Submissions from 2021
Trends in mathematics specialist literature: Analyzing research spanning four decades, Courtney K. Baker, Evthokia Stephanie Saclarides, Kristin E. Harbour, Margret A. Hjalmarson, Stefanie D. Livers, and Katherine Comey Edwards
Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction, Sascha C. Mowrey and Dale C. Farran
Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences, Diana L. Piccolo, Stefanie D. Livers, and Sara L. Tipton
Elderly Consumers and Grocery Store Patronage: A Determinant Attribute Model, Angela Radford-Lewis and Cheryl Mimbs
A Longitudinal Examination of Work–Family Balance among Working Mothers in the United States: Testing Bioecological Theory, Hassan Raza, Joseph G. Grzywacz, Miriam Linver, Brad van Eeden-Moorefield, and Soyoung Lee
A Mixed-Methods Study of Early Childhood Education and Care in South Korea: Policies and Practices During COVID-19, Hae Min Yu, Yu Jin Cho, Hyun Jeong Kim, Jin H. Kim, and Jee Hyun Bae
Submissions from 2020
Making the Case for Becoming a Teacher: Closing the Parity Gap in Recruitment, A. Minor Baker, Stefanie D. Livers, and Phillip Steuer
Preservice Teachers’ Noticing of Instances for Revision during Rehearsals: A Comparison across Three University Contexts, Amanda Benedict-Chambers, Sarah J. Fick, and Anna Maria Arias
Axes of support: Explicit to implicit and practical to epistemic, Sarah J. Fick, Anna Maria Arias, Tina Vo, Carrie Anne Sherwood, Amanda Benedict-Chambers, and Abraham S. Lo
Fostering Toddlers’ Social Emotional Competence: Considerations of Teachers’ Emotion Language by Child Gender, Elizabeth King
An Examination of the Relationships of Mathematics Self-Efficacy and Teaching Practices among Elementary, Secondary, and Special Education Educators, Stefanie D. Livers, Jeremy Zelkowski, Kristin E. Harbour, Sara C. McDaniel, and Jim Gleason
Early Childhood Professional Culture: Social Networks and Beliefs Among Pre-Kindergarten Educators, Sascha Mowrey
Triangulating Social Networks and Experiences of Early Childhood Educators in Emergent Professional Cultures, Sascha C. Mowrey
How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?, Elita Amini Virmani, Holly Hatton-Bowers, Caitlin Mc Pherran Lombardi, Kalli B. Decker, Elizabeth K. King, Sandra I. Plata-Potter, and Claire D. Vallotton
Understanding Race and Racism Among Immigrant Children: Insights into Anti-bias Education for All Students, Hae Min Yu
Submissions from 2019
Straddling the Divide Between Practice and Scholarship, Tensions of School Leaders Pursuing a Social Justice Leadership Phd, A. Minor Baker
Improving the Lives of Teachers in the Early Care and Education Field to Better Support Children and Families, Deborah J. Cassidy, Christine Lippard, Elizabeth K. King, and Joanna K. Lower
Imagining my ideal: a critical case study of digital storytelling as reflective practice, Linda Skidmore Coggin, Sharon Daley, Jackie Sydnor, and Tammi R. Davis
Sites of possibility: Digital stories as a means of making reflective practice visible, Sharon Daley, Jackie Sydnor, and Tammi Davis
A Multi-teacher Preparation Program Study of Elementary Teacher Candidates’ Self-Efficacy: Analysis of Participant Characteristics and Implications for Teacher Educators, Tammi R. Davis, Chloé S. Bolyard, Sijia Zhang, Stefanie D. Livers, Jackie Sydnor, and Sharon Daley
Facilitating teacher learning through leading: An elementary mathematics coach’s story, Stefanie Livers
Inclusion of Efficacy Experiences: Providing Intentional Clinical Experiences to Preservice Teachers in Elementary Classrooms, Garrett Lowder and Diana L. Piccolo
Sharing Experiences Together: Within- and Across-Sector Collaboration among Public Preschool Educators, Sascha C. Mowrey and Elizabeth K. King
Are we really teaching for social justice and equity? A poem for five voices, Kathy Whitmore, James Chisholm, Tasha Laman, and Tammi Davis
Submissions from 2018
Elementary science preservice teachers use of evidence from rehearsals when reflecting on revisions of their practice, Anna Maria Arias, Sarah J. Fick, and Amanda Benedict-Chambers
Diversity, inclusion, equity, and social justice: How antibias content and self-reflection support early childhood preservice teacher consciousness, Sheresa Boone Blanchard, Elizabeth King, Amy Van Schagen, Marisa Roach Scott, Danielle Crosby, and Jennifer Beasley
Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence, Elizabeth K. King and Karen M. La Paro
“My Hair has a Lot of Stories!”: Unpacking Culturally Sustaining Writing Pedagogies in an Elementary Mediated Field Experience for Teacher Candidates, Tasha Tropp Laman, Tammi R. Davis, and Janelle W. Henderson
Submissions from 2017
Tools for teacher noticing: Helping preservice teachers notice and analyze student thinking and scientific practice use, Amanda Benedict-Chambers and Roberta Aram
Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content, Amanda Benedict-Chambers, Sylvie M. Kademian, Elizabeth A. Davis, and Annemarie Sullivan Palincsar
Purposeful Tensions: Lessons Learned from Metaphors in Teacher Candidates' Digital Stories, Tammi R. Davis, Jackie Sydnor, Sharon Daley, and Linda Coggin
A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships, Karen M. La Paro, Amy Van Johnson, Elizabeth King, and Christine Maynard
Attending to Precision: Vocabulary Support in Middle School Mathematics Classrooms, Stefanie D. Livers and Patricia Elmore
Gender Differences in Parents’ Prenatal Wishes for their Children’s Future: A Mixed-Methods Study, Brittany M. Wittenberg, Lauren Beverung, Arya Ansari, Deborah Jacobvitz, and Nancy Hazen
Submissions from 2016
Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions, Amanda Benedict-Chambers
Emerging issues in duoethnography, Rick A. Breault
The negotiation of parenting beliefs by Mexican American mothers and fathers of young children, Jennifer Rojas-McWhinney and Nancy J. Bell
The Power of Harmony: Insights from a Korean Children's Community-Based Chorus, Hae Min Yu
Submissions from 2015
Classroom quality in infant and toddler classrooms: impact of age and programme type, Elizabeth K. King, Rebekah C. Pierro, Jiayao Li, Mary Lee Porterfield, and Lia Rucker
Connecting an open classroom climate to social movement citizenship: A study of 8th graders in Europe using IEA ICCS data, Ryan T. Knowles and Jennice McCafferty-Wright
The Influence of Culture in Infant-Toddler Child Care Settings, Joan Test
Submissions from 2014
Power and perspective: the discourse of professional development school literature, Rick Breault
Rethinking normative literacy practices, behaviors, and interactions: Learning from young immigrant boys, Mariana Souto-Manning, Bessie Dernikos, and Hae Min Yu
Submissions from 2013
The challenges of scaling-up and sustaining professional development school partnerships, Donna Breault
Relationships between the timing of social interactions and preschoolers’ engagement in preschool classrooms, Joan E. Test and Jeffrey H.D. Cornelius-White
Assessing the Community Partner in Academic Service-Learning: A Strategy for Capacity-Building, Susan E. Waters and Joanna J. Cemore
Submissions from 2012
Knowledge of multicultural literature among early childhood educators, Sabrina A. Brinson
Collaborating for Publication: Suggestions for Those in the Early Childhood Profession, Mary Beth Mann, James A. Meyer, and Russell N. Carney
Submissions from 2011
A Five-Year Follow-Up: Teachers’ Perceptions of the Benefits of Home Visits for Early Elementary Children, James A. Meyer, Mary Beth Mann, and Jennifer Becker
Submissions from 2010
Relating preschool quality to children's literacy development, Denise D. Cunningham
Perceptions of Professionalism Among Individuals in the Child Care Field, Sue Martin, Jim A. Meyer, R C. Jones, L Nelson, L Ting, and L Ting
Submissions from 2009
Equity and Empowerment in PDS Work: A Review of Literature (1999 to 2006), Rick Breault and Brian Lack
From thunder rose to when marian sang... Behold the power of African American female characters! Reading to encourage self-worth, inform/inspire, and bring pleasure, Sabrina A. Brinson
Mentoring Urban Interns: Amalgamation of Experiences in the Formation of Mathematics Teachers, Diana L. Piccolo, Mary Margaret Capraro, and Robert M. Capraro
Vygotsky and Rogers on Education: An Exploration of Two Fundamental Questions, Joan E. Test and Jeffrey H.D. Cornelius-White
Submissions from 2008
Quality of Instruction: Examining Discourse in Middle Schoo Mathematics Instruction, Diana L. Piccolo, Adam P. Harbaugh, Tamara A. Carter, Mary Margaret Capraro, and Robert M. Capraro
Spelling in Parts: A Strategy for Spelling and Decoding Polysyllabic Words, Debbie A. Powell and Roberta Aram
Submissions from 2007
Teacher Interventions in Cooperative-Learning Mathematics Classes, Meixia Ding, Xiaobao Li, Diana Piccolo, and Gerald Kulm
Locus of control, self-control, and family income as predictors of young children's mathematics and science scores, Sue Martin, James A. Meyer, Laverne Nelson, Vernoice Baldwin, Ling Ting, and Deloris Sterling
Submissions from 2006
Promoting Public Intellectual Work: Themes and Provacative Questions Linked to Perspectives Section Essays, Tom Kelly and Donna Breault
Teachers’ Perceptions of the Benefits of Home Visits for Early Elementary Children, James A. Meyer and Mary Beth Mann
Preschoolers' Thinking During Block Play, Diana L. Piccolo and Joan Test
Infant and toddler teachers as transmitters of culture, Joan Test
Submissions from 2005
Priming the philosophic process, Rick A. Breault
"Yeah, I like it!" assessing what children think of child care, Michael K. Godfrey and Joanna J. Cemore
Valuing the promise, wrestling with the process: Reflections on ITV teaching and learning in teacher education, David R. Goodwin, Tamara A. Arthaud, Gay A. Ragan, and Suzanne M. George
Lower Ordovician (Tremadocian) lingulate brachiopods from the house and Fillmore Formations, Ibex area, Western Utah, USA, Lars E. Holmer, Leonid E. Popov, Michael Streng, and James F. Miller
Submissions from 2004
Effects of parent education on knowledge and attitudes, Mary Beth Mann, Peggy T. Pearl, and Pamela D. Behle
Submissions from 2003
Teacher study groups: A strategic approach to promoting students' literacy development, Shirley Lefever-Davis, Cynthia K. Wilson-Hail, Elizabeth Moore, Andrea Kent, and Scott Hopkins
Submissions from 2002
Leadership Development as Self-Development: An Integrated Process, Cheryl Mimbs
Submissions from 2001
Preparing students in birth‐grade 3 programs: Challenges and successes, Sue Bryde
Submissions from 1997
Why some parent education programs for parents of gifted children succeed and others do not?, Peggy Pearl
Submissions from 1996
Implementing a Constructivist Approach in Higher Education with Early Childhood Educators, Linda J. Bufkin and Suzanne Bryde
Rating teaching in the USA: Probing the qualifications of student raters and novice teachers, John F. Newport
Recognizing RNs' Cognitive Style Preferences, Judith A. Nortridge and Michael L. Bell
Graduation by exhibition, Toni Sills-Briegel, Candace D. Fisk, and Vicki Dunlop
Submissions from 1995
Environmental Chemistry and Environmental Science: A Survey of Courses Offered in U.S. Colleges and Universities, Roberta J. Aram and Stanley E. Manahan
School Reentry and Educational Planning for the Individual with Traumatic Brain Injury, Jane Doelling and Suzanne Bryde
Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges, Glen Dunlap, Shelley Clarke, Marty Jackson, Suzanne Wright, Edwin Ramos, and Sabrina Brinson
Identifying and Responding to Munchausen Syndrome by Proxy, Peggy T. Pearl
Submissions from 1992
Using radio courses in the high school curriculum, Ralph G. Hawkins and Susan Jackson
Submissions from 1991
Adult's Perception of Male Garment Styles, Edna L. Bell
Overcoming resistance to the writing process, Gary D. Funk and Haldon D. Funk
Students' Perceptions of the Value of a Self-Study Writing Assignment, Jim A. Meyer, Bradley J. Fisher, and Peggy S. Pearl
Submissions from 1990
Development of kindergarten children based on child care arrangements, Kathy R. Thornburg, Peggy S. Pearl, Dwayne Crompton, and Jean M. Ispa
Submissions from 1989
A learning experience via short wave radio, Ralph G. Hawkins
Media at kickapoo high: Excellence in education, Ralph G. Hawkins
Submissions from 1988
Working with preschool-aged child abuse victims in group settings, Peggy Pearl
Submissions from 1987
Brain hemispheric preference of intellectually gifted children, Darrell L. Roubinek, Michael L. Bell, and Lesa A. Cates
Submissions from 1985
Lets refocus the reward system in teacher education, John F. Newport
Analysis of sex stereotyping in characters created by young authors, Dorothy L. Tuck, V. Andree Bayliss, and Michael L. Bell
Submissions from 1981
The social studies and science curriculum, Willis Horak and Darrell L. Roubinek
