briefs, and Non-peer Reviewed Articles:

• Tucker, D., Andrews, B., & Hayes, K. N. (2016). Students apply NGSS science practices in environmental stewardship. California Classroom Science, 28(5).
• Hayes, K.N. (2015).  Elementary Science Education:  Fixing a Leaky Pipeline.  Policy Brief.
• Hayes, K.N., maria ross, j., & Middleton, B. R. (2012). Doing collaborative public history: The Restore/Restory project; A report. Davis, CA: University of California, Davis; Center for Regional Change.
• Hayes, K.N. (2009).  Perspectives of transformation: Negotiation and equilibrium within university/school partnerships.  In Wong, Pia and Glass, eds. Interrupting Tradition: Prioritizing Urban Children, their Teachers and Schools through Professional Development Schools.  SUNY Press.

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Greg Jennings

Jennings, G. (2000). Mental wellness: A lesson from young children's competent responses to stress. The Journal of NAMI.

Jennings, G. (2000). Effective approaches to multicultural education: A culturally-responsive approach. Allyn & Bacon.

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Talya Kemper

• West, E., Wang, T., Kemper, T., Koyama, T. (2016) Determining the Impact of Cultural Differences, Word Class and Picture Communication Symbols on Symbol Translucency Ratings. Special Education Association of the Republic of China.
• West, E., Travers, J., Kemper, T., Liberty, L., Cote, D., McCollow, M., Stansberry Brusnahan, L. (2016). Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with autism spectrum disorder. Journal of Special Education. http://tinyurl.com/jlzy9nw
• Delport, J., Richmond, J., Howard, N., Kemper, T. (2016). Crossing the barriers, expanding knowledge, fostering relationships: Teacher preparation partnering with community organizations. In H., L., Schnackenberg B., A., Burnell (Eds.), Best Practices for Education Professionals (2nd edition). CRC Press. http://tinyurl.com/gq3nr6m
• Martin-Hertz, S., Kemper, T., Brownstein, M. (2013). Developmental screening with recent immigrant and refugee children: A preliminary report. EthnoMed: Integrating cultural information into clinical practice. Retrieved from: http://ethnomed.org/. http://tinyurl.com/zrlowv2

MANUSCRIPTS UNDER REVIEW

• Kemper, T., Fleury, V. P., & West, E. A modified book reading intervention for students with complex communication needs who are English learners and have a severe intellectual delay. Manuscript under review.
• West, E., Kemper, T., & Slemrod, T. Assistive Technology: Needs of teachers and implications for preservice teacher training programs. Manuscript under review.

IN PREPARATION

• Kemper, T., McCollow, M., Stansberry Brusnahan, L., Liberty, L., & Cote, D. Ten Years of Research: Examining Participant Characteristics in a Special Education Journal.
• Kemper, T., & Fleury, V. P. Reading Together: Modified Shared Book Reading for Children who have Complex Communication Needs.
• Kemper, T., Delport, J., & Slemrod, T. Rural Teacher Perceptions of Inclusion Practices for Students with Moderate to Severe Disabilities.
• Kemper, T., & McCollow, M. Evidence Based Practices for Students with Moderate to Severe Disabilities: A Analysis of Participant Characteristics.
• Kemper, T., & Fleury, V.P. Increasing Reading Comprehension for Students with Complex Communication Needs who have a Severe Intellectual Delay.
• Kemper, T. Online Learning: Perceptions of Pre-service Student Teachers.

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Michele A. Korb

Publications: Peer Reviewed Journals and Invited Chapters

Forbes-Lorman, R., Harris, M., Korb, M., Franzen, M. & Moser, A. (2020). Interactive, physical course materials provide unique formative assessment opportunities leading to improved student learning of molecular structure-function relationships. Journal of College Science Teaching (in press).

Sinapuelas, M. L., Lardy, C., Korb, M. A., Bae, C. L., & DiStefano, R. (2019). Developing a three-dimensional view of science teaching: A tool to support preservice teacher discourse. Journal of Science Teacher Education, 30(2), 101-121.

 Sinapuelas, M., Lardy, C., Korb, M. A., & DiStefano, R. (2018). Toolkit to support preservice teacher dialogue for planning NGSS three-dimensional lessons. Innovations in Science Teacher Education, 3(4).

Korb, M. (2017). Investigating Science at Home. No Estás Solo: Recetas Para Obtener Éxito, De Padres Para Padres. Velazquez Press. El Monte, CA. Book chapter.

Korb, M., LeDuc, D., Inouye, C., Jensen, M. & Seitz, J. (2015). Policy in Support of Pedagogy: Collaboration Among Scientists, Science Educators, and Engineers in Preparing Qualified K-8 STEM Teachers. Journal of Transformative Leadership and Policy Studies. 5 (1) 51-60.

Korb, M, Colton, S., & Vogt, G. (2015). Using Storyboarding to Model Gene Expression. The American Biology Teacher. 77(6) 452-457.

Korb, M. & Thakkar, U. (2011). Facilitating Scientific Investigations and Training Data Scientists. Science. 29 (333). 534-535.

 Hadley, K., & Korb, M. (2007). Through the Bugscope. Science and Children, 45(1), 29-31.

Korb, M. A., Sirola, C., & Climack, R. (2005). Promoting physical science to education majors. Journal of College Science Teaching, 34(5), 42-45

Peer Reviewed Paper Presentations: National

Porter, J., M. Korb, Lardy, C. (2018) Shifting Science Curriculum with Storylines and Engineering: Redesigning Elementary Preservice Teacher Methods Courses for NGSS. American Educational Research Association, New York, NY. Paper presentation.

Korb, M., Derby, S., Lardy, C., Sinapuelas, M., & Franklin, K. (2016). Bringing Environmental Learning to your NGSS Classroom with Project Learning Tree and the ASET 3D Map. North American Association for Environmental Education (NAAEE), Madison, WI (October 22, 2016). Paper presentation.

DiStefano, R., Lee, C., Lardy, C., LeDuc, D., & Korb, M. (2016). Developing Rubrics that Support Teachers’ Understanding of NGSS Practices: An Approach Grounded in Improvement Science. National Association for Research in Science Teaching. Baltimore, MD. Paper presentation.

DiStefano, R., Korb, M., Lardy, C., Lee, C., Sinapuelas, M. (2017). Developing a Three-dimensional View of Science Teaching: A Tool for Facilitating Preservice Teacher Learning. National Association for Research in Science Teaching International Conference. San Antonio, TX. Paper presentation.

DiStefano, R., Lee, C., Lardy, C., Korb, M., & LeDuc, D. (2016). Design-based Approach to Developing Rubrics for Supporting Teachers’ Understanding of NGSS Practices. American Educational Research Association. Washington D.C. Paper presentation.

Korb, M., Anderson, D., Hagedorn, E., Jensen, M., & Silberglitt, M. (2013). A life science concept inventory on genetics/ molecular biology for middle school learners: Assessment development informs teacher pedagogy. American Educational Research Association, April, San Francisco. Paper presentation

Korb, M. (2009). Investigating Changes in Knowledge Frameworks among High School Learners Regarding the Central Dogma of Biology. American Educational Research Association. San Diego, CA. Paper presentation

Symposium presentation (2007). Teaching and Learning Physical Science in Urban Secondary Schools: Assessing the Assessments.  J. Whipp, M. Politano, M. Korb, Marquette University; M. Sabella, Chicago State University; D. Hammer, University of Maryland; K. Gettelman, Wisconsin Conservatory of Lifelong Learning; K. Kushner, Shorewood Intermediate School; M. Ferger, Roosevelt Middle School of the Arts. American Educational Research Association. April, Chicago, IL.

Invited International Speaker Event

Korb, M. Robinson, S. & Conway, C. (2012).  Bugscope: Remote-Access Entomology and Microscopy Education Since 1999. (International Nanotechnologies and Microscopy Conference). February. Perth, Australia.

 

 

 

 

 

 

 

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Rolla E. Lewis

Hatch, T., & Lewis, R. E. (2011). Promoting social justice with wisdom and data. Retrieved from Lewis, R. E. (2009/Winter). Transnational life. Oregon Humanities: A Journal of Ideas and Perspectives, 40-41.

Lewis, R. E. (2014). Resilience in individuals, families, and communities.  In D. Capuzzi and D. R. Gross (Eds.), Youth at risk (6th ed.) (pp. 43-65). Alexandria, VA: American Counseling Association.

Lewis, R. E. (2014). What is the color of your heart? Personalizing humanism. In R. Borunda (Ed.). What is the color of your heart? A humanist approach to diversity (2^nd ed.). (pp. 167-185). Dubuque, OA: Kendall/Hunt.

Lewis, R. E. (2011). Ecohumanism: Integrating Humanism with Resilience Theory. In M. Scholl, A. McGowan, & J. T. Hansen (Eds.). Humanistic perspectives on contemporary counseling issues. (pp. 191-214). Philadelphia, PA: Routledge.

Lewis, R. E. (2011). What is the color of your heart? Personalizing humanism. In R. Borunda (Ed.). What is the color of your heart? A humanist approach to diversity. (pp. 149-165). Dubuque, OA: Kendall/Hunt.

Lewis, R. E., & Emil, S. (2010). Appreciative inquiry: A pilot study of school counselor graduates. Journal of Humanistic Counseling, Education and Development, 49 (1),. (98-111). 

Lewis, R. E. (2009). Contributor. The ACA Encyclopedia of Counseling. Alexandria, VA: American Counseling Association.

Lewis, R. E. (2009/Winter). Transnational life. Oregon Humanities: A Journal of Ideas and Perspectives. (40-41). 

Lewis, R. E., Lenski, S. D., Mukhopadhyay, S., Cartwright, C. T. (2008). Using focus groups to foster collective reflection on social justice. Proceedings of the 5th Symposium on Action Research: Action Research in Education and Leadership. Center for Student Support Systems (CS3), University of San Diego. 

Lewis, R. E., & Hatch, T. (2008). Cultivating strengths-based professional identities. Professional School Counseling, 12(2). (115-118). American School Counselor Association. 

Lewis, R. E. (2007). Resilience in individuals, families, and communities. Youth at risk (5th ed.). (39-68). American Counseling Association. 

Lewis, R. E. (2007). Supervisor and intern perceptions regarding internship roles and training. School counseling building bridges to the future: School Counselor Monograph, 3, 2006-2007. (51-64). California Association of School Counselors. 

Lewis, R. E., & Borunda, R (2006). Lived stories: Participatory leadership in action. Journal of Counseling and Development, 84. (406-414). American Counseling Association. 

Lewis, R. E. (2006). Embracing transitions as a way of life. The Counselor: A Publication of the Oregon Counseling Association, 17 (3). (1-4). Oregon Counseling Association. 

Lewis, R. E. (2005). Go solar. AHEAD Infochange,110. American Counseling Association. 

Lewis, R. E. (2004). Let knowledge serve the city: A community-based school counseling practicum. Journal of Humanistic Counseling, Education and Development, 43. (91-104). American Counseling Association. 

Lewis, R. E. (2003). Brief theories. Counseling and psychotherapy: Theories and interventions. (307-331). Prentice-Hall. 

Lewis, R. E. (2002). The structured narrative exercise.Teaching strategies for constructivist and developmental counselor education. (55-58). Bergin & Garvey. 

Lewis, R. E. (2002). Eco-humanism emerging. AHEAD Infochange,102. American Counseling Association. 

Lewis, R. E. (2002). Cultivating Justice. The Counselor: A Publication of the Oregon Counseling Association, 17 (3). (11). Oregon Counseling Association. 

Lewis, R. E. (2002). Eco-humanism: A brief story. The Counselor: A Publication of the Oregon Counseling Association, 17 (3). (3-10). Oregon Counseling Association. 

Lewis, R. E. (2002). Teaching counselors to get it. The Counselor: A Publication of the Oregon Counseling Association, 13 (7). (1-5). Oregon Counseling Association. 

Lewis, R. E. (2001). Juggling and the learning self. The Counselor: A Publication of the Oregon Counseling Association, 12 (7). (6-8). Oregon Counseling Association. 

Lewis, R. E. (2001). Basel, Switzerland: Reflections on place, time, and relationships. The Counselor: A Publication of the Oregon Counseling Association, 12 (5). (1-5). Oregon Counseling Association. 

Wakimoto, D. K., & Lewis, R. E. (2014). Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment. Internet and Higher Education, 21, 53-58. doi.org/10.1016/j.iheduc.2014.01.002 

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Janet Logan

Logan, J.P. (2006, May). Diagnostic and statistical handbook for children and adolescents. Counseling Today. (Book review). Haworth Maltreatment and Trauma Press.

Logan, J.P. (2002, June). Record keeping and ethics: A vital connection. Association for Play Therapy Newsletter. Fresno, CA: Association for Play Therapy.

Logan, J.P., Boughner, S.R., Christensen, O.J., & Coll, K.M. (2001). Guided imagery combined with music: Encouraging self-actualizing attitudes and behaviors in at-risk community college students. Journal of College Psychotherapy,. (15, 51-64.)

Main, F.O., Boughner, S.R., Mims, G.A., & Logan, J.P. (2001). Rolling the dice: Training counselors to use circular and reflexive questions. The family journal: Counseling and therapy for couples and families. (7, 302-310.)

Logan, J.P. (2001). The child's creation: Guided imagery combined with music tapes. In C. Schaefer & H. Knudsen (Eds.). 101 More Play Therapy Techniques. In C. Schaefer & H. Knudsen (Eds.),. (pp.445-450). Jason Aronson.

Logan, J.P., & Schieffer, D.J. (2000). Problem-solving skills: Solution-focused strategies for student development. Journal of School Improvement. (1, 14-19.)

Boughner, S.R., & Logan, J.P. (1999). Robert H. Woody: Legal issues in couple and family counseling. The family journal: Counseling and therapy for couples and families. (7, 302-310.)

Logan, J. P. (1998). Using humorous and serious awards to celebrate colleagues� and students� endeavors. Journal of College Reading and Learning. (20, 87-92).

Shira Lubliner

BOOKS

Lubliner, S & Grisham, D. (2017). Translanguaging: The Key to Comprehension for Spanish-Speaking Students and Their Peers.  Rowman & Littlefield Publishers

Lubliner, S. & Grisham, D. (2012). Cognate Strategy Instruction: Providing Powerful Literacy Tools to Spanish-Speaking Students. Learning from Culturally and Linguistically Diverse K-12 Classrooms: Promoting Success for All Students. Teachers College Press. 

May, 2008 Lubliner, S. & Scott, J. Nourishing Vocabulary: A Well-balanced Diet for Word Learning.  Thousand Oaks, CA: Corwin Press

Jan. 2005 Getting Into Words: Vocabulary Instruction that Strengthens Comprehension Baltimore, MA: Brookes Publishing Company

May, 2001 A Practical Guide to Reciprocal Teaching.  DeSoto, TX: Wright Group/ McGraw-Hill                                     

ARTICLES & CHAPTERS

In Press Lubliner, S. & Grisham, D. Cognate Strategy Instruction: Providing Powerful Literacy Tools to Spanish-Speaking Students.  In J. Fingon & S. Ulanoff (Eds.) Learning from Culturally and Linguistically Diverse K-12 Classrooms: Promoting Success for All Students.  Teachers College Press: New York, NY.

2011    Lubliner, S. & Hiebert, E.  An Analysis of English–Spanish Cognates as a Source of General Academic Language.  Bilingual Research Journal Vol. 34, 1, p. 76.

2008 Hiebert, E. & Lubliner, S. The Nature, Learning, and Instruction of General Academic Vocabulary.  In A. Farstrup & J. Samuels (Eds.) What research has to say about vocabulary instruction.  Newark, DE: International Reading Association.

2006 Constructs Underlying Word Selection and Assessment Tasks in the Archival Research on Vocabulary Instruction (Scott, J., Lubliner, S. & Hiebert, E.) 55th Yearbook of the National Literacy Conference

2005 The Effect of Comprehensive Vocabulary Instruction on Title I Students Metacognitive Word Learning Skills and Reading Comprehension (Journal of Literacy Research, Vol. 37, 2)

2005 "Go Look It Up": Dictionary Instruction Revisited (The California Reader, Vol. 38, 4)

Jan. 2005 Dr. Shira Lubliner on Vocabulary Instruction (BrookesPublishing's Education Newsletter)    

February, 2004 Help for Struggling Upper Grade Readers (The Reading Teacher, Feb. 2004)                                       

November, 2001 Breaking Down the Gates: Instructional Practices that Support the Success of All Children (Classroom Leadership, 2001)

April, 1990 The Transformation of a Congregational School: A Case Study.  (The Pedagogic Reporter)

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Meaghan M McCollow

Peer-Reviewed Publications

Zucker, S. H., Fisher, K. W., McCollow, M. M., & West, E. A. (2017). Research informed practice in autism, intellectual disability, and developmental disabilities. DADD Online Journal: Research to Practice, 4(1), 1-5.

McCollow, M. M. (2017). Independence through visual supports. DADD Express 28(2), 3-4.

West, E. A., Travers, J., Kemper, T., Liberty, L., Cote, D., McCollow, M. M., & Brusnahan, L. (2016). Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with Autism Spectrum Disorder. Journal of Special Education DOI: 10.1177/0022466916632495

Hudson, R.F., Peck, C., Davis, C., Blum, G., Greenway, R., Hackett, J., Kidwell, J., Liberty, L., McCollow, M. M., Patish, Y., Pierce, J., Schulze, M., & Smith, M. (2016). A socio-cultural analysis of practitioner perspectives on implementation of evidence-based practice in special education.  Journal of Special Education, 50, 27-36 DOI: 10/1177/0022466915613592

McCollow, M. M., & Schulze, M. (2016). Self-management: An evidence-based practice to support independence for students with moderate-to-severe intellectual disability. DADD Express, 37(1).

McCollow, M. M., Shurr, J., & Jasper, A. D. (2015). Cross-cultural experience in special education: The impact of a study abroad program for special education pre-service teacher candidates. DADD Online Journal: Research to Practice, 2, 66-88.

McCollow, M. M., Curiel, E., Davis, C. A., & Sainato, D. (2015). Utilizing antecedent strategies in early childhood settings. Young Exceptional Children DOI: 10.1177/1096250615576804

Shurr, J., Hirth, M., Jasper, A. D., McCollow, M., & Heroux, J. (2014). Another tool in the belt: Self-directed learning for teachers of students with moderate and severe disabilities. Physical Disabilities: Education and Related Services, 33(1), 17-38.  

West, E., McCollow, M., Umbarger, G., Kidwell, J., & Cote, D. (2013). Current status of evidence-based practices for students with intellectual disability and autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 48(4), 443-455.

Greenway, R. M., McCollow, M., Hudson, R. F., Peck, C., & Davis, C. A. (2013). Autonomy and accountability: Teacher perspectives on evidence-based practice and decision-making for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 48(4), 456-468.

McCollow, M., Davis, C. A., & Copland, M. (2013). Creating success for students with Autism Spectrum Disorders and their teachers: Building district-based support teams. Journal for Cases in Educational Leadership, 16(1), 12-19. DOI: 10.1177/1555458913478426

Book Chapters

McCollow, M. M., Shurr, J., & Jasper, A. D. (2015). Best practices in teacher training and professional development for including learners with low-incidence disabilities. In E. A. West (Ed.), Including learners with low-incidence disabilities. Emerald Group Publishing Limited.

Edited Professional Publications

Harkins, E., & McCollow, M. M. (2018). Sexuality issues for students with IDD. DADD Express, 29(1).

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Julie McNamara

McNamara, J. (in press). Supporting math at home. Chapter in You are not alone: We are with you. Recipes for success with your children, Lettie Ramirez, ed. El Monte, CA: Velazquez Press. 

McNamara, J. (2015). Beyond invert and multiply: Making sense of fraction computation. Sausalito, CA: Math Solutions Publications.

McNamara, J. & Shaughnessy, M. (2015). Beyond pizzas and pies: 10 essential strategies for supporting fraction sense, 2^nd edition.. Sausalito, CA: Math Solutions Publications.

McNamara, J. & Shaughnessy, M. (2011). Student errors: What can they tell us about what students do understand?  NCSM spring newsletter. 28-31. 

McNamara, J. & Shaughnessy, M. (2010).  Beyond pizzas and pies: 10 essential strategies for supporting fraction sense. Sausalito, CA: Math Solutions Publications.

McNamara, J. (2010). Two of everything. Teaching children mathematics, 17, 3, 132-136.

McNamara, J. (2010). Two of everything or the magic pot. CMC Communicator, 34, 3. 46-49.

McNamara, J. & Shaughnessy, M. (2008).  Understanding fractions through measurement. CMC Communicator,13, 30-32.

McNamara, J.  Measuring Ruby: Using a measurement model to support students’ development of fraction understanding. Manuscript in preparation.

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James M. Mitchell

 Selected Publications:

 2018  

         Pryor, C.P, Alexander, E., Johnson, C., Mitchell, J., Teaching Critical Themes in American History, New York, Peter Lang

  2015

 

Mitchell, J., “There’s an App for that in Citizenship Education”; Learning for Democracy: An International Journal of Thought and Practice, (Winter 2015, Vol. IV iii).

 

2013

 

Mitchell, J., “Schools for Tomorrow: Citizens for Today”, Learning for Democracy: An International Journal of Thought and Practice, (Spring 2013, Vol. II iv).

 

 

2007

 

Mitchell, J., Ramirez-Marrero, F., and Hooks, M.Y. (Winter 2006) “Teaching About HIVIAIDS through Online Education”. Academic Exchange Quarterly (February 2007)

 

 

Mitchell.). (2006) “Building Trust in the AIDS Education Classroom" In Humanizing Pedagogy through HIV and AIDS Prevention. Boulder-London: Paradigm Publishers invited chapter.

 

Mitchell, J., Ramirez-Marero, F., and Hooks, M.Y. (2006) “Preparing teachers as prevention agents: An online learning course”, ln Humanizing Pedagogy through HIV and AIDS Prevention. Boulder-London: Paradigm Publishers - invited chapter. 2003

 

 "SOAR 2 College", Mitchell, J.M.  James, L., Essig, B., Educational Leadership, Vol. 61, 1, September 2003. –

 

"The Impact of Academic Controversy on Subsequent Conflict Resolution Relationships among Students", Journal of Educational   Research. (13, 1) 73-84. Mitchell, J; Johnson D & R. Johnson (2003) 

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Carolyn Nelson

Strage, A., Nelson, C., & Meyers, S. (2008). Stayin Alive: Meeting faculty mid-career professional renewal needs:.Metropolitan Universities. (19(1), 71-83). 

Meyers, S., Nelson, C., & Strage, A. (2007). Linking academic research and social policy: Rethinking the roles and responsibilites of the urban and metropolitan university.Metropolitan Universities. (18(1), 5-15). 

Nelson, C., Harper, V. (2006). A pedagogy of difficulty: preparing teachers to understand and integrate complexity in teaching and learning. Teacher Education Quarterly. (33(2), 1-15). 

Nelson, C (2006). Reclaiming teacher preparation for success in high-needs schools. Education. (124(3), 475-480). 

Nelson, C. & Harper, V. (2000). Transformational learning as praxis: A pedagogy of critical conversation. Journal on Excellence in College Teaching. (11(1), 3-17). 

Nelson, C. (1999). Participant selection, question formation, and research conversations. Research, conversations, and narrative: A critical hermeneutic orientation in participatory inquiry. (110-114). Westport, CT: Praeger Publishers. 

Harper, V., Nelson, C., & Mayfield, M (1997). Learning conversations: A critical perspective on transforming parent teacher conferences. Kappa Delta Pi Record. (34(1), 28-33). 

Harper, V., Nelson, C., & Mayfield, M. (1997). Transforming parent-teacher conferences. The Educational Forum. (62(1)). 

Nelson, C (1988). Harvesting a curriculum. Science and Children. (25(7), 22-24). 

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Lettie Ramirez

Ramirez, L (2002). Abstracts from China-U.S. Conference on Middle School Education Beijing China. Book: Portraits of Teachers in Multicultural. (Settings: A Critical Literacy Approach was translated for conference). 

Ramirez, L. & Gallardo, O. (2001). Settings: A Critical Literacy Approach. Portraits of teachers in multicultural settings. Needham Heights, MA. Allyn and Bacon. 

G. T. Reyes

Books

Reyes, G.T. (proposal under review). Becoming Woke: Critical Race Love Letters to an Educator. Rowman & Littlefield.

 

Reyes, G. (2003). Finding the Poetic High: A guide for educators to start & sustain a community based after school spoken word poetry program. San Francisco: Institute of Social Justice and Education.

 

Book Chapters

Reyes, G.T. (2022). Fiipinx American Gangs as Forgotten Bearers of Indigenous Culture. In K. Nadal., A. Tintiangco-Cubales, & E.J.R. David (Eds.), Encyclopedia of Filipino American Studies. Sage.

 

Reyes, G.T. (2022). Filipinx Americans and the Criminal (In)Justice System. In K. Nadal., A. Tintiangco-Cubales, & E.J.R. David (Eds.), Encyclopedia of Filipino American Studies. Sage.

 

Reyes, G.T. (2019). A pedagogy of and for decoloniality. In M.A. Peters (Ed.), Encyclopedia of Teacher Education. New York, NY: Springer.

 

Reyes, G. (2013). It is NOT what it is: A multidisciplinary approach to critical pedagogy, cultural production, and youth development in the Youth Roots program. In Chappell, S. V. & Faltis, C. J. (Eds.), The arts and emergent bilingual youth: Building critical, creative programs in school and community contexts. New York: Taylor and Francis.

 

Journal Articles

Reyes, G.T. (Under Review). Nice for Whom?: A Dangerous, Not-So-Nice, Critical Race Love Letter. Educational Sciences.

 

Reyes, G.T., Matias, C.E., Manlove, J. (2024).Beyond being balikbayan: an examination of imposed boxes toward becoming Pin@ y educators of decolonial and racially just education. Diaspora, Indigenous, and Minority Education, 1-15.

 

Reyes, G.T., Lee, M., Haft, N., Halim, M., Almeida, A., Higby, E., & Guiton, P. (2023). The anti-racist liberatory pedagogy academy: Critical race faculty development. Philosophy and Theory in Higher Education, 5(1), 187-207.

 

Reyes, G.T. (2022). A Love Letter to Educational Leaders of Color:  Crewing Up with Critical Whiteness Studies. International Journal of Qualitative Studies in Education. 1-11.

 

Reyes, G.T. (2019). Cross this out: A pedagogy of disruption and healing. Radical Teacher. 114, 51-59.

 

Reyes, G.T. (2018). You ain’t alone in this: Critical sense making and the process of becoming. Storytelling, Self, & Society. 13(2), 223-248.

 

Reyes, G.T., & Zermeño, B.P. (2018). Of course she will learn: A cultural pedagogy in bilingual transitional kindergarten with newcomer students. Multicultural Education, 25(3), 18-22.

 

Reyes, G. (2006). Finding the poetic high: Building a spoken word poetry community and culture of creative, caring, and critical intellectuals. Multicultural Education. Winter 2006.

 

Reyes, G. (2006). Shots fired In Oakland: Using hip hop to cultivate intellectual culture producers. California English. November 2006.

 

Book Epigraph

Reyes, G.T. (In Press). “We gon’ be alright.” In Arriaza, G. Community Owned Knowledge: The Promise of Collaborative Action Research. Peter Lang.

 

Local Publications

Reyes, G.T. (2019, March 1). Ripples from the Oakland teacher strike [Op-Ed]. San Francisco Examiner.  Retrieved from .

 

Web-Based Publications

Reyes, G. (2015). Examining high leverage instructional practices that support equitable use of performance assessment at Summit Public Schools.  Stanford, CA: Stanford Center for Assessment, Learning, and Equity.

 

News Features

“Voices for Change: The Role of Allyship.” Fox KTVU, , beginning at 18:31 marker, September 6, 2020.

 

“Implicit Bias Training Coming for California Teachers.” Fox KTVU, . June 4, 2020.

 

“People’s FREEdom Store.” Hard Knock Radio, May 13, 2020.

 

“Redefining Resiliency.” Cal State East Bay Magazine, .  July 27, 2020.

 

 “Racism and Xenophobia in the Age of COVID-19.” The California State University, . May 4, 2020.

 

 “Assistant Professor G.T. Reyes’ Response to Vandalism Gains National Attention.” Cal State East Bay Magazine, Spring 2018.

 

“Cal State East Bay Professor Turns Hate into Art, Movement.” East Bay Times, December 15, 2017.

 

“Cal State East Bay Professor Responds to Campus Vandalism with Art.” NBC, December 8, 2017.

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Linda Smetana

 Lenski, S. J., Ganske, K., Chambers, S., Wold, L, Dobler, E., Grisham, D.L., Scales, R.Q., Smetana, L., Wolsey, T.D., Yoder, K. K., & Young, J. (2013). 

Literacy course priorities and Signature Aspects of nine teacher preparation programs. Journal of Literacy Research and Instruction, 52. 1, 11-27.

doi: 10.1080/19388071.2012.738778

Smetana, L. (2012). Revitalizing Tier 2 intervention with graphic novels. Reading Horizons:

Horizons: Vol. 51: Iss. 3, Article 3.

Smetana, L. & Grisham, D.L. (2012)  Generative technology for teachers and teacher educators. Journal of Reading Education, 36, 3, 12-18. (JRE Article of the Year) 

Wilson, N. & Smetana, L. (2011);Questioning as Thinking: A metacognitive framework to improve comprehension of expository text. Literacy, 45, 2, 84-90.

Chapters in Books (reviewed)

Grisham, D. L. & Smetana, L. (2013). Multimodal Composition for teacher candidates: Models for K-12 classroom writing instruction.  In R. Ferdig & K. Pytash (Eds.), Exploring multimodal composition and digital writing. Hershey, PA: I-G-I Global. 

Articles in referred journals 

Grisham, D. L., Yoder, K. K., Smetana, L., Dobler, E., Young, J., Wolsey, T. D., Chambers, S., Scales, R., Wold, L., & Ganske, K.  (in press). Teacher candidates’ expressed literacy learning in ten teacher preparation programs: Phase I of a longitudinal study. Teacher Education and Practice.

Wolsey, T. D., Young, J., Scales, R., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Smetana, L., Grisham, D.L., Ganske, K., Dobler, E., & Chambers, S.  (in press). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education. 

Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., Scales. R., Smetana, L., Wolsey, T. D., Yoder, K., & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Journal of Literacy Research and Instruction, 52(1), 1-27. doi: 10.1080/19388071.2012.738778 

Smetana, L. & Grisham, D.L. (2012)  Generative technology for teachers and teacher educators. Journal of Reading Education, 36, 3, 12-18. (JRE  Resarch Article of the Year)  

Wilson, N. & Smetana, L. (2011)  Questioning as Thinking: A metacognitive framework to improve comprehension of expository text. Literacy, 45, 2, 84-90. 

Grisham, D. L & Smetana, L. (2011) Generative technology for teachers and teacher educators.

                  Journal of Reading Education, spring/summer 2011. 

Smetana, L. (2012). Revitalizing Tier 2 intervention with graphic novels. Reading Horizons:

             Horizons: Vol. 51: Iss. 3, Article 3.
Available at:  

Smetana, L (2010) Graphic novel gurus: Graphic novels for students with learning disabilities. California Reader, 44( 2) pp 3-14. 

Smetana, L. (2010) A view from the middle: Looking more closely at tier 2  (secondary)  intervention. California Reader, 44 (1) pp 15-24. 

Smetana, L.D., Odelson, D., Burns, H. & Grisham, D.L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent and Adult Literacy. 52(8) pp. 228-240. Reprinted in California Reader, 44 (2) 25-25.

Wilson, N.S. & Smetana, L. (2009) Questioning as Thinking:  Metacognitive framework.  Middle School Journal, 40, 2, 20-28.

Wilson, N.S., Smetana, L., & Grisham, D. (2009).  Investigating Content Area Teachers' Understanding of a Content Literacy Framework: A Year-Long Professional Development Initiative. Journal of Adolescent and Adult Literacy, 52, 8, 708-718. 

Smetana, L. & Grisham, D. (2007). Adventures at the national book festival. CEAS Crosscurrents, fall 2007. Available at http://edschool.csueastbay.edu/bulletin/index.php?option=com_content&task=view&id=118&Itemid=48. 

Lubliner, S. with Smetana, L. (2005). Getting Into Words. Vocabulary Instruction that Strengthens Comprehension. Baltimore, MD: Brookes Publishing. 

Smetana, L. (2004). Collaborative storybook reading: Bringing parents and children together. Reading Horizons. 

Lubliner, S. & Smetana, L. (2003). The effects of comprehensive vocabulary instruction on the metacognitive word leaning skills and reading comprehension of title I students. Journal of Literacy Research. 

Davenport, J. & Smetana, L (2003). Helping new teachers achieve excellence. Delta Kappa Gamma Bulletin. (winter issue 2007). 

Smetana, L. (1990). Current Events: A springboard for integrating writing and social studies. California Reader. (23, 2). Non-referred publication. 

Non-referred Publications

Smetana, L (2009, 2011) Education Specialist Mild Moderate Disability Programs, program

document for CTC, NCATE accreditation reviews

Smetana, L. & Grisham, D. (2007). Adventures at the national book festival. CEAS Crosscurrents, fall 2007. Available at http://edschool.csueastbay.edu/bulletin/index.php?option=com_content&task=view&id=118&Itemid=48.

Smetana, L. (2003) California State University, Hayward Special Education Intern Program

California Special Education Intern Programs monograph

Smetana, L. (1988). A parent's guide to read aloud enjoyment. Publication prepared for San Francisco Unified School District Consent Decree Schools.

Books

Lubliner, S. & Smetana, L. (2004) Getting Into Words: Vocabulary Instruction for Comprehension. Boston: Brookes Publishing Company.

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Terry Soo-Hoo

Soo-Hoo, Terry (2005). Working within the cultural context of Chinese American families. Journal of Family Psychotherapy. Volume 16(4).

Soo-Hoo, Terry (2005). Transforming power struggles through shifts in perception in marital therapy. Journal of Family Psychotherapy. Volume 16(3).

Soo-Hoo, Terry (1999). Brief strategic family therapy with Chinese Americans. American Journal of Family Therapy. (pp. 163-179). Vol. 27.

Soo-Hoo, Terry (1998). 91麻豆天美apping frame of reference and reframing techniques to improve school consultation in Multicultural settings. Journal of Educational and Pscyological Consultation. (pp. 325-345). Volume 9(4).

Soo-Hoo, Terry (1997). Strategic Consultation: the evolution and application of an efficient approach. Consulting Psychology Journal. (pp. 194-206). Volume 49, No. 3.

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Kathryn (Katie) J. Strom

Books  

• Strom, K. (In preparation). Scaffolding Writing at the Doctoral Level.
• Strom, K., Mills, T, & Abrams, L. (Eds; In press). Non-linear perspectives on teacher development: Complexity in professional learning and practice. Taylor & Francis.
• Martin, A. & Strom, K.(Eds., 2019). Exploring gender and LGBTQ Issues in K-12 and teacher education: A rainbow assemblage.Charlotte, NC: Information Age.
• Strom, K., Mills, T., & Ovens, A. (Eds., 2018). Decentering the researcher in intimate scholarship: Posthuman materialist perspectives in education. Bingley, UK: Emerald Publishing.
• Strom, K., & Martin, A.(2017). Becoming-Teacher: A rhizomatic look at first-year teaching.Rotterdam, Netherlands: Sense Publishing.

Refereed Journal Guest Editorships

• Strom, K., Mills, T, & Abrams, L. (2021). Non-Linear perspectives on teacher learning and practice. Professional Development in Education. Double Issue, 47(2-3)
• Strom, K., Ringrose, J., Osgood, J., & Renold, E. (In preparation). PhEmaterialism: Response-able research and pedagogy. Reconceptualizing Educational Research Methodologies.
• Strom, K., & Martin, A. (Eds.,2017). Putting Theory to Work in Teacher Education. Issues in Teacher Education. 26(3).
• Strom, K.,& Porfilio, B. (Eds., 2017). Social justice in educational doctorate programs. Impacting Education: Journal on Transforming Professional Practice, 2(1).

Peer Reviewed Journal Articles  

• Kayumova, S. & Strom, K. (Under review, American Educational Research Journal).Toward Relational Justice: Understanding Asset-based Science Pedagogical Moves with Multilingual Youth through Micro-Analysis of Positioning Events.
• Kayumova, S. & Strom, K. (Under review, TESOL Journal). Developing Orientations toward Relational Justice: The Power of Collectivist Language.
• Strom, K. & Mills, T. (In press). Enacting posthuman ethics to do academia differently: Toward an affirmative peer reviewing practice. Cultural and Pedagogical Inquiry.
• Strom, K. & Mills, T. (In press). Enacting affirmative ethics through autotheory: Sense-making with affect during COVID-19. International Journal of Qualitative Studies in Education.
• Strom, K. & Martin, A. (2022). . Teaching and Teacher Education. Released online ahead of print.
• Strom, K., Mills, T. & Abrams, L. (2021). Illuminating A Continuum of Complex Perspectives in Teacher Development. Professional Development in Education, 47(2-3), 199-208.   
• Strom, K. & Mills, T. (2021). Affirmative Ethics and Affective Scratchings: A diffractive re-view of Posthuman Knowledge and Mapping the Affective Turn. Matter, 2(1), 200-223.
• Strom, K. & Viesca, K. (2020). Toward a complex conceptualization of teacher learning-
• practice. Professional Development in Education 47(2-3), 209-224.
• Margolis, J. & Strom, K. (2020). Assessing the success of teacher leadership: The case for asking new questions. Professional Development in Education.
• Strom, K. (2020). Learning from a ‘Lost Year’: An Autotheoretical Journey through Anxiety and Panic. Capacious.
• Strom, K., Ringrose, J., Osgood, J., & Renold, E. (2019). PhEmaterialism: Response-able research and pedagogy. Reconceptualizing Educational Research Methodologies, 10(23).
• Strom, K., Margolis, J., & Polat, N. (2019). Teacher professional dispositions: Much assemblage required. Teachers College Record, 121(11). https://www.tcrecord.org/content.asp?contentid=22813
• Porfilio, B., & Strom, K. (2019). In pursuit of socially just and socio-culturally responsive educational leadership preparation: One Ed.D. program’s process of transformation. Journal of Educational Leadership and Policy Studies, 3(2).
• Viesca, K.M., Strom, K., Hammer, S., Masterson, J., Linzell, C., Mitchell-McCullough, J., & Flynn, F. (In press). Improving content teaching for multilingual students via complex theoretical understandings of teacher learning-practice. Review of Research in Education. 
• Strom, K. & Porfilio, B. (2019). Critical hybrid pedagogies: A self-study inquiry into faculty practices in a blended educational leadership EdD program. E-learning and Digital Media, 16(1), 1-14. 

• Strom, K.,Martin, A., & Villegas, A. M. (2018). Clinging to the edge of chaos: The emergence of novice teacher practice.Teachers College Record. Out ahead of  print:
• Strom, K., & Dailey, A. (2018).Non-linear negotiations: Constructing practice as a first-year teacher. Teacher Education Quarterly, 45(3), 7-28.
• Strom, K., Mills, T., Dacey, C., & Abrams, L. (2018).Thinking with posthuman perspectives in self-study research. Studying Teacher Education, 14(2), 141-155. https://doi.org/10.1080/17425964.2018.1462155
• Strom, K., Haas, E., Danzig, A., Martinez, E., & McConnell, K. (2018). Preparing educational leaders to think differently in polarized, post-truth times. Educational Forum, 82(3),259-277.
•  Lucas, T., Strom, K.,Bratkovich, M., & Wnuk, J. (2018). Inservice preparation for mainstream teachers of English language learners: A review of empirical literature. Educational Forum, 82(2), 156-183.
• Strom, K. (2018). ‘That’s not very Deleuzian’: Interrupting the exclusionary nature of ‘high theory’. Journal of Educational Theory and Philosophy, 50(1), 104-113.
• Strom, K.,& Martin, A. (2017). Thinking with theory in an era of Trump. Issues in Teacher Education, 26(3), 3-22.
• Strom, K.,& Porfilio, B. (2017).Centering social justice in EdD Programs. Impacting Education: Journal on Transforming Professional Practice, 2(1), 15-18.
• Strom, K.,Plough, B., & Porfilio, B. (2016).Preparing educational leaders for social justice in a blended educational doctorate program: An initial action research inquiry. Impacting Education: Journal on Transforming Professional Practice 1(1).
• Strom, K., & Martin, A. (2016). Pursuing lines of flight: Enacting equity-based instruction in the first year of teaching. Policy Futures in Education, 14(2), 252-273.
• Taylor, M., Klein, E. J., Onore, C., Strom, K.,& Abrams, L. (2016). Exploring inquiry in the third space: Case studies of the first year in an urban teacher residency program. The New Educator, 12(3), 243-268.
•  Martin, A., & Strom, K.(2016). Toward a linguistically responsive teacher identity: An empirical review of the literature. International Journal of Multicultural Education, 10(4), 239-253.  
• Strom, K.(2015). Teaching as assemblage: Negotiating learning and practice in the first year of teaching. Journal of Teacher Education, 66(4), 321-333.
• Martin, A., & Strom, K.(2015). Neoliberalism and the teaching of English learners: Decentering the teacher and student subject. SoJo Journal, 1(1), 23-43.
• Klein, E. J., Taylor, M., & Onore, C., Strom, K.,& Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency with Montclair State University and the Newark public schools. Teaching Education, 24(1), 27-57.
• Strom, K.,& Martin, A. (2013).Putting philosophy to work in the classroom. Studying Teacher Education, 9(3), 219-235.
• Villegas, A. M.,Strom, K., & Lucas, T. (2012). Closing the racial/ethnic gap between students of color and their teachers: An elusive goal.  Equity and Excellence in Education, 45(2), 283-301.

Book Chapters.

• Kayumova, S. & Strom, K. (In Press). Ontology, Epistemology, and Critical Theory in STEM Education. Oxford Research Encyclopedia of Education.
• Strom, K., Viesca, K., & Masterson, J. (In press). Disrupting deficit through radical re-Imaginings of urban student subjectivities andkKnowledges. In M. Dougherty& G. Judson, Cultivating imagination in leadership: Transforming schools and communities. Teachers College Press. 
• Strom, K. (2022). Immanence and a pedagogy of vulnerability: Teaching with anxiety and panic disorder. In T. Kress, C. Emdin, & B. Lake (Eds), Critical pedagogy for healing (pp. 59-70). Bloomsbury.
• Strom, K. (2019). Adopting a Complex, Decentered Perspective of Teaching Marginalized Students. In P. Jenlink, Teacher Preparation at the Intersection of  Race and Poverty in Today's Schools (pp. 103-106). Rowman &Littlefield. 
• Mills, T., Strom, K., Abrams, L. & Dacey, C. (2020). More-than critical friendship: A posthuman analysis of subjectivity and practices in neoliberal work spaces. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and Tapestries. EdTech Books.
• Strom, K.,& J. Lupinacci. (2019). Posthuman pedagogies in two educational leadership program qualitative research sequences. In C. Taylor & A. Bayley (Eds.) Posthumanism and higher education: Reimagining pedagogy, practice and  research (pp. 103-121).  London: Palgrave.
• Strom, K., Mills, T., Abrams, L., & Dacey, C. (2018). Putting posthuman theory to work in collaborative self-study. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 35-41). Herstmonceaux.
• Martin, A. & Strom, K. (forthcoming). Coping as a line of flight in a linguistically  diverse kindergarten classroom. In P. Miller & T. Rishel (Eds.), Stress and coping of English learners in the 21st century. Charlotte, NC: Information Age Publishing. 
• Strom, K. (2016). Teaching assemblages: Negotiating learning and practice in the first year of teaching. In W. Reynolds and J. Webber (Eds), Expanding curriculum theory: Dis/positions and lines of flight. Mahwah, NJ: Lawrence Earlbaum. 
• Strom, K., Abrams, L., Dacey, C., & Mills, T. (2016). “I, Teacher Educator”: Grappling with ethical responsibility, hybrid pedagogies, and neoliberal agendas in mangled educational spaces. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 53-59). Herstmonceux, UK: S-STEP. 
• Ovens, A., Strom, K., & Garbett, D. (2016). A rhizomatic reading of becoming teacher educator. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 181-187). Herstmonceux, UK: S-STEP. 
• Martin, A. & Strom, K. (2016). Thinking with Rhizomatics in self-study. In A. Ovens & D. Garbett (Eds.) Being a self-study researcher in a digital world: Future oriented research and pedagogy in self-study. Springer. 
• Dacey, C., Strom, K., Abrams, L., & Mills, T. (2016). Toward the future of self study. In A. Ovens & D. Garbett (Eds.) Being a self-study researcher in a digital world: Future oriented research and pedagogy in self-study. Springer. 
• Strom, K. & Martin, A. (2015). Deterritorializing Neoliberal thought and practice in the classroom. In M. Abendroth & B. Profilio (Eds), School against the Neoliberal rule: Educational fronts for social justice (pp. 171-186). Charlotte, NC: Information Age Press. 
• Strom, K & Lesperance, R. (2015). Inquiry and induction in the third space. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands: Sense Publishing. 
• Taylor, M., Diaz, A.,Taylor, J., Strom, K., & Perry-Ryder, G. (2015). Teaching for Social Justice with Inquiry Cycles. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands: Sense Publishing. 
• Strom, K., Abi-Hanna, R., Dacey, C., & Duplaise, J. (2014). Exploring and connecting lines of flight. In M. Taylor & L. Coia (eds.), Gender, feminism, and queer theory in the self-study of teacher education practices (pp. 31-44). Rotterdam, Netherlands: Sense Publishing.

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David R. Stronck

David R. Stronck (2011). Service Learning, Planting Native Trees in Fremont. CSU, East Bay: Service Learning Program, Voices & Visions 2009-2011. (12-13). Hayward, CA.

David R. Stronck in book by Lois Ritter (2009). five activities of health education. Great Ideas: Active Ways to Teach Health and Wellness. (8-10, 12-14, 24-25, 31-32, 37-38). Pearson Benjamin Cummings of San Francisco.

David R. Stronck and David A. Nickles (2007). Health, Science and Safety in the Elementary School. book. Kendall/Hunt Publishing Co., Dubuque, Iowa.

Stronck, David (Principal Writer) (2006). Doing the 4Rs: An Activity Guide to Teach Reduce, Reuse, Recyle and Rot. /book. Alameda County Waste Managment Authority ority.

Stronck, D. R. (2004). Syllabus for a three-credit course. Instructor's Resource Manual for Teaching Strategies: A Guide to Effective Instruction. (Seventh Edition 10-24). Boston:Houghton Mifflin.

Stronck, David (2004). A Helpful Tenure Process. Phi Kappa Phi Forum, Volume 84, Number 4. (28-29). 

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Oanh  K Tran

*=Denotes equal contribution

*Alam, N., Kim, T., Simon, C., Tran, O. K. (2019). Want to be a School Psychologist? A career that helps all kids. In Lettie Ramirez, Ed., You are not alone: Recipes to obtain success for students by students. Valazquez Press.

*Motamedi, M. O, Johnson, E., Rodriquez, A., & Tran, O. K. (2019). How to stay healthy. Your emotional and psychological health. In Lettie Ramirez, Ed., You are not alone: Recipes to obtain success for students by students. Valazquez Press.

*Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2016). Merrell’s Strong Kids: A social and emotional learning curriculum for students in grades 3-5 (2^ndEd.). Baltimore: Paul H. Brooks Publishing.

 *Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2016). Merrell’s Strong Kids: A social and emotional learning curriculum for students in grades 6-8 (2^ndEd.). Baltimore: Paul H. Brooks Publishing.

 *Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2016). Merrell’s Strong Kids: A social and emotional learning curriculum for students in grades 9-12 (2^ndEd.). Baltimore: Paul H. Brooks Publishing.

Tran, O. K., Gueldner, B. A., & Smith, D. (2014). Building resiliency in schools. In R. Gilman, E. S. Huebner, & M. Furlong, Eds. Handbook on Positive Psychology in Schools. New York: Taylor & Francis.

Castro-Olivo, S., Tran, O. K., Begum, G., Arellano, E., Garcia, N., & Tung, C., (2013). A comprehensive model for promoting resiliency and preventing violence in schools. Contemporary School Psychology, 17(1), 23-34.

Tran, O. K., Pham, A., & Davis, J. (2013). Suicide. In J. Sandoval (Ed.), Handbook of Crisis Counseling, Intervention, and Prevention in Schools (3^rd Ed.), Mahwah, NJ: Lawrence Erlbaum.

Tran, O. K., & Merrell, K. W (2010). Promoting student resilience: Social and emotional learning as a universal prevention approach. In B. J. Doll (Ed.), Handbook of Youth Prevention Science. Mahwah, NJ: Lawrence Erlbaum.

Merrell, K. W., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Impact of Strong Kids and Strong Teens on students' social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24,. (209-224).

Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2008). Teachers' perceptions of social and emotional learning in the classrooms. Journal of Applied School Psychology.

Tran, O. K. (2008). The Strong Kids Curricula for building social and emotional resiliency in children and adolescents. Prevention in Counseling Psychology, 2, (7-10).

Merrell, K. M., Gueldner, B. A., & Tran, O. K. (2008). Social and emotional learning: A school-wide approach to intervention for socialization, friendship problems, and more. In B. J. Doll & J. A. Cummings (Eds.), Population-based Services of School Psychologists. (pp. 165-185). Bethesda, MD: National Association of School Psychologists.

Merrell, K. M., Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2007). Strong Kids:. A social and emotional learning curriculum for students in grades 3-5. Baltimore: Paul H. Brooks Publishing.

Merrell, K. M., Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2007). Strong Kids: A social and emotional learning curriculum for students in grades 6-8. Baltimore: Paul H. Brooks Publishing.

Merrell, K. M., Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2007). Strong Teens:. A social and emotional learning curriculum for students in grades 9-12. Baltimore: Paul H. Brooks Publishing.

Merrell, K. M., Buchanan, R., & Tran, O. K. (2006). Relational aggression in children and adolescents: A review with implications for school settings. Psychology in the Schools. (43, 345�360).

Carrizales, D., & Tran, O. K (2004). Promoting emotional resilience in schools: The Strong Kids and Strong Teens curricula. Oregon School Psychologist Association Bulletin.

Tran, O. K., & Furlong, M. J. (2004). Personal strengths and assets among adolescents: A comparison of smokers and non-smokers. The California School Psychologist. (61�75).

Furlong, M. J., Tran, O. K., & Soliz, A. (2004). School violence prevention. In T. S. Watson & C. H. Skinner (Eds.), Comprehensive Encyclopedia of School Psychology. (pp. 278��281).

Tran, O. K. (2002). Personal strengths and assets of adolescent smokers and non- smokers. Proceedings of the Summer 2002 Academic Research Consortium (ARC). University of California, Santa Barbara.

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Peg Winkelman

• Winkelman, P. & Engdahl, E., (in press) Preservice teachers: Advocating for the Arts to Preservice Administrators.  In M. McKenna (Ed.), Communities of Practice in Arts Education, Washington, DC: Arts Education Partnership, Teacher College Press

• Winkelman, P., Dell’ Olio, F., Jones, A., Jindra, S., Jungwirth, L., Lindsey, D.B., Lindsey, R. B., Mirci, P., L Purrington, L., Moore-Steward, T., Thomas, C., Ward, C., & Wise, D., CAPEA: Promoting Equity and Excellence in Educational Leadership Preparation Educational Leadership and Administration, 2014

• Winkelman, P. Collaborative Inquiry for Equity: Discipline and Discomfort Planning and Changing: An Educational Leadership and Policy Journal, 2013

• Collay, M., Winkelman, P., Fennel-Smith, K., Evaluating the Influence of Critical Social Theory in a Scholar-Practitioner Doctoral Program, Educational Leadership Review, 2013

• Collay, M., & Winkelman P., Focusing scholar-practitioner research on social justice and equity.  Scholar –Practitioner Quarterly, Volume 6, Number 3, 2012

• Winkelman, P., & Collay, M. A Tale of Two Scholar-practitioners Leading for Social Justice. Global leadership for social justice: Taking it from the field to practice, Emerald publishing, 2012

• Winkelman, P., Allison, B., Collay, M., Gentilucci, J., Jindra, S. & Wilson, D., The After-School Program Handbook for School Site Leaders The California State University and The David and Lucile Packard Foundation,

• Greenwood, S. & Winkelman, P., Culturally Responsive Teaching and the Role of the Administrator Published Proceedings, National Council of Professors of Educational Administration 65th Annual Summer Conference: Blazing New Trails: Preparing Leaders to Improve Access & Equity in Today’s Schools

• Aprill, A., Kessler, R., McAlinden, U., Ostholthoff, A. & Winkelman, P. What School Leaders Can Do To Increase Arts Education Arts Education Partnership The President’s Committee on the Arts and Humanities, Reinventing in Arts Education: Winning America’s Future Through Creative Schools, Washington, D.C.

• Winkelman, P., & Storms, B. Vision Walking.  Published Proceedings, National Council of Professors of Educational Administration Summit 2010:  Promoting “Capitol” Ideas of Leadership, Culture, and Diversity Research on Educational Leadership, 2010

• Collay, M., Winkelman, P., Garcia, R. & Guilkey-Amado, J. Transformational leadership pedagogy: Implementing equity plans in urban schools.  Educational Leadership and Administration, 2009

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James Zarrillo

Books

Zarrillo, J. (2017). Ready for RICA: A test preparation guide for California's reading instruction assessment (4th ed.). Boston: Pearson

Zarrillo, J. (2012). Teaching elementary social studies: Principles and applications (4^th ed.). Boston: Pearson.

Zarrillo, J. (2011). Ready for the revised RICA: A test preparation guide for California’s reading instruction assessment (3rd ed.). Boston: Pearson

Zarrillo, J. (2007). Are you prepared to teach reading? Columbus OH: Pearson/Merrill/Prentice Hall.

Zarrillo, J. (1994). Multicultural literature, multicultural teaching: Units for the elementary grades. Ft. Worth: Harcourt Brace.

Cox, C. & Zarrillo, J. (1993) Teaching reading with children's literature. New York: Merrill/Macmillan.

Chapters in Books

Zarrillo, J. & Cox, C. (1992). Efferent and aesthetic teaching. In J. E. Many and C. Cox  (Eds.), Reader stance and literary understanding: Exploring the theories, research, and practice (pp. 235 ­ 249). Norwood NJ: Ablex.

Zarrillo, J. (1991). Empowered teachers and children: What students read in a Whole Language classroom. In J. Hydrick (Ed.), Whole Language: Empowerment at the Chalk Face  (pp. 135-143). New York: Scholastic.

Zarrillo, J. (l988). Literature-based reading: From research to practice. In M. P. Douglass (Ed.), Claremont Reading Conference Fifty-Second Yearbook  (pp. 69-81). Claremont CA: Claremont Reading Conference.

Zarrillo, J. (l986). The historical classics of children's literature and basal readers. In M. P. Douglass (Ed.), Claremont Reading Conference Fiftieth Yearbook  (pp.181-191). Claremont CA: Claremont Reading Conference.

Journal Articles

Zarrillo, J. (1991). Theory becomes practice: Aesthetic teaching with literature. The New Advocate, 4, 221 – 234.

Zarrillo, J. (1989). History and library books. Social Studies and the Young Learner, 2(2), 17 – 19.

Zarrillo, J. (1989). Teachers’ interpretations of literature-based reading. The Reading Teacher, 43, 22 – 28.

James, M. & Zarrrillo, J. (1989). Teaching history with children’s literature: A concept-based, interdisciplinary approach. The Social Studies, 80, 153 – 158.

Zarrillo, J. (1988). Beverly Cleary, Ramona Quimby, and the teaching of reading. Children’s Literature Association Quarterly, 13, 131 – 135.

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