Department of Teaching, Learning and Teacher Education
Faculty Publications: Department of Teaching, Learning and Teacher Education
2021
Fighting the COVID-19 Pandemic with Reliable Data, Lawrence C. Scharmann
Invited Dialogue: Mapping the Intersections of Religion, Literacy, and Public Schooling for Displaced, Immigrant, and Refugee Children: A Conversation with Loukia K. Sarroub, Jennifer D. Turner and Loukia K. Sarroub
2020
The visual representation of dual language education, Theresa Catalano
Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools, Theresa Catalano, Lydiah Kananu Kiramba, and Kara Viesca
Googly eyes and yard signs: Deconstructing one professor’s successful rebuffing of a right-wing attack on an academic institution, Theresa Catalano and Ari Kohen
Partners, Not Adversaries: Higher Education and Diverse Schools, Edmund T. Hamann
The Equity and Engagement Challenges of Teaching Reading in Middle School, Edmund T. Hamann and Stephanie Malone
“It’s Like They Don’t Recognize What I Bring to the Classroom”: African Immigrant Youths’ Multilingual and Multicultural Navigation in United States Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, and Anthony Mawuli Sallar
Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of an African Immigrant High School Student, Lydiah Kananu Kiramba and James Oloo
Navigating multiple worlds of Ghanaian-born immigrant adolescent girls in US urban schools, Lydiah Kananu Kiramba, Adaurennaya C. Onyewuenyi, Alex Kumi-Yeboah, and Anthony Mawuli Sallar
Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar, Loukia K. Sarroub
Examining GLOCAL Scales and Mapping Literacy Landscapes: What We Can Learn as Ethnographers through Geospatial Analyses, Loukia K. Sarroub and William R. England
Creating Proactive and Positive Approaches for Teaching Evolution, Lawrence C. Scharmann
Evolutionary Theory in Applied Problem-Solving, Lawrence C. Scharmann
Insights into nature of science and evolution education, Lawrence C. Scharmann
Scientific Theories and the Power of Enquiry, Lawrence C. Scharmann
Theories - A Powerful Tool for Science, Lawrence C. Scharmann
Critical relationships in managing students’ emotional responses to science (and evolution) instruction, Lawrence C. Scharmann and Bette L. Grauer
The downfall: listening to non-urban communities and their language ideologies, Jessica Sierk and Theresa Catalano
Language and Identity: Multilingual Immigrant Learners in South Africa, Saloshna Vandeyar and Theresa Catalano
Digital Storytelling with English Language Learning Families, Stephanie Wessels and Guy Trainin
Children’s voices about ‘return’ migration from the United States to Mexico: the 0.5 generation, Víctor Zúñiga and Edmund T. Hamann
2019
Representation of unaccompanied migrant children from Central America in the United States: Media vs. migrant perspectives, Theresa Catalano and Jessica Mitchell-McCollough
“I Felt Valued”: Multilingual Microteachings and the Development of Teacher Agency in a Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, and Hadi Pir
“Taking the Shackles off”: Metaphor and Metonymy of Migrant Children and Border Officials in the U.S., Theresa Catalano and Andreas Musolff
Missing the (Turning) point: The erosion of democracy at an American university, Anthony Fucci and Theresa Catalano
Quando o dinheiro fala mais alto: privatização, formação de professores e imaginários sociais conflitantes nas escolas dos Estados Unidos, Lauren Gatti and Theresa Catalano
Delineating a Regional Education Research Agenda, Edmund T. Hamann
The Paradoxical Implications of Deported American Students, Edmund T. Hamann and Jessica Mitchell-McCollough
Teacher Education in México: Higher Expectations, Significant Change, but Still Finite Capacity, Edmund T. Hamann, Juan Sánchez García, and Yara Amparo Lopez Lopez
“It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students, Lydiah Kananu Kiramba and James Alan Oloo
Untapped communicative resources in multilingual classroom settings: Possible alternatives, Lydiah Kananu Kiramba and James Alan Oloo
“Her sentence is correct, isn’t it?”: Regulative discourse in English medium classrooms, Lydiah Kananu Kiramba and Patrick Henry Smith
Why domain-specific science knowledge matters in teacher certification: Focusing on evidence for effective science teaching., Elizabeth B. Lewis, Lyrica Lucas, Amy Tankersley, and Elizabeth Hasseler
Promoting Learner Engagement through Interactive Digital Tools, Xianquan Liu and Aleidine J. Moeller
Supporting representation-rich problem-solving in high school physics, Lyrica Luca and Elizabeth B. Lewis
Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses, Lorraine Males and Ariel Setniker
Islamophobia in U.S. Education, Shabana Mir and Loukia K. Sarroub
Creating a new normal: Language education for all, Aleidine J. Moeller and Martha G. Abbott
Valuing Rural Dexterity: Experiential Funds of Knowledge, Science Education, and Rural Kids, Amanda Morales
The Mañana Complex: A Revelatory Narrative of Teachers’ White Innocence and Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, and Socorro Herrera
The nature of science as a foundation for fostering a better understanding of evolution, Craig E. Nelson, Lawrence C. Scharmann, Jean Beard, and Lawrence I. Flammer
A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation, James Alan Oloo and Lydiah Kananu Kiramba
International Comparisons in Education (Why doesn’t the USA perform better?), Lawrence C. Scharmann
Building momentum by starting small, Cassandra R. Seiboldt,; Lorraine Males; and Joshua R. Males
A Framework for Improving the Teaching of Mathematics to Bi/Multilingual Learners, Kara Mitchell Viesca, Nicole M. Joseph, and Nancy L. Commins
Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings, Kara Viesca, Kathryn Strom, Svenja Hammer, Jessica E. Masterson, Cindy H. Linzell, Jessica Mitchell-McCollough, and Naomi Flynn
Preparing Content Teachers to Work with Multilingual Students, Kara Viesca and Annela Teemant
Literacy Access through Storytime: An Ethnographic Study of Public Library Storytellers in a Low-Income Neighborhood, Tiffany Y. Young, Loukia K. Sarroub, and Wayne A. Babchuk
De las escuelas de Estados Unidos a las escuelas de México: Desafíos de política educativa en el marco de la Gran Expulsión [From US schools to Mexican schools: Educational policy challenges in the context of the 'Great Expulsion'], Víctor Zúñiga and Edmund T. Hamann
2018
The use of zingari/nomadi/rom in Italian crime discourse, Theresa Catalano
European spaces and the Roma: Denaturalizing the naturalized in online reader comments, Theresa Catalano and Grace E. Fielder
Developing multilingual pedagogies and research through language study and reflection, Theresa Catalano, Madhur Shende, and Emily K. Suh
“There’s Nothing Wrong with Fun”: Unpacking the Tensions and Challenges of Human Centered Design for Learning with Pre-Service Teachers, Zoe Falls and Justin Olmanson
English education as democratic armor: Responding programmatically to our political work, Lauren Gatti, Jessica E. Masterson, Robert Brooke, Rachael W. Shah, and Sarah Thomas
Teacher Perspectives and Teacher Participation in School Reform for Educational Equity, Edmund T. Hamann, Chandra Diaz, Janet Marie Eckerson, Tricia Gray, and Cara Morgenson
Role(s) of Higher Education in Helping Diverse and Excellent Public Schools Gain Recognition, Edmund T. Hamann and Mark Larson
Problems of Practice As Stance, Edmund T. Hamann and Guy Trainin
What Does an Anthropologist of Educational Policy Do? Methodological Considerations, Edmund T. Hamann and Thirusellvan Vandeyar
Where Should My Child Go to School? Parent and Child Considerations in Binational Families, Edmund T. Hamann, Víctor Zúñiga, and Juan Sánchez García
Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany, Svenja Hammer, Kara Viesca, Timo Ehmke, and Brandon Ernest Heinz
What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences, James C. Jupp, Theodorea Regina Berry, Amanda Morales, and Ann Mogush Mason
Special issue of TEJ: What is to be done with curriculum and educational foundations’ critical knowledges? New qualitative research on conscientizing preservice and in-service teachers, James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry, and Amanda Morales
Language ideologies and epistemic exclusion, Lydiah Kananu Kiramba
Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice, Lydiah Kananu Kiramba and Violet J. Harris
Opportunities to Learn Mathematics Pedagogy and Connect Classroom Learning to Practice: A Study of Future Teachers in the United States and Singapore, Traci Shizu Kutaka, Wendy M. Smith, and Lorraine Males
Creating a new normal: Language education for all, Aleidine Kramer Moeller and Martha G. Abbott
Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students, Luis E. Poza and Kara Viesca
Teacher Identity, Jenelle Reeves
Teacher identity work in neoliberal schooling spaces, Jenelle Reeves
What Is “New” in the Study of Religion and Language Teaching: An Essay From a Middle Ground Point of View, Loukia K. Sarroub
Evolution and nature of science instruction: A first-person account of changes in evolution instruction throughout a career, Lawrence C. Scharmann
Fostering eABCD: Asset-Based Community Development in Digital Service-Learning, Rachael W. Shah, Jennifer M. Troester, Robert Brooke, Lauren Gatti, Sarah Thomas, and Jessica E. Masterson
2017
When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators, Theresa Catalano
“The Soccer Field, It Has Dirt”: A Critical Analysis of Teacher Learners in Contact With Emergent Multilingual Students, Theresa Catalano, Jenelle Reeves, and Stephanie Wessels
Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children, Qizhen Deng, Guy Trainin, Kathleen Moritz Rudasill, Irina Kalutskaya, Stephanie Wessels, Julia C. Torquati, and Robert J. Coplan
Othering others: Right-wing populism in UK media discourse on “new” immigration, Grace E. Fielder and Theresa Catalano
Reconceptualizing Pedagogical and Curricular Knowledge Development through Making, Steven Greenstein and Justin Olmanson
Trump, Immigration, and Children: Disrupted Schooling, Disrupted Lives, Edmund T. Hamann
Teacher Perspectives on Equitable Education for Immigrant Students, Edmund T. Hamann, Chandra Diaz-DeBose, Janet Marie Eckerson, Tricia Gray, and Cara Morgenson
Dispatches from Flyover Country: Four Appraisals of Impacts of Trump’s Immigration Policy on Families, Schools, and Communities, Edmund T. Hamann and Cara Morgenson
Identifying the Anthropological in a Mixed- Methods Study of Transnational Students in Mexican Schools, Edmund T. Hamann, Victor Zuniga, and Juan Sánchez García
LIFELONG LEARNING: A STRATEGIC ANALYSIS OF EDUCATION, Iwasan D. Kejawa Ed.D
Multilingual Literacies: Invisible Representation of Literacy in a Rural Classroom, Lydiah Kananu Kiramba
Students’ Out-of-School Experiences, Job Priorities, and Perceptions toward Themselves as a Scientist: A Cross-cultural Study, Hunkar Korkmaz, Julie Anna Thomas, Nilgun Tatar, and Serpil Altunay
Students’ Opinions About Science and Technology in Turkey and the United States: A Cross-Cultural Study, Hunkar Korkmaz, Julie Thomas, Nilgun Tatar, and Serpil Aktas
High school earth and space science should be taught by geoscientists, Elizabeth Lewis
A case of fragmented high school Earth and space science education in the Great Plains: Tracing teacher certification policy to students' access, Elizabeth B. Lewis and Jia Lu
Modeling Inquiry-oriented Instruction of Beginning Secondary Science Teachers, Lyrica Lucas and Elizabeth B. Lewis
Historical Analysis: Tracking, Problematizing, and Reterritorializing Achievement and the Achievement Gap, Justin Olmanson, Zoe Falls, and Guieswende Rouamba
The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem, Justin Olmanson and Xianquan Chrystal Liu
Perceptions of linguistically responsive teaching in teacher candidates/novice teachers, Madhavi Tandon, Kara Viesca, Colin Hueston, and Tamara Milbourn
Online Professional Learning for Science Teachers of Multilingual Learners, Kara Viesca, Elizabeth Mahon, Christopher D. Carson, and The eCALLMS Team
Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners, Stephanie Wessels, Guy Trainin, Jenelle Reeves, Theresa Catalano, and Qizhen Deng
Supporting 3rd-grade students’ model-based explanations about groundwater: A quasi-experimental study of a curricular intervention, Laura Zangori, Tina Vo, Cory Forbes, and Christina V. Schwarz
2016
Secondary Pre-Service Teachers’ Algebraic Reasoning About Linear Equation Solving, Christina Alvey, Rick A. Hudson, Jill Newton, and Lorraine M. Males
Linguistic Construction of Migrant Identity in U.S. Crime Reports, Theresa Catalano
Being “in a Limbo”: Perceptions of Immigration, Identity and Adaptation of Immigrant Students in South Africa and the United States, Theresa Catalano, Jill Fox, and Saloshna Vandeyar