About this Collection
The publications archived in this Digital Commons@Georgia Southern collection are produced by the faculty of the Department of Elementary and Special Education.
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Digital Commons@Georgia Southern is an open-access digital repository. Copyright and licensing agreements for works published by Digital Commons@Georgia Southern protect the author's rights while facilitating the sharing of research. The works in this gallery were originally published or presented under agreements with entities external to this repository. Records for each work provide the access permitted by the original copyright and licensing agreement. For additional access or questions about a work, please contact the authors or email the Digital Commons team.
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Submissions from 2023
Building Classroom Community in Elementary Literacy Methods Courses, Kathleen M. Crawford and Heather M. Huling
Out with the Old, in with the New: Digital Interactive Journals in an Elementary Language Arts Methods Course, Kathleen M. Crawford and Heather M. Huling
Help Me before I Quit! Reimagining New Teacher Mentoring Programs, Kathleen M. Crawford and Courtney Toledo
Characteristics of Special Education Field Placements: An Exploratory Study, Karin M. Fisher and Angela Norris
Tempe Wilson: An Observation-based Case Study, Kathryn L. Haughney
The Journey Behind and the Road Ahead, Kathryn L. Haughney, Jeongae Kang, and Aftynne E. Cheek
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
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
Role Play: Actualizing the IEP Meeting for Pre-Service Teachers, Courtney A. Toledo
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
Submissions from 2022
Toward A Black PlayCrit in Educational Leadership: What School Leaders Need to Know About Black Boyhood Play, Nathaniel Bryan, Darrel R. Davis, Rachel McMillian, Jarvais J. Jackson, and Robin Cooper
Examining General Education and Special Education Teacher Preparedness for Co-Teaching Students with Disabilities, Cindy Causey, Lina B. Soares, Catherine Howerter, and Peggy Shannon-Baker
Improving Employee Handbook Comprehension for College Students with Intellectual Disability, Stephanie M. Devine, J. N. Baker, C. More, and J. Morgan
Co-Teaching Professional Development: Did it work? Yes, no, maybe so!, Catherine Howerter, Courtney Toledo, and Kathleen M. Crawford
Case Studies on Students With Idd and Moderate to Extensive Support Needs: A Document Analysis, Jeongae Kang, Kathryn L. Haughney, and Aftynne E. Cheek
The Effect of Flipped Instruction on Special Education Preservice Teachers' Perceptions, Cynthia C. Massey, Selcuk Dogan, E. Anthony Muhammad, Eric Hogan, Cindy N. Head, and Jackie HeeYoung Kim
Review Planning for the Success of Students With IEPs: a Systematic, Supports-based Approach by J.R. Thompson, Courtney Toledo
Submissions from 2021
Using Peer-Delivered Simultaneous Prompting to Teach Health Content to Students with Moderate Intellectual Disability, Belva C. Collins, Ya-yu Lo, Kathryn L. Haughney, and Gwitaek Park
Characteristics of Rural STEM Clubs and Implications for Students with Disabilities, Karin M. Fisher, Peggy Shannon-Baker, Kelly Brooksher, and Kania Greer
Perspectives of Students With Disabilities and Their Parents on Influences and Barriers to Joining and Staying Extracurricular STEM Activities, Karin M. Fisher, Peggy Shannon-Baker, Kania A. Greer, and Barbara Serianni
All Means All: An Inclusive Educational Model for Panama to Address the Need for STEM and Literacy, Beverly A. King Miller
Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students, Beverly A. King Miller, Alma D. Stevenson, and Shelli Casler-Failing
Review of the book Autism through a sensory lens: Sensory assessment and strategies, by J. Beaney, Nai-Cheng Kuo and Karin Fisher
Self-Monitoring Among Secondary and Post-Secondary Students with Intellectual and Developmental Disabilities: A Systematic Review, Melvin S. Marsh and Stephanie M. Devine
Practice Makes Progress: Utilizing a Simulated IEP Meeting in Teacher Preparation, Courtney A. Toledo
Preparing Teachers for Diverse Schools - An Online Tool for Calculating School Diversity for Field Placements, Aslihan Unal and Zafer Unal
Using Flipped Classrooms in Middle Schools: Teachers’ Perceptions, Aslihan Unal, Zafer Unal, and Yasar Bodur
How Teacher Choice and Voice can Improve Professional Development Design and Implementation, Zafer Unal and Aslihan Unal
Submissions from 2020
Latina Parental Involvement: Contributions to Persistence in STEM Fields, Katie Brkich, Alejandro José Gallard Martínez, Alma D. Stevenson, Gillian Ursula Bayne, Wesley B. Pitts, Beth A. Wassell, Lorena Claeys, and Belinda B. Flores
Legal brief Endrew F. v. Douglas County, Karin Fisher, Courtney J. Hodge, and Peggy Schaefer-Whitby
Legislative Advocacy for Special Educators, Karin Fisher and Katie Miller
Parent knowledge of the definition of FAPE in light of the Endrew vs. Douglas County School Board decision, Karin Fisher, Cassandra B. Willis, and Barbara E. Ransom
Quality of Feedback in Higher Education: A Review of Literature, Kathryn L. Haughney, Shawnee Wakeman, and Laura Hart
Transgressing for Access: A Call for Higher Education Reform to Support Black Females in STEM, Beverly A. King Miller
Walking in Two Worlds: An Autoethnographic Reflection of Establishing a STEM Program in Panama City, Panