Submissions from 2020
Examining Doctoral Student Development of a Researcher Identity: Using the Draw a Researcher Test, Micki M. Caskey, Dannelle D. Stevens, and Marie Yeo
The Effect of Response Cards on Preschoolers' Engagement during a Mathematics Activity: A Preliminary Investigation, Robin L. Hojnoski, Brenna K. Wood, Rosalie Cawley, and Brittney Zakszeski
Rethinking Research in Early Childhood: (Re)Turning the Kaleidoscope, Jeanne Marie Iorio and William A. Parnell
Starting with the Students: An Assets-based Model to Teaching Middle Grades Mathematics, Torrey Kulow and Micki M. Caskey
Engage Children’s Communities with Friends and Family Day!, William A. Parnell, Ellie Justice, and Laure Pearson Patrick
Motherhood's Complicated Roles in a Graduate Teacher Licensure Program, Maika Yeigh
Disrupting the Deficit Gaze: Equity Work with University Supervisors, Maika J. Yeigh
Sojourners of Truth: Five Women's Stories of Triumph, Tribulation, and Teaching in Academia, Patricia A. Young, Carolina Serna, Esperanza De La Vega, Leslie R. Charlton, and Myriam Casimir
Submissions from 2019
Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines, Conra D. Gist, Margarita Bianco, and Marvin Lynn
AAC and Artificial Intelligence (AI), Samuel Sennott, Linda Akagi, Mary Lee, and Anthony D. Rhodes
Designing Interactive 3D Printed Models with Teachers of the Visually Impaired, Lei Shi, Holly Lawson, Zhuohao Zhang, and Shiri Azenkot
Campus-Wide, Non-Residential, Five-Day Faculty Writing Retreat: Partnerships Lead to a Sustainable Writing Program, Dannelle D. Stevens and Jacob Voegele
Submissions from 2018
Academic and Related Skills Interventions for Autism: a 20-Year Systematic Review of Single-Case Research, Fahad Alresheed, Wendy Machalicek, Amanda K. Sanford, and Carmen Bano
Crisis, Empowerment and Learning in Early Childhood: Deepening Meaning through Arts-based Research and Action Research, William A. Parnell and Jeanne Marie Iorio
Vivid Life and Learning: Rendering Thorough Illustrations Rather than Chopping Human Stories to bits, William A. Parnell and Jeanne Marie Iorio
Engaging Extended Family and Friends in Young Children’s Education, William A. Parnell, Ellie Justice, and Laure Pearson Patrick
Fostering Master's Students' Metacognition and Self-Regulation Practices for Research Writing, Lynn M. Santelmann, Dannelle D. Stevens, and Staci B. Martin
Submissions from 2017
Preparing Scholarly Practitioners: Redesigning the EdD to Reflect CPED Principles, Deborah S. Peterson
Promoting Educational Opportunity and Achievement Through 1:1 iPads, Gayle Y. Thieman and Tatiana Cevallos
Preparing Secondary Social Studies Teachers to Help English Language Learners Develop Academic Language and Social Studies Disciplinary Literacy, Gayle Y. Thieman, Matthew Carl McParker, Elizabeth M. Leider, and Kent Billingham
Submissions from 2016
Reaching Toward the Possible, Jeanne Marie Iorio and William A. Parnell
Caring for Children With Severe Allergies: Establishing Protocols for EpiPens and Other Medical Needs Through Collaborative Practices, William Arthur Parnell, Allison Schnur, and Lynn Green
Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration, Gayle Y. Thieman
Submissions from 2015
Why are We Watching Funny Videos in our Pedagogy Course? Deconstructing Humorous Videos to Foster Social Activism in Educators, Anita Bright
Reimagining Possible Worlds for Young Children, William A. Parnell and Jeanne Marie Iorio
Examining EdD Dissertations in Practice: The Carnegie Project on the Education Doctorate, Valerie A. Storey, Micki M. Caskey, Kristina A. Hesbol, James E. Marshall, Bryan D. Maughan, and Amy Wells Dolan
Preparing Secondary Social Studies Teacher Candidates To Address Common Core State Standards and the C3 Framework With Diverse Learners, Gayle Y. Thieman and Susan J. Lenski
Structuring Creativity: Successful Strategies for Using Creative Activities in the Classroom, Ellen West, Dannelle D. Stevens, and Candyce Reynolds
Submissions from 2014
Multi-tiered Support Systems and Special Education Models for English Learners, Julie Esparza Brown
Distinguishing Between Tier 2 and Tier 3 Instruction in Order to Support Implementation of RTI, Jason E. Harlacher, Amanda K. Sanford, and Nancy Nelson
