5.4.b Evidence to support correction of areas for improvement.
The following bibliographies demonstrate that curriculum and instruction faculty members are now
actively involved in scholarship.
Dewitt, Scott
Seo, K. K., DeWitt, S. W., & Byk, A. (2009). Uniting technology and reflection:
Electronic journaling in a social studies methods class Ohio Social Studies Review 1,
43-50
DeWitt, S. W. (2010). The nature of evidence and interpretation in history. Social
studies and diversity education: What we do and why we do it (pp. 120). New York
Routledge.
DeWitt, S. W. (2008). Intersections of education for democracy, inquiry pedagogy,
and the Internet. The electronic republic? The impact of technology on education
for citizenship (pp. 214-229). West Lafayette, IN Purdue University Press.
Harkness, Shelley
Harkness, S. S., Lane, C., Mau, S. T., & Brass, A. (2010). The "believing game" in
mathematics: Stories in a discipline of doubt The Journal of the Assembly For
Expanded Perspectives on Learning, 37, 49
Harkness, S. S. (2009). Social constructivism and the ‘Believing Game’: A
mathematics teacher’s practice and its implications Educational Studies in
Mathematics 3, 243-258
Harkness, S. S., & Thomas, J. (2008). Reflections on “Multiplication as Original Sin”:
The implications of using a case to help preservice teachers understand invented
algorithms The Journal of Mathematical Behavior 2, 128-137
Harkness, S. S., & Wachenheim, K. (2008). Using listening journals in math
methods. The Teacher Educator 1, 50-71
Harkness, S., & Hickey, D. (2004). Using Ohio’s academic content standards:
Reflections from two stakeholders Ohio Journal of School Mathematics, 21-25
Harkness, S., & Portwood, L. (2007). A quilting lesson for early childhood
preservice and regular classroom teachers: What constitutes mathematical
activity? The Mathematics Educator 1, 15-23
Harkness, S., & Poston, A. (2004). Nickel and dimed: Using a topical theme to
create opportunities for students to make connections between social studies and
mathematics Ohio Council For the Social Studies, The Review 1, 33-39
Harkness, S., D'Ambrosio, B., & Morrone, A. (2007). Preservice elementary
teachers’ voices describe how their teacher motivated them to do mathematics
Educational Studies in Mathematics, 235-254
Harkness, S.S. (2005). Geometry of transformations: Teacher and unit under
construction Mathematics Teacher 2, 88-92
Morrone, A., Harkness, S., D'Ambrosio, B., & Caulfield, R. (2004). Patterns of
instructional discourse that promote the perception of mastery goals in a social
constructivist mathematics course Educational Studies in Mathematics 1, 19-38
Stinson, K., Harkness, S. S., Meyer, H., & Stallworth, J. (2009). Mathematics and
science integration: Models and definitions. School Science and Mathematics 3,
153-161
Johnson, Carla
Johnson, C.C., Zhang, D., & Kahle J.B. (2012). Effective science instruction: Impact
on high stakes assessment performance Research in Middle Level Education
Breiner, J., Harkness, S., Johnson, C.C., and Koehler, C. (2012). What Is STEM? A
Discussion about Conceptions of STEM in Education and Partnerships School
Science and Mathematics Journal 1, 3-11.
