College of Education: Faculty Publications
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Collection preserves publications by current and former faculty and staff.
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from 2023
Influence of Perceived Intensity in the Police Academy on Exercise Intention Post-academy, Nicholas Hunt, Richard E. Cleveland, Joseph Dulla, Gregory Ryan, Mark G. Abel, and Bridget Frugoli Melton
A “Post” Pandemic(s) Village Check-In: Pulse Checks and Recommendations for a Hard Re-Set in Education, Jarvais J. Jackson, Alesia Mickle Moldavan, and Anne Valauri
Collective obituary for Nel Noddings, Liz Jackson, D. R. Phillips, Susan Verducci, Lynda Stone, Barbara Stengel, Lynn Sargent De Jonghe, Cris Mayo, Michael S. Katz, and Robert L. Lake
Creative Learning with Music and Mathematics: Reflections on Interdisciplinary Collaborations, Graham Johnson and Alesia Mickle Moldavan
How to Review for the Journal of Case Learning and Exceptional Learners, Jeongae Kang, Kathryn L. Haughney, and Victoria VanUitert
Preservice Special Education Teachers’ Experience of a Math Methods Course: Examining the Development of Personal and Pedagogical Efficacy, Cynthia C. Massey and Edward Anthony Muhammad
Engaging Preservice Teachers with Equity-Related Cases to Make Visible the Inequities in Mathematics Teaching, Alesia Mickle Moldavan and Monica Gonzalez
The Concept of Alterity: Its Usage and Its Relevance for Critical Qualitative Researchers in the Era of Trump, E. Anthony Muhammad
An AI-enhanced Pattern Recognition Approach to Temporal and Spatial Analysis of Children's Embodied Interactions, Ceren Ocak, Theodore J. Kopacha, and Raunak Dey
Cup Running Low? It May Be Time for a Refill, Jennifer Perry
Providing College and Career Counseling to Students in Rural Settings, Jennifer Perry
Undergraduate Students’ Perception of Leadership Development Programs and Leadership Self-Efficacy, Benjamin Phillips, Juliann Sergi McBrayer, Brandon Hunt, Antonio Gutierrez de Blume, and Katherine Fallon
Problematizing Niceness: A Teacher Educators' Learning Community on Culturally Responsive Teaching, Michelle Reidel, Peggy Shannon-Baker, Courtney Toledo, Kathleen M. Crawford, Leslie Roberts, Heather M. Huling, and Delores D. Liston
An Examination of Faculty and Staff Collaboration and Relationships In Higher Education, Jennifer Syno, Juliann S. McBrayer, Daniel W. Calhoun, Cordelia D. Zinskie, and Katherine Fallon
Role Play: Actualizing the IEP Meeting for Pre-Service Teachers, Courtney A. Toledo
Inquiry as Practice: The Pathway to Redesigning an Educational Leadership Doctoral Research Seminar Series, Steve Tolman, Daniel W. Calhoun, Juliann S. McBrayer, Nikheal Patel, and Elise J. Cain
Improving the Oshkosh Placement Exchange (OPE) Experience: A Call for Collaboration between Student Affairs and Higher Education/Student Affairs Faculty, Steven Tolman, Daniel W. Calhoun, Stacy Fisher, Lauren Crouse, Abbigayle Boushele-Walter, and Marc Nylen
Design of Flipped Lessons in the Classroom and Opinions of Teachers with Different Degrees of Experience, Aslihan Unal and Zafer Unal
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations, Jeremy Zelkowski, Tye Campbell, and Alesia M. Moldavan
from 2022
Art Integration and Identity: Empowering Bi/Multilingual High School Learners, Sahar Aghasafari, Kelli Bivins, E. Anthony Muhammad, and Brendan Nordgren
Using Twitter to Form Professional Learning Communities: An Analysis of Georgia K-12 School Personnel Discussing Educational Technology on Twitter, Mete Akcaoglu Ph.D., Charles B. Hodges, and Lucas J. Jensen
Critical friendship as vital to the development of RPCK, Elizabeth C. Barrow and Taylor A. Norman
What Makes a Study Strategy Intervention Impactful? An Interview-Based Study, Anna C. Brady, Lauren C. Hensley, David M. Sovic, Amy E. Kulesza, Christopher A. Wolters, and Caroline A. Breitenberger
Learning in the Face of Digital Distractions: Empowering Instructors to Support Self-regulated Learning Within and Beyond the Classroom, Anna C. Brady, Yeo-eun Kim, and Jacqueline von Spiegel
Turning “I should be writing” into “We should be writing”: Accountability groups as a motivation regulation strategy, Anna C. Brady, Robin Sayers, Jacqueline von Spiegel, Yeo-eun Kim, and Kristin Henkaline
