Faculty may submit research here.
Submissions from 2023
The decision is in the details: Justifying decisions about socioscientific issues, Jordan D. Bader, Kelsey A. Ahearn, Beverly A. Allen, Diya M. Anand, Andrew D. Coppens, and Melissa L. Aikens
Ecologically Strong: Toward a Strengths-Based and Ecologically Valid Developmental Science, Andrew D. Coppens and Emilie Coppinger
The cultural nature of helping without being asked, from the toddler years into middle childhood, Barbara Rogoff and Andrew D. Coppens
Submissions from 2022
Can We Picture Equity? Critically Examining Cross-Cultural Short-Term Project Collaborations, Sara Clarke-De Reza, Andrew D. Coppens, Shakuntala Devi Gopal, Sameer Honwad, Madhura Niphadkar, and Shraddha Rangnekar
Submissions from 2021
Cultural variation in the early development of initiative in children's prosocial helping, Andrew D. Coppens and Barbara Rogoff
Submissions from 2020
Beyond behavior: Linguistic evidence of cultural variation in parental ethnotheories of children’s prosocial helping, Andrew D. Coppens, Anna I. Corwin, and Lucia Alcala
Creating Podcasts as Science Learning, Shakuntala D. Gopal, Sara Clarke-Vivier, Andrew D. Coppens, Sameer Honwad, Taylor R. Lindsay, Caitlin Burnett, Jordan Garrett, Madhura Niphadkar-Bandekar, and Shraddha Rangnekar
Weaving strands of knowledge: Leaning about environmental change in the Bhutan Himalayas, Sameer Honwad, Andrew D. Coppens, Greg DeFrancis, Marcos Stafne Montshire, and Shivaraj Bhattarai
Submissions from 2019
Cultural research and teacher education, Andrew D. Coppens
Submissions from 2018
Summer Camp as a Force for 21st Century Learning: Exploring Divergent Thinking and Activity Selection in a Residential Camp Setting, Myles Lynch, Jonathan A. Plucker, C Boyd Hegarty, and Nate Trauntvein
Toward a conceptual framework for designing and implementing the Teacher Residency for Rural Education, E. M. Reagan, Andrew D. Coppens, L. J. Couse, E. Hambacher, D. Lord, K. McCurdy, and D. Pimentel
Submissions from 2017
Strategies for facilitating social justice teaching and learning in teacher education, Elizabeth Bondy, B. Beck, R. A. Glickson, Elyse Hambacher, S. Schroeder, and M. Worlds
Resisting punitive school discipline: perspectives and practices of exemplary urban elementary teachers, Elyse Hambacher
Culturally relevant critical teacher care in elementary classrooms, Elyse Hambacher and Elizabeth Bondy
“Nobody here thinks you’re average:” Culturally relevant critical teacher care in the classroom, Elyse Hambacher and Elizabeth Bondy
Students' Perspectives of Facilitating Deep Learning in Online Discussions, Elyse Hambacher, Katherine Ginn, and Kathryn Slater
Noticing Learners’ Strengths Through Cultural Research, Barbara Rogoff, Andrew D. Coppens, Lucia Alcala, Itzel Aceves-Azuara, Omar Ruvalcaba, Angelica Lopez, and Andrew Dayton
Submissions from 2016
Let Care Shine Through, Elizabeth Bondy and Elyse Hambacher
Theory and practice of justice pedagogy in teacher education, Elizabeth Bondy, Elyse Hambacher, and M. Worlds
Supporting children’s initiative: Appreciating family contributions or paying children for chores, Andrew D. Coppens and Lucia Alcala
Children’s Contributions in Family Work: Two Cultural Paradigms, Andrew D. Coppens, Lucia Alcala, Barbara Rogoff, and Rebeca Mejia-Arauz
Zero tolerance, threats of harm, and the imaginary gun: Good intentions run amuck, Todd A. DeMitchell and Elyse Hambacher
Culturally Responsive Classroom Management: Going Beyond Behavioral Learning, Elyse Hambacher
Disrupting preservice teachers’ understandings about teaching and learning for social justice, Elyse Hambacher
Scaffolding critical consciousness in a justice oriented introductory education course, Elyse Hambacher
Elementary Preservice Teachers as Warm Demanders in an African American School, Elyse Hambacher, Melanie M. Acosta, Elizabeth Bondy, and Dorene D. Ross
Creating communities of culturally relevant critical teacher care, Elyse Hambacher and Elizabeth Bondy
Creating Communities of Culturally Relevant Critical Teacher Care, Elyse Hambacher and Elizabeth Bondy
Submissions from 2015
Developing Critical Social Justice Literacy in an Online Seminar, Elizabeth Bondy, Elyse Hambacher, Amy S. Murphy, Rachel Wolkenhauer, and Desirae Eva Krell
Learning for life: Lessons from an effective culturally responsive classroom manager, Elyse Hambacher
Beyond the Discourse of Deficit: An Educator's Alternative in Pursuit of Social Justice, Elyse Hambacher and Winston Charles Thompson
Breaking the Mold: Thinking Beyond Deficits, Elyse Hambacher and Winston Charles Thompson
Professors as warm demanders: Empowering graduate students through support and encouragement, R. Wolkenhauer, R. Diaz, Elyse Hambacher, and M. Castaneda
Submissions from 2014
Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico, Lucia Alcala, Barbara Rogoff, Rebeca Mejia-Arauz, Andrew D. Coppens, and A. L. Dexter
Children's Initiative in Family Household Work in Mexico, Andrew D. Coppens, Lucia Alcala, Rebeca Mejia-Arauz, and Barbara Rogoff
Learning by Observing and Pitching In: Benefits and Processes of Expanding Repertoires, Andrew D. Coppens, K. G. Silva, O. Ruvalcaba, Lucia Alcala, Angelica Lopez, and Barbara Rogoff
Pediatric Healthcare Professionals’ Views on Autism Spectrum Disorder Screening at 12–18 Months, Elizabeth R. Crais, Cara S. McComish, Betsy Humphreys, Linda R. Watson, Grace T. Baranek, J. Steven Reznick, Rob. B. Christian, and Marian Earls
Dismantling the school-to-prison-pipeline: Effective teachers in an urban elementary school, Elyse Hambacher
Reframing Discipline: Case Studies of Effective Teachers in High-Poverty Settings, Elyse Hambacher
Developing Critical Praxis in an Online Social Justice Seminar, Elyse Hambacher, Elizabeth Bondy, Amy S. Murphy, Rachel Wolkenhauer, and Desirae Eva Krell
Authenticity in Constructivist Inquiry: Assessing an Elusive Construct, Patrick Shannon and Elyse Hambacher
Submissions from 2013
Elementary Interns' Understandings and Enactments of Warm Demanding, Elyse Hambacher, Melanie M. Acosta, Elizabeth Bondy, and Dorene D. Ross
Social justice education: Educators’ perspectives and practices in a job-embedded, online course, Elyse Hambacher, Elizabeth Bondy, Desirae Eva Krell, Amy S. Murphy, and Rachel Wolkenhauer
Submissions from 2012
Teaching for social justice: A job-embedded online course with practicing educators, Elizabeth Bondy, Elyse Hambacher, Desirae Eva Krell, Amy S. Murphy, and Rachel Wolkenhauer
Becoming warm demanders: Perspectives and practices of first-year teachers, Elizabeth Bondy, Dorene D. Ross, Elyse Hambacher, and Melanie M. Acosta
Mathematics achievement gaps between suburban students and their rural and urban peers increase over time, Suzanne E. Graham and Lauren E. Provost
Using discrete-time survival analysis to study event occurrence, Suzanne E. Graham, John B. Willett, and Judith D. Singer
Cases of warm demanding: Beliefs and enactments of beginning teachers, Elyse Hambacher and Melanie M. Acosta
A Review of Healing the Heart of Democracy: The Courage to Create a Politics Worthy of the Human Spirit, Bruce L. Mallory
Rethinking Educational Rights: Implications for Philosophy and Policy., Anne Newman and Sarah M. Stitzlein
Teaching for Dissent: Citizenship Education and Political Activism., Sarah M. Stitzlein
Survival Analysis, John B. Willett, Judith D. Dinger, and Suzanne E. Graham
Submissions from 2011
A Pedagogy for Critical Teacher Education: Facilitating Dialogue for Transformative Learning, Elizabeth Bondy, Lauren Tripp, Deborah Alvarez Caron, Jessica Clawson, Elyse Hambacher, and Desirae Eva Krell
A pedagogy for critical teacher education: Engaging in “brave” and “gentle” dialogue, Elizabeth Bondy, A. Zafar, and K. Short
Contributor for teacher education terms, John W. Collins III, Nancy Patricia O'Brien, and Elyse Hambacher
Using Propensity Scores in Educational Research: General Principles and Practical Applications, Suzanne E. Graham and Michal Kurleander
Reading levels of rural and urban third graders lag behind their suburban peers, Suzanne E. Graham and Christine Teague
Moving into citizenship: teaching toward common ground, Bruce L. Mallory
Getting Beneath the Surface: Experiences and Challenges of First-Year Teachers Working to Become Warm Demanders, Dorene D. Ross, Elyse Hambacher, Elizabeth Bondy, Deborah Alvarez Caron, Jessica Clawson, and Elyse Hambacher
Building a Model of Collaboration Between Historically Black and Historically White Universities, Julie E. Williams, Cameron P. Wake, Linda Hayden, Eleanor Abrams, George C. Hurtt, Barrett Rock, Karen J. Graham, Stephen R. Hale, William Porter, Ronald Blackmon, Malcolm LeCompte, and Darnell Johnson
Submissions from 2010
Giving transformative teaching and learning a try: Experiences of novice teacher educators, Elizabeth Bondy, Elyse Hambacher, Deborah Alvarez Caron, Jessica Clawson, K. Short, and A. Zafar
Using Propensity Scores to Reduce Selection Bias in Mathematics Education Research, Suzanne E. Graham
A first-year teachers' journey: Practices and challenges of becoming a warm demander, Elyse Hambacher
Deliberative Democracy in Teacher Education., Sarah M. Stitzlein
From claiming information to deliberating about it, Sarah M. Stitzlein
Writing a Philosophy of Education for a New Curriculum: Turning a Dull Task into a Party., Sarah M. Stitzlein
Submissions from 2009
Student Teaching and Teacher Attrition in Special Education, Vincent J. Connelly and Suzanne E. Graham
Students in rural schools have limited access to advanced mathematics courses, Suzanne E. Graham
Modeling Individual Change over Time, Suzanne E. Graham, Judith D. Singer, and John B. Willett
Dissent: Pulling Teachers off the Sidelines and Back Into the Democratic Game., Sarah M. Stitzlein
Getting into the habit: using historical science to understand race in contemporary schools., Sarah M. Stitzlein
Reviving Social Hope and Pragmatism in Troubled Times., Sarah M. Stitzlein
Submissions from 2008
An introduction to the multilevel model for change., Suzanne E. Graham, Judith D. Singer, and John B. Willett
Longitudinal research, Suzanne E. Graham, Judith D. Singer, and John B. Willett
The vicious cycle: poor children, risky lives, Bruce L. Mallory
Promoting Academic Engagement through Insistence: Being a Warm Demander, Dorene D. Ross, Elizabeth Bondy, and Elyse Hambacher
Breaking Bad Habits of Race and Gender: Transforming Identity in Schools., Sarah M. Stitzlein
Private Interests, Public Necessity: Responding to Sexism in Christian Schools., Sarah M. Stitzlein
See no evil, hear no evil, stop no evil: How do we uncover and combat the loss of educational opportunity for American poor?, Sarah M. Stitzlein
Submissions from 2007
Creating Environments of Success and Resilience: Culturally Responsive Classroom Management and More, Elizabeth Bondy, Dorene D. Ross, Caitlin Gallingane, and Elyse Hambacher
Using discrete-time survival analysis to study gender differences in leaving mathematics., Suzanne E. Graham and Judith D. Singer
Narrations on Democratic Accountability., Jennifer K. Greene, Walter Feinberg, Sarah M. Stitzlein, and Luis Miron
Advocacy and Leadership in Early Childhood Education, Bruce L. Mallory
Offensive Speech in Educational Materials: Changing Words Without Censorship., Sarah M. Stitzlein
Skill and Persistence in Gender Crossing and Nonconformity Among Children., Sarah M. Stitzlein
Illinois Project for Democratic Accountability., Sarah M. Stitzlein, Walter Feinberg, Jennifer K. Greene, and Luis Miron
Submissions from 2006
Creating Environments of Success and Resilience: Culturally Responsive Classroom Management and More, Caitlin Gallingane, Elizabeth Bondy, Dorene D. Ross, and Elyse Hambacher
Examination of Eco-Behavioral Assessments Designed for Understanding Complex Behaviors and Environments., Kristie L. Pretti-Frontczak, Sarah M. Stitzlein, Laura Vilardo, and Melody Tankersley
Performing Life Stories: Getting By in Teaching for Social Justice, Sarah M. Stitzlein
Submissions from 2005
The first days of school: Practices of effective novice teachers in urban schools, Elyse Hambacher
Higher Education Collaboratives for Community Engagement and Improvement, Penny A. Pasque, Bruce L. Mallory, Ryan E. Smerek, Brighid Dwyer, and Nick Bowman
Teaching Reading to Children Who Are Deaf: Do the Conclusions of the National Reading Panel Apply?, Barbara R. Schirmer and Sarah M. Stitzlein
Political Agency and the Classroom: Reading John Dewey and Judith Butler Together., Sarah M. Stitzlein
Pragmatism and Poststructuralism: Cultivating Political Agency in Schools., Sarah M. Stitzlein
The National Research Council Recommendations: Education as Intervention?, Sarah M. Stitzlein
Submissions from 2004
Reflections on the Wingspread Experience, Bruce L. Mallory
Fifty Years of Equality?, Sarah M. Stitzlein
Flexible Habits: Explosive Transactions Across Raced and Gendered Selves., Sarah M. Stitzlein
Replacing the ‘View from Nowhere’: A Pragmatist-Feminist Science Classroom., Sarah M. Stitzlein
World, Class, Women: Global Literature, Education, and Feminism. [Review], Sarah M. Stitzlein