The Contextual Factor of Race in Equity, Access and Achievement, Marvin Lynn
Loving Tulips Across Three Years: A Long-term Project Story Begins, William A. Parnell, L. Carlis Dickey, and Jeanne Marie Iorio
Conversations: A Tulip Tallness from the Ground, William A. Parnell, Jeanne Marie Iorio, and L. Carlis Dickey
Final Dissertation Paper Rubric: 5-part Dissertation, Dannelle D. Stevens
Dissertation Proposal Rubric: 5-chapter Dissertation, Dannelle D. Stevens and Gayle Yvonne Thieman
Book Review of, The Status of Social Studies: Views From the Field, Gayle Y. Thieman
Submissions from 2013
Response to Intervention for English Learners: Big Ideas and Myth Busters, Julie Esparza Brown
The Value of Midterm Student Feedback in Cross-Disciplinary Graduate Programs, G.L.A. Harris and Dannelle D. Stevens
What Work Samples Reveal about Secondary Pre-Service Social Studies Teachers' Use of Literacy Strategies, Susan J. Lenski and Gayle Y. Thieman
Handbook of Critical Race Theory in Education, Marvin Lynn and Adrienne D. Dixson
Critical Race Pedagogy 2.0: Lessons from Derrick Bell, Marvin Lynn, Michael Jennings, and Sherick Hughes
Following the Teacher’s Lead in Professional Development to Improve Classroom Talk Around Texts, Dot McElhone and Teri Tilley
Preparing Future School Leaders to Ensure Racial, Ethnic, Linguistic, and Socio-Economic Equity in Education: The "Third Way", Deborah S. Peterson, Amy Daggett Petti, and Susan Carlile
Seeking Mutual Benefit: University and Districts as Partners in Preparation, Amy Daggett Petti
Successful Leaders Beating the Odds: Leveraging Instructional Rounds With Professional Development in School-University Partnerships, Amy Daggett Petti
Preparation IN Practice: Simultaneous Preparation of Educational Leaders and Future Teachers for Social Justice in Professional Development Schools, Amy Daggett Petti and Sabrina Flamoe
Matching International Enthusiasm With Diversity Commitment, Michael J. Smith and Akiko Ota
From the Field: How Oregon Social Studies Teachers are Preparing Students for the 21st Century, Gayle Y. Thieman and Kenneth T. Carano
Submissions from 2012
Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse, Dot McElhone
Reconstruction: Meltdown in the Midst of Beauty, William A. Parnell
iDocument: How Smartphones and Tablets are Changing Documentation in Preschool and Primary Classrooms, William A. Parnell and Jackie Bartlett
Investigating the Reggio Emilia Study Tour Experience: From Conversation to Insights, William Arthur Parnell
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model, Amanda K. Sanford, Julie Esparza Brown, and Maranda Turner
Cooperation, College Knowledge, and Strong Parent Communities in the L.A. Concrete Jungle: The Case for Family-Centered Outreach, Michael J. Smith
Submissions from 2011
RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes, Julie Esparza Brown and Amanda K. Sanford
Writing Terminology Compared: WRITING Common Core State Standards (CCSS) and the Oregon Writing Standards, Annie Kelsey, Mary Beth Munroe, Amanda K. Sanford, Marta Turner, and Linda Vanderford
Becoming, Being and Unbecoming an Educator in Early Childhood Education, William A. Parnell
Teacher Collaboration Experiences: Finding the Extraordinary in the Everyday Moments, William A. Parnell
The Need for Authentic Assessments, Gayle Y. Thieman
Emerging Trends in Digital Citizenship in Pre-Service Teacher Practice, Gayle Yvonne Thieman
At a Glance Comparison of Standards, Janis Wurgler, Barb Bamford, Pam Hallvik, and Amanda K. Sanford
Submissions from 2010
Critical Race Studies in Education and the “Endarkened” Wisdom of Carter G. Woodson, Thurman Bridges III and Marvin Lynn
BiSped: Filling a Critical Shortage Area, Julie Esparza Brown and Bruce A. Miller
Ethics, Equity, and English-Language Learners: A Decision-Making Framework, Shelly Chabon, Julie Esparza Brown, and Christina E. Gildersleeve-Neumann
Learning in a Reggio-Inspired Reuse Center, Lauren Lantz-Helm and William A. Parnell
Examining Teachers’ Beliefs About African American Male Students in a Low-Performing High School in an African American School District, Marvin Lynn, Jennifer Bacon, Tommy Totten, Thurman Bridges, and Michael Jennings
Image of the Teacher in Educational Leadership, William A. Parnell
The "I" in RTI Research-Based Factors for Intensifying Instruction, Amanda K. Sanford, Jason E. Harlacher, and Nancy J. Nelson Walker
Submissions from 2009
Power, Politics, and Critical Race Pedagogy: A Critical Race Analysis of Black Male Teachers’ Pedagogy, Marvin Lynn and Michael Jennings
Right Directions, Wrong Maps: Understanding the Involvement of Low-SES African American Parents to Enlist Them as Partners in College Choice, Michael J. Smith
White bashing? Teaching "Hot-Button" Issues via Indirection, Jack C. Straton
Submissions from 2008
Partnerships to Recruit and Prepare Bilingual Teachers, Julie Esparza Brown
A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners, Julie Esparza Brown and Jennifer Doolittle
Four Steps to a Paradigm Shift: Employing Critical Perspectives to Improve Outreach to Low-SES African-American and Latino Students and Their Parents, Michael J. Smith
Crossing Borders, Building Bridges, Gayle Y. Thieman
Submissions from 2007
Preservice Teacher Inquiry: Creating a Space to Dialogue About Becoming a Social Justice Educator, Marvin Lynn and Renée Smith-Maddox
Submissions from 2006
Dancing Between Two Worlds: A Portrait of the Life of a Black Male Teacher in South Central LA, Marvin Lynn
Race, Culture, and the Education of African Americans, Marvin Lynn
Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools, Marvin Lynn and Laurence Parker
Hiding the Politically Obvious: A Critical Race Theory Preview of Diversity as Racial Neutrality in Higher Education, Otoniel Jimenez Morfin, Victor Perez, Laurence Parker, Marvin Lynn, and John Arrona
African American Parents in the Search Stage of College Choice: Unintentional Contributions to the Female to Male College Enrollment Gap, Michael J. Smith and Michael Fleming
Submissions from 2005
Highly Qualified Minority Teachers: Do High-Stakes Teacher Tests Weed Out Those We Need Most?, Julie Esparza Brown
The House that Race Built: Critical Pedagogy, African-American Education, and the Re-Conceptualization of a Critical Race Pedagogy, Michael Jennings and Marvin Lynn
Critical Race Theory, Afrocentricity, and Their Relationship to Critical Pedagogy, Marvin Lynn
Reflecting Black: Maintaining a Politics of Opposition in Academe, Marvin Lynn
Leveling the Field: Using Rubrics to Achieve Greater Equity in Teaching and Grading, Dannelle D. Stevens and Antonia Levi
Submissions from 2004
Inserting the ‘Race’ into Critical Pedagogy: An Analysis of ‘Race‐Based Epistemologies', Marvin Lynn
Teaching Transitions: Techniques for Promoting Success Between Lessons, Kent McIntosh, Keith Herman, Amanda K. Sanford, Kelly McGraw, and Kira Florence
From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education, Tara Yosso, Laurence Parker, Daniel Solorzano, and Marvin Lynn
Submissions from 2003
Beyond Guilt: How to Deal with Societal Racism, Lauren N. Nile and Jack C. Straton
Senior Inquiry: A University/High School Collaboration, Barbara Jean Traver, Jack C. Straton, Jan Whittlesey, Dave Erhenkranz, Tom Wells, Pat McCreery, Maarja Paris, Candyce Reynolds, and Judy Patton
Submissions from 2002
Classroom Instruction in Gates Grantee Schools A Baseline Report, Jeffrey T. Fouts, Carol Brown, and Gayle Yvonne Thieman
Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public Schools, Marvin Lynn
What’s Race Got to Do With It? Critical Race Theory’s Conflicts With and Connections to Qualitative Research Methodology and Epistemology, Laurence Parker and Marvin Lynn
Turkish Student Teachers' Early Experiences in Schools: Critical Incidents, Reflection, and a New Teacher Education Program, Dannelle D. Stevens, Serap Sarigul, and Hulya Deger
Submissions from 2001
Low SES Black College Choice: Playing on an Unlevel Playing Field, Michael J. Smith
Submissions from 2000
Designing and Tailoring School/University Partnerships: A Straightjacket, Security Blanket, or Just a Loose Coat?, Dannelle D. Stevens and Robert B. Everhart
Submissions from 1999
Feedback, Accountability, and the Standards-based System, Dannelle D. Stevens
Submissions from 1997
Multicultural Admission: From Paper Policy to Institutional Commitment, Michael J. Smith