Franklin, B., & Johnson, C. (2006). Comments on Jürgen Oelkers’ child or
curriculum Zeitschrift Fuer Paedagogische Historiographie 1, 43-44
Franklin, B., & Johnson, C. (2006). Lo que ensenan las escuelas: Una historica social
del curriculumen los estados unidos desde 1950 Profesorado. Revista De Curr &
#237;culum Y Formaci & #243;n Del Profesorado 2, 1-29
Franklin, B., & Johnson, C. (2006). The conflict over life adjustment education
Zeitschrift Fuer Paedagogische Historiographie 2, 1-18
Franklin, B., & Johnson, C. (2007). El conflicto sobre la educación adaptada a la vida
Profesorado: Revista De Curriculum Y Formacion Del Profesorado 3, 1-12
Jennings-Bolshakova, V., Johnson, C.C., & Czerniak, C. (2011). It depends on what
science teacher you got: Urban science self-efficacy from student and teacher
voices Cultural Studies of Science Education 4, 961-997
Johnson, C. (2003). Bioterrorism is real-world science: Inquiry-based simulation
mirrors real life Science Scope 3, 19-23
Johnson, C. (2004). NASA rocks: Problem based learning in Earth science Science
Scope 1, 47-49
Johnson, C. (2004). Roller coaster inquiry: How to relate science to students of all
backgrounds The Science Teacher 6, 61-63
Johnson, C. (2004). Science teachers missing the link between National Science
Education Standards and classroom practice Level Line Journal 2, 1-8
Johnson, C. (2005). Exploring Ecosystems: Inquiry-based plant and animal science
Level Line Journal 2, 12-16
Johnson, C. (2006). Enabling all students to learn science: Using portfolios for
instruction The Science Teacher 2, 32-37
Johnson, C., & Fargo, J. (2010). Urban school reform through transformative
professional development: Impact on teacher change and student learning of
science. Urban Education
Johnson, C., & Hanegan, N. (2006). No Child Left Behind – What does this mean to
middle school science teachers Science Scope 11, 12-16
Johnson, C., & Marx, S. (2009). Transformative professional development: A model
for urban science education reform Journal of Science Teacher Education 2, 113134
Johnson, C., Kahle, J., & Fargo, J. (2007). A study of sustained, whole-school,
professional development on student achievement in science Journal of Research
in Science Teaching 6, 775-786
Johnson, C., Kahle, J., & Fargo, J. (2007). Effective teaching results in increased
science achievement for all students Science Education 3, 371-383
Johnson, C.C. (2005). Making instruction relevant to language minority students at
the middle level Middle School Journal 2, 10-14
Johnson, C.C. (2006). Effective professional development and change in practice:
Barriers teachers encounter and implications for reform School Science and
Mathematics 3, 1-12
Johnson, C.C. (2007). Effective science teaching, professional development, and No
Child Left Behind: Barriers, dilemmas, and reality Journal of Science Teacher
Education 2, 133-136
Johnson, C.C. (2007). Technical, political, and cultural barriers to science education
reform International Journal of Leadership in Education 2, 171-190
Johnson, C.C. (2007). Whole school collaborative professional development and
science teacher change: Signs of success Journal of Science Teacher Education 4,
629-662
Johnson, C.C. (2009). An Examination of effective practice: Elimination of
achievement gaps in science Journal of Science Teacher Education 3, 287-306
Johnson, C.C. (2010). Making the case for school-based systemic reform in science
education Journal of Science Teacher Education 3, 279-282
Johnson, C.C. (2010). What is STEM? Level Line Journal
Johnson, C.C. (2011). The Road to Culturally Relevant Science: Exploring how
teachers navigate change in pedagogy Journal of Research in Science Teaching 2,
170
Johnson, C.C. (2012). (Under Review). Educational turbulence: The influence of
macro and micro policy on school reform Urban Education
Johnson, C.C. (2012). Implementation of STEM education policy: Challenges,
progress, and lessons learned School Science and Mathematics Journal 1, 45-55.
Johnson, C.C., Bolshakova, V.L.J., Fargo, J.D., & Miller, T. (2012). (Under Review).
When Good Intentions and Reality Meet: Large-Scale Reform of Science Teaching
in Urban Schools With Predominantly Hispanic ELL Students Journal of Research in
Science Teaching
Johnson, C.C., Fargo, J.D., & Kahle, J. (2010). The Cumulative and Residual Impact
of a Systemic Reform Program on Teacher Change and Student Learning of Science
School Science and Mathematics
Milner, A., Sondergeld, T., Demir, K., Czerniak, C.M., & Johnson, C. (2011).
Elementary Teachers’ Beliefs about Teaching Science and Classroom Practice: An
Examination of Pre/Post NCLB Testing in Science Journal of Elementary Science
Teaching
Johnson, C., & Brent, L. (2012). ConceptLinks Inquiry®: Properties of Matter,
Bethesda, MD: Millmark Education Corporation.
Johnson, C., & Gazlay, S. (2012). ConceptLinks® Inquiry: Ecosystems, Bethesda,
MD: Millmark Education Corporation.
Johnson, C., & Schoeff, P. (2012). ConceptLinks® Inquiry: Inherited Traits,
Bethesda, MD: Millmark Education Corporation.
Johnson, C., Mortello, M. . (. . C. I. C. ., & Functions, Bethesda, MD: Millmark
Education Corporation.
Johnson, C., Schoeff, P. (. . C. I. A., & Survival, Bethesda, MD: Millmark Education
Corporation.
Johnson, C., Schoeff, P. . (. . C. I. P., & Chemical Changes, Bethesda, MD: Millmark
Education Corporation.
Johnson, C.C. (2011). Secondary STEM Educational Reform Palgrave McMillan
Johnson, C.C. (2012). ConceptLinks Inquiry®: Force and Motion, Bethesda, MD:
Millmark Education Corporation.
Johnson, C.C., & Gazlay, S. (2012). ConceptLinks® Inquiry: Body Systems, Bethesda,
MD: Millmark Education Corporation.
Johnson, C.C., Cherry, A., Schoeff, P. (. . C. I. L., & Sound, Bethesda, MD: Millmark
Education Corporation.
Johnson, C.C., Schoeff, P., & Waldron, T. (2012). ConceptLinks® Inquiry: Plate
Tectonics, Bethesda, MD: Millmark Education Corporation.
Johnson, C.C., Schoeff, P., & Waldron, T. (2012). ConceptLinks® Inquiry: The Rock
Cycle, Bethesda, MD: Millmark Education Corporation.
Johnson, C.C., Schoeff, P., Waldron, T. (. . C. I. ., & Earthquakes, Bethesda, MD:
Millmark Education Corporation.
Johnson, C.C., Schoeff, P., Waldron, T. (. . C. I. ., & Erosion, Bethesda, MD: Millmark
Education Corporation.
Johnson, C.C., Waldron, T. . (. . C. I. P., & Kinetic Energy, Bethesda, MD: Millmark
Education Corporation.
Johnson, C.C., Waldron, T., & Schoeff, P. (2012). ConceptLinks® Inquiry: Our Solar
System, Bethesda, MD: Millmark Education Corporation.
Johnson, C.C., Waldron, T., & Schoeff, P. (2012). ConceptLinks® Inquiry: Weather,
Bethesda, MD: Millmark Education Corporation.
Johnson, C.C., Waldron, T., & Triplett, T. (2012). ConceptLinks Inquiry®: Newton's
Laws of Motion, Bethesda, MD: Millmark Education Corporation.
Johnson, C.C., Waldron, T., Schoeff, P. (. . C. I. . S., & Growth, Bethesda, MD:
Millmark Education Corporation.
Johnson, C.C., Waldron, T., Triplett, T. (. . C. I. S., & Galaxies, Bethesda, MD:
Millmark Education Corporation.
Franklin, B., & Johnson, C. (2007). Handbook of Curriculum and Instruction. What
the schools teach: A social history of the American curriculum since 1950 Thousand
Oaks, CA SAGE Publications.
Johnson, C. (2003). Ohio's Narrowing Achievement Gaps in Math and Science
Conference Proceedings. Chapter seven: Cross-cutting issues
Johnson, C. C. (2009). Linguistically diverse science learners: An inquiry into
appropriate practice. Reforming Secondary Science Education (pp. 91-101).
National Science Teachers Press.
Johnson, C. C. (2010). Transformative Professional Development for In-Service
Teachers: Enabling change in science teaching to better meet the needs of
Hispanic ELL students. Teaching Science with Hispanic ELLs in K-16 Classrooms
Information Age Publishing.
Johnson, C. C. (2011). Defining Turbulence in STEM Educational Reform..
Secondary STEM Educational Reform Palgrave McMillan.
Johnson, C., & Jennings-Bolshakova, V. (2011). STEM Stakeholder Response
Enacted Educational Policy and Implications for Urban Schools. Secondary STEM
Educational Reform Palgrave McMillan.
Johnson, C.C. (2011). Targeting Turbulence: Lessons Learned. Secondary STEM
Educational Reform Palgrave McMillan.
Johnson, Holly
Fallona, C., & Johnson, H. (2002). A teacher’s and researcher’s experiences with
power and representation within the practical argument process Teachers and
Teaching: Theory and Practice 2, 141, 154
Freedman, L., & Johnson, H. (2000). Who’s protecting whom?: Self-censorship in
the choice of young adult literature for use in middle level classrooms Journal of
Adolescent and Adult Literacy 4, 356, 371
Freedman, L., Johnson, H., & Thomas, K. (Under Review). CIMS: A literacy
framework for effective literacy instruction Journal of Literacy Research
Johnson, H. (2000). “To Stand Up and Say Something”: “Girls Only” literature
circles at the middle level The New Advocate 4, 375, 388
Johnson, H., & Freedman, L. (2001). Oral and written narratives: Using adolescents’
stories to create community at the middle level Middle School Journal 5, 35, 44
Johnson, H., & Freedman, L. (2001). Talking about content knowledge at the
middle level: Using informational picture books in content area literature circles
Language and Literacy Spectrum 1, 52, 62
Johnson, H., & Jett, P. (1993). Making the connection Science Scope 6, 4, 6
Johnson, H., & Martin, D. (Under Review). Building proficiency: Processes &
practices students report validate and violate their reading independence Voices in
the Middle
Johnson, H., Freedman, L., Taylor, M., & Fallona, C. (1999). The subject/object
dilemma in feminist research English and Literacy Clearing House
Johnson, H.A. (1995). A desire for dissonance: Three eighth graders’ conceptions of
a democratic classroom Arizona English Bulletin 1, 3, 12
Smith, J., & Johnson, H. (1993). Bringing it together: Literature in an integrative
curriculum Middle School Journal 1, 3, 7
Smith, J., & Johnson, H. (1993). Control in the classroom: Listening to adolescent
voices Language Arts 1, 18, 30
Smith, J., & Johnson, H. (1993). Interdisciplinary thematic literature units Language
Arts Journal of Michigan 1, 54, 67
Smith, J., & Johnson, H. (1993). Sharing responsibility: Making room for student
voices Social Education 7, 362, 364
Smith, J., & Johnson, H. (1994). Models for implementing literature in content
studies The Reading Teacher 3, 198, 208
Smith, J., & Johnson, H. (1995). Dreaming of America: Weaving literature into
middle school social studies The Social Studies 2, 60, 68
Freedman, L., & Johnson, H. (2004). Inquiry, literacy, and learning in the middle
grades Norwood, MA: Christopher-Gordon Publishers
Hurst, J., & Johnson, H. (Under Review). In spite of the label: Overcoming the “atrisk” expectation Thousand Oaks, CA: Sage Publications
Johnson, H. (2003). Constructivist methods for teaching in diverse middle level
classrooms. Planning for student engagement: A case study Boston, MA Allyn &
Bacon, Inc.
Johnson, H., & Fox, D. (1998). Literary and media texts in secondary English: New
approaches. Adolescent girls’ responses to female literary London, UK Cassell.
Johnson, H., & Freedman, L. (2005). Content area literature circles: Using
discussion for learning across the content areas Norwood, MA: ChristopherGordon Publishers
Johnson, H., & Freedman, L. (2005). Developing critical awareness at the middle
level: Using texts as tools for critique and pleasure Newark, DE: International
Reading Association
Johnson, H., & Freedman, L. (In Progress). “Funny how these things can be
explained in a children’s book”: Using children’s literature to address issues of
social justice New York, NY Queens College, CUNY.
Johnson, H., & Hoffman, J. (2008). Focus on literacy: Effective content teachers for
the middle grades. Literacy learning and an inquiry curriculum in Jeff’s middle
school social studies classroom Olney, MD Association for Childhood Education
International.
Johnson, H., Freedman, L., & Thomas, K. (2007). Building reading confidence in
adolescents: Key elements that enhance proficiency Thousand Oaks, CA: Sage
Publications
Meyer, Helen
Basham, J., Meyer, H., & Perry, E. (2010). The design and application of the digital
backpack Journal of Research on Technology in Education
Meyer, H. (2003). Democratic partnership development in Namibia Africa Today
Meyer, H. (2004). Novice and expert teachers' conceptions of learners' prior
knowledge Science Education, 970, 983
Meyer, H. (2006). Strategies for teaching controversial socioscientific issues
Science Education Review, 106, 110
Meyer, H. (2007). Is it molecules? Again! A review of students' learning about
particle theory The Chemical Education Journal
Meyer, H. Teaching strategies for dealing with controversial socioscientific issues
Science Education Review
Meyer, H., & Kroeger, S. (2005). Photovoice as an educational action research tool
Qualitative Research Journal, 185, 194
Meyer, H., Hamilton, B., Kroeger, S., Stewart, S., & Brydon-Miller, M. (2004). The
unexpected journey: Renewing our commitment to students through educational
action research Educational Action Research, 557, 574
Meyer, H., Maltbie, C., & Ludwig, K. (2005). Building school's capacity for
assessment and evaluation: results of a statewide needs assessment The Ohio
Journal of Teacher Education, 18, 28
Siedel, K., & Meyer, H. (2006). Quality (and/or?) control: perils and promises of
standards-based school reform in urban contexts Journal of Urban Learning,
Teaching, and Research, 61, 80
Stinson, K., Harkness, S., Meyer, H., & Stallworth, J. (2009). Mathematics and
science integration: Models and characterizations School Science and Mathematics
3, 153-161
Whitfield, D., & Meyer, H. (2005). Learning from our students: photovoice and
classroom action research Science Education Review, 97, 105
Meyer, H. (2002). Monographs on journal of research in teacher education. A
travelogue of change: Integrating action research into the BETD Umea, Sweden
University Press.
Siedel, K., & Meyer, H. Controversies in urban education. Quality and/or control:
Standards-based school reform in urban contexts Mellon Press.
Laine, C., Bauer, A., Johnson, H., Meyer, H., Kroeger, S., & Troup, K. (In Press). From
reaction to reflection: A case study of moving toward learning for all. Developing
the moral aspects of learning Cambridge, MA Harvard University Press.
Plevyak, Linda
Plevyak, L. (2000). What we value: A survey of one community’s beliefs Social
Studies and the Young Learner 4
Plevyak, L. (2001). The communications triangle of parents, school administrators,
and teachers: A workshop model Education Journal
Plevyak, L. (2003). Parent involvement in education: who decides Education Digest,
32, 38
Plevyak, L. (2006). Preservice teachers’ learning in an inquiry-based early childhood
education (prek-3) science methods course Journal of Elementary Science
Education
Plevyak, L. Beliefs of parents toward parental involvement in education
Community Education Journal
Plevyak, L., & Mayfield, A. (2006). Water in their world Clearing: Teaching
Resources For Ecology, Sustainability, and Community, 22, 25
Plevyak, L., & Mayfield, A. (2006). Water within their world Taproot: A Publication
of the Coalition For Education in the Outdoors 1, 478, 8
Plevyak, L., & Mayfield, A. (2007). Water within their world Community Works
Journal 2, 26, 30
Plevyak, L., & Mayfield, A. (2010). Environmental education within early childhood.
Association of Science Teacher Education Monograph: The Inclusion of
Environmental Education in Science Teacher New York, NY Springer Publishing.
Plevyak, L., & Morris, K. (2002). Why is kindergarten an endangered species?
Education Digest, 23, 26
Plevyak, L., Bendixen-Noe, M., Henderson, J., Roth, R. E., & Wilke, R. (2001). Level
of teacher preparation and implementation of ee: Mandated and non-mandated
ee teacher preparation states Journal of Environmental Education, 28, 36
Plevyak,L. (2003). Characteristics of faculty members in personnel preparation
programs. Personnel preparation in early childhood special education: Chapter 7
Plevyak,L. (2005). Addressing the content areas in inclusive early childhood
settings: prekindergarten, kindergarten, and primary grades. Engaging students in
scientific investigations Upper Saddle river, NJ Prentice Hall.
Plevyak,L. (2005). Addressing the content areas in inclusive early childhood
settings: prekindergarten, kindergarten, and primary grades. Environmental
education and the world around us Upper Saddle river, NJ Prentice Hall.
Plevyak,L. (2005). Gender and schooling in the early years: preschool through
grade three. Science education and gender: The early years Greenwich, CT
Information Age Publishing.
Miller, P., Bauer, A., Plevyak, L., Carr, V., Johnson, L., & Fong, L. (2002). Dec
personnel preparation in early childhood education: implementing the dec
recommended practices. Characteristics of faculty members in personnel
preparation programs (pp. 139-159).
