Department of Teaching, Learning and Teacher Education
Faculty Publications: Department of Teaching, Learning and Teacher Education
2019
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
Teacher Twitter Chats: Gender Differences in Participants’ Contributions, Stacey L. Kerr and Mardi J. Schmeichel
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
Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses, Deepika Menon and Troy D. Sadler
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 Mitchell 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
Sybil Ludington: Double the Distance, Half the Recognition, Elizabeth E. Saylor, Mardi Schmeichel, and Jillian Tullish
Evolution and nature of science instruction: A first-person account of changes in evolution instruction throughout a career, Lawrence C. Scharmann
The Complexity of Learning to Teach News Media in Social Studies Education, Mardi Schmeichel, Jim Garrett, Rachel Ranschaert, Joseph McAnulty, Shannon Thompson, Sonia Janis, Christopher Clark, Stephanie Yagata, and Briana Bivens
Qualitative Research on Youths’ Social Media Use: A Review of the Literature, Mardi Schmeichel, Hilary E. Hughes, and Mel Kutner
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
Interpreting Early Career Trajectories, Joan Barnatt, Dianna Gahlsdorf Terrell, Lisa Andries D’Souza, Cindy Jong, Marilyn Cochran-Smith, Kara Mitchell Viesca, Ann Marie Gleeson, Patrick J. McQuillan, and Karen Shakman
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
Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers, Suleyman Cite, Eun Lee, Deepika Menon, and Deborah L. Hanuscin
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
Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum, Deepika Menon, Meera Chandrasekhar, Dorina Kosztin, and Douglas Steinhoff
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
Contours of Neoliberalism in US Empirical Educational Research, Mardi Schmeichel, Ajay Sharma, and Elizabeth Pittard
Perceptions of Linguistically Responsive Teaching in Teacher Candidates/Novice Teachers, Madhavi Tandon, Kara Mitchell 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
Representing teachers as criminals in the news: A multimodal critical discourse analysis of the Atlanta schools’ “Cheating Scandal”, Theresa Catalano and Lauren Gatti
Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs, Theresa Catalano and Edmund T. Hamann
Moving people and minds: Dance as a vehicle of democratic education, Theresa Catalano and Alison E. Leonard
Representations of power: A critical multimodal analysis of U.S. CEOs, the Italian Mafia and government in the media, Theresa Catalano and Linda R. Waugh
Review of The Math Myth and Other STEM Delusions by Andrew Hacker, David Fowler
Learning to Teach in an Urban Teacher Residency, Lauren Gatti
Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society, Nicole Joseph, Kara Viesca, and Margarita Bianco
Being the “First”: A Narrative Inquiry into the Funds of Knowledge of First Generation College Students in Teacher Education, Jeong-Hee Kim, Amanda Morales, Rusty Earl, and Sandra Avalos
Three Reading-Intervention Teachers’ Identity Positioning and Practices to Motivate and Engage Emergent Bilinguals in an Urban Middle School, Jung-In Kim and Kara Mitchell Viesca
Heteroglossic practices in a multilingual science classroom, Lydiah Kananu Kiramba
Translanguaging in the Writing of Emergent Multilinguals, Lydiah Kananu Kiramba
Science Teachers’ Professional Growth and the Communication in Science Inquiry Project, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, and Katrien van der Hoeven Kraft
Noyce Science Teacher Master of Arts with emphasis in Science Teaching Program: Meeting Challenges of 21st Century Classrooms. UNL Noyce Track I, Phase I, Final Report., Elizabeth B. Lewis, Lindsay Augustyn, Amanda Garrett, Lyrica L. Lucas, Aaron A. Musson, Ana Rivero, and Andy Frederick
Making sense of sound: Fourth graders use physical and technological models to illustrate and explain the nature and characteristics of sound, Deepika Menon and Deanna Lankford
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge, Deepika Menon and Troy D. Sadler
Understanding energy: Primary students investigate the effects of energy, Deepika Menon, Blake Shelby, and Christine Mattingly
Fostering Connections, Empowering Communities, Celebrating the World, Aleidine Kramer Moeller
Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators, Amanda Morales and Gail Shroyer
What does Motivated Mean? Re-Presenting Learning, Technology, and Motivation in Middle Schools via New Ethnographic Writing, Justin Olmanson
New Media Literacies, Justin Olmanson and Zoe Falls
Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development, Justin Olmanson, Katrina Kennett, Alecia Magnifico, Sarah McCarthey, Bill Cope, Duane Searsmith, and Mary Kalantzis
The Case of Three Karen Refugee Women and Their Children: Literacy Practices in a Family Literacy Context, Sabrina DM Quadros and Loukia K. Sarroub
Indonesian Pre-Service Teachers’ Identities in a Microteaching Context: Learning to Teach English in an Indonesian Teacher Education Program, Dwi Riyanti and Loukia K. Sarroub
Personal Practical Knowledge of Teacher Educators, Vicki Ross and Elaine Chan
Educator Responses to Migrant Children in Mexican Schools, Juan Sánchez Garcia and Edmund T. Hamann
Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges, John P. Smith III, Lorraine Males, and Funda Gonulates
The Road to Reform: A Grounded Theory Study of Parents’ and Teachers’ Influence on Elementary School Science and Mathematics, Julie Thomas and Sandi Cooper
A Study of Home Emergent Literacy Experiences of Young Latino English Learners, Guy Trainin, Stephanie Wessels, J. Ron Nelson, and Patricia Vadasy
In This Issue [of TESOL Quarterly, on Language Teacher Identity], Monka M. Varghese, Suhanthie Motha, Gloria Park, Jenelle Reeves, and John Trent
Students We Share Are Also in Puebla, Mexico: Preliminary Findings from a 2009–2010 Survey, Víctor Zúñiga, Edmund T. Hamann, and Juan Sánchez García
2015
Moisés Sáenz: Vigencia de su Legado (English translation), Edmund T. Hamann