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Submissions from 2021

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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

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Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction, Sascha C. Mowrey and Dale C. Farran

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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

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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

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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

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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

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Fostering Toddlers’ Social Emotional Competence: Considerations of Teachers’ Emotion Language by Child Gender, Elizabeth King

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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

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Early Childhood Professional Culture: Social Networks and Beliefs Among Pre-Kindergarten Educators, Sascha Mowrey

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Triangulating Social Networks and Experiences of Early Childhood Educators in Emergent Professional Cultures, Sascha C. Mowrey

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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

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Understanding Race and Racism Among Immigrant Children: Insights into Anti-bias Education for All Students, Hae Min Yu

Submissions from 2019

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Straddling the Divide Between Practice and Scholarship, Tensions of School Leaders Pursuing a Social Justice Leadership Phd, A. Minor Baker

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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

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Imagining my ideal: a critical case study of digital storytelling as reflective practice, Linda Skidmore Coggin, Sharon Daley, Jackie Sydnor, and Tammi R. Davis

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Sites of possibility: Digital stories as a means of making reflective practice visible, Sharon Daley, Jackie Sydnor, and Tammi Davis

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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

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Inclusion of Efficacy Experiences: Providing Intentional Clinical Experiences to Preservice Teachers in Elementary Classrooms, Garrett Lowder and Diana L. Piccolo

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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

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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

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Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence, Elizabeth K. King and Karen M. La Paro

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“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

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Tools for teacher noticing: Helping preservice teachers notice and analyze student thinking and scientific practice use, Amanda Benedict-Chambers and Roberta Aram

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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

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Purposeful Tensions: Lessons Learned from Metaphors in Teacher Candidates' Digital Stories, Tammi R. Davis, Jackie Sydnor, Sharon Daley, and Linda Coggin

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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

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Attending to Precision: Vocabulary Support in Middle School Mathematics Classrooms, Stefanie D. Livers and Patricia Elmore

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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

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Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions, Amanda Benedict-Chambers

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Emerging issues in duoethnography, Rick A. Breault

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The negotiation of parenting beliefs by Mexican American mothers and fathers of young children, Jennifer Rojas-McWhinney and Nancy J. Bell

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The Power of Harmony: Insights from a Korean Children's Community-Based Chorus, Hae Min Yu

Submissions from 2015

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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

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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

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Revisiting Gender and Class in Urban China: Undervalued Work of Migrant Teachers and Their Resistance, Min Yu

Submissions from 2014

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Power and perspective: the discourse of professional development school literature, Rick Breault

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Rethinking normative literacy practices, behaviors, and interactions: Learning from young immigrant boys, Mariana Souto-Manning, Bessie Dernikos, and Hae Min Yu

Submissions from 2013

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The challenges of scaling-up and sustaining professional development school partnerships, Donna Breault

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Relationships between the timing of social interactions and preschoolers’ engagement in preschool classrooms, Joan E. Test and Jeffrey H.D. Cornelius-White

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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

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Collaborating for Publication: Suggestions for Those in the Early Childhood Profession, Mary Beth Mann, James A. Meyer, and Russell N. Carney

Submissions from 2011

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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

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Relating preschool quality to children's literacy development, Denise D. Cunningham

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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

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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

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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

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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

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Spelling in Parts: A Strategy for Spelling and Decoding Polysyllabic Words, Debbie A. Powell and Roberta Aram

Submissions from 2007

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Teacher Interventions in Cooperative-Learning Mathematics Classes, Meixia Ding, Xiaobao Li, Diana Piccolo, and Gerald Kulm

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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

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Promoting Public Intellectual Work: Themes and Provacative Questions Linked to Perspectives Section Essays, Tom Kelly and Donna Breault

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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

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Infant and toddler teachers as transmitters of culture, Joan Test

Submissions from 2005

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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

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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

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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

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Leadership Development as Self-Development: An Integrated Process, Cheryl Mimbs

Submissions from 2001

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Preparing students in birth‐grade 3 programs: Challenges and successes, Sue Bryde

Submissions from 1997

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Why some parent education programs for parents of gifted children succeed and others do not?, Peggy Pearl

Submissions from 1996

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Implementing a Constructivist Approach in Higher Education with Early Childhood Educators, Linda J. Bufkin and Suzanne Bryde

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Rating teaching in the USA: Probing the qualifications of student raters and novice teachers, John F. Newport

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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

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Environmental Chemistry and Environmental Science: A Survey of Courses Offered in U.S. Colleges and Universities, Roberta J. Aram and Stanley E. Manahan

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School Reentry and Educational Planning for the Individual with Traumatic Brain Injury, Jane Doelling and Suzanne Bryde

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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

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Identifying and Responding to Munchausen Syndrome by Proxy, Peggy T. Pearl

Submissions from 1992

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Using radio courses in the high school curriculum, Ralph G. Hawkins and Susan Jackson

Submissions from 1991

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Adult's Perception of Male Garment Styles, Edna L. Bell

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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

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Development of kindergarten children based on child care arrangements, Kathy R. Thornburg, Peggy S. Pearl, Dwayne Crompton, and Jean M. Ispa

Submissions from 1989

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A learning experience via short wave radio, Ralph G. Hawkins

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Media at kickapoo high: Excellence in education, Ralph G. Hawkins

Submissions from 1988

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Working with preschool-aged child abuse victims in group settings, Peggy Pearl

Submissions from 1987

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Brain hemispheric preference of intellectually gifted children, Darrell L. Roubinek, Michael L. Bell, and Lesa A. Cates

Submissions from 1985

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Lets refocus the reward system in teacher education, John F. Newport

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Analysis of sex stereotyping in characters created by young authors, Dorothy L. Tuck, V. Andree Bayliss, and Michael L. Bell

Submissions from 1981

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The social studies and science curriculum, Willis Horak and Darrell L. Roubinek