Seo, Kay
deNoyelles, A., & Seo, K. (2011). Inspiring equal contribution and opportunity in a
3D multi-user virtual environment: Bringing together men gamers and women
non-gamers in Second Life Computers & Education
deNoyelles, A., & Seo, K. (2010). Designing and facilitating learning communities in
social 3D multi-user virtual environments International Journal of Innovation in
Education
deNoyelles, A., & Seo, K. (2011). Understanding communication processes in a 3D
online social virtual world. Teaching Arts and Science with New Social Media.
Emerald Publishing. (peer reviewed).
Engelhard, C., & Seo, K. (2010). Review for Poulton T., Conradi, E., Kavia, S., Round,
Hilton S. The replacement of ‘paper’ cases by interactive online virtual patients in
problem-based learning. Med Teach. 2009; 31: 752-758 Journal of Physical Therapy
Education
Engelhard, C., & Seo, K. (2010). Review for Regan J, Young E. Past, present, and
future trends in teaching clinical skills through web-based learning environments. J
Soc Work Educ. 2008; 44(2): 95-114 Journal of Physical Therapy Education
Engelhard, C., & Seo, K. (In Press). Going from obsolete to trendy: Empowering
problem-based learning with online social media. Designing problem-driven
instruction with online social media. Information Age Publishing. (peer reviewed).
Engelhard, C., & Seo, K. (Under Review). Advancing clinical instructor education: A
venture into online learning Journal of Physical Therapy Education
Gibbons, A., McConkie, M., Seo, K., & Wiley, D. (2009). Theory for the design of
instructional simulations and microworlds. Instructional-design theories and
models, Volume III. Routledge.
Highley, T., & Seo, K. (accepted; under revision). Teacher insights on the pitfalls
and possibilities of online social media in instructional design. Using social media
effectively in the classroom. Routledge. (peer reviewed).
Seo, K. (2006). Coming out of the darkness: Utilizing a systematic approach to
evaluate online discussion forums in light of learning objectives Educational
Technology
Seo, K. (2007). Evaluating peer moderating as a strategy for improving student
interaction in online discussions The American Journal of Distance Education
Seo, K. (In Progress). Using Social Media Effectively in the Classroom. Routledge
Seo, K., & deNoyelles, A. (2011). A global conversation on effective technology
integration in education. Meta-communication for reflective online conversations:
Models for distance educations. Idea Group Inc. (peer reviewed).
Seo, K., & Gibbons, A. (2003). Design language: A powerful medium for
communicating instructional design Educational Technology
Seo, K., & Tindall, D. (2011). Inspiring personal and social transformation through
avatar role play in an online immersive virtual environment. Transformative Online
Education and Liberation: Models for Social Equality. Idea Group Inc. (peer
reviewed).
Seo, K., Byk, A., & Collins, C. (2009). Cognitive apprenticeship inspired simulations.
Digital simulations for improving education: Learning through artificial teaching
environments. IGI Global. (peer reviewed) .
Seo, K., Curran, A., Jennings, N., & Collins, C. (2010). Creating a new mobile
learning community with podcasting International Journal of Continuing
Engineering Education and Life-Long Learning
Seo, K., DeWitt, S., & Byk, A. (2009). Uniting technology and reflection: Electronic
journaling in a social studies methods class Ohio Social Studies Review
Seo, K., Eastmond, N., & Cain, H. (2002). Twenty years (and more) of International
Review: A retrospective view Educational Technology Research and Development
Seo, K., Kreischer, N., & Demiral, M. (accepted; under revision). Analysis of Second
Life as a delivery mechanism in EFL education. Using social media effectively in the
classroom. Routledge. (peer reviewed).
Seo, K., Lee, H., & Templeton, R. (2006). Through pre-service teachers’ eyes:
Implementing cooperative learning in middle school teacher education Focus on
Middle School
Seo, K., Pellegrino, D., & Engelhard, C. (In Press). Designing Problem-Driven
Instruction with Online Social Media. Information Age
Seo, K., Schmidt, C., Sowa, P., & Miller, P. (2008). Creating synergy between
collectivism and individualism in cyberspace: A comparison of online
communication patterns between Hong Kong and U.S. students Journal of
Intercultural Communication
Seo, K., Sowa, P., Schmidt, C., Baek, Y., Byk, A., & Cheong, D. (2009). Online
dialogue about instructional technology among education students in Republic of
Korea, the United Arab Emirates, and the United States of America Research
Highlights in Technology and Teacher Education 2009
Seo, K., Templeton, R., & Pellegrino, D. (2008). Creating a ripple effect:
Incorporating multimedia-assisted, project-based learning in teacher education
Theory Into Practice
Tindall, D., & Seo, K. (In Press). Recorded voice reflection in problem-based
learning scenarios. Designing problem-driven instruction with online social media.
Information Age Publishing. (peer reviewed).
Zydney, J., deNoyelles, A., & Seo, K. (2011). Creating a community of inquiry in
online environments: An exploratory study on the effect of a protocol on
interactions within asynchronous discussions Computers & Education
Williamson,
Pamela
Williamson, P., Bussing, R., & Koro-Ljungberg, M. (2009). Analysis of critical
incidents and shifting perspectives: Transitions in patient roles among adolescents
with ADHD Qualitative Health Research 3, 352, 365
Bondy, E., & Williamson, P. (2009). Dialogue as support in teacher collaborative
inquiry. Perspectives on Supported Teacher Inquiry New York Taylor & Francis.
Bondy, E., Langley, L., Mayne, D., Williamson, P., & Foorman, R. (2007). Making it
meaningful and memorable: Responsive teaching in a high-stakes environment
Florida Educational Leadership 2, 52-58
Bondy, E., Mayne, D., Langley, L., & Williamson, P. (2005). From F to an A in 180
days. Educational Leadership
Bussing, R., Koro-Ljungberg, M., Williamson, P., Gary, F., Garvan, C. (2006). What
“Dr. Mom” ordered: A community-based exploratory study of parental self-care
responses to children’s ADHD symptoms Social Science & Medicine, 871-882
Carnahan, C., & Williamson, P. (2010). Quality Literacy Instruction for Students with
Autism Spectrum Disorders Shawn Mission, KS: Autism Asperger Publishing
Company
Carnahan, C., Williamson, P., & Haydon, T. (In Press). Matching literacy profiles
with instruction for students on the spectrum: Making reading instruction
meaningful Beyond Behavior
Carnahan, C., Williamson, P., Clarke, L., & Sorenson-Burnworth, R. (2009).
Systematic approach to supervising classroom staff: A guide for teachers Teaching
Exceptional Children 5, 34-43
Koro-Ljungberg, M., Bussing, R., Williamson, P., & M'Cormack, F. (2008). Reflecting
on the experience sampling method in the qualitative research context: Focus on
knowledge production and power during the data collection process Field
Methods, 338-355
Koro-Ljungberg, M., Bussing, R., Williamson, P., Mills, T., & Wilder, J. (2008).
African American teenagers' stories of attention deficit-hyperactivity disorder
Journal of Child and Family Studies, 467-485
McLeskey, J., Hoppey, D., Williamson, P., & Rentz, T. (2004). Is inclusion an illusion?
An examination of national and state trends toward the education of students with
learning disabilities in general education classrooms Learning Disabilities Research
and Practice 2, 109-116
Williamson, P., Bondy, E., Langley, L., & Mayne, D. (2005). Meeting the challenge of
high-stakes testing while remaining child-center: The representations of two urban
teachers Childhood Education, 190-195
Williamson, P., McLeskey, J., Hoppey, D., & Renz, T. (2006). The inclusion of
students with mental retardation: An analysis of state trends Exceptional Children,
347-361
Zydney, Janet
Zydney, J. M (2010). The effect of multiple scaffolding tools on students’
understanding, consideration of different perspectives, and misconceptions of a
complex problem Computers & Education 2, 360, 370
Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2005). Technology-supported math
instruction for student with disabilities: Two decades of research and
development. Washington DC: Center For Implementing Technology in Education
Roberts, M., & Zydney J. M. (2004). Students as environmental consultants
simulating life science problems Learning and Leading with Technology 1
Stegeman, C. A., & Zydney, J. M. (In Press). Multimedia instruction in health
professions: Review of the literature Journal of Dental Hygiene
Zydney, J. M, Stegeman, C., Bristol, L., & Hasselbring, T. (2009). (Under Revision).
Improving a multimedia learning environment to enhance students' learning,
transfer, attitudes, and engagment. International Journal of Learning Technologies
Zydney, J. M. (2005). Eighth-grade students defining complex problems: the
effectiveness of scaffolding in a multimedia program Journal of Educational
Multimedia and Hypermedia 1, 61, 90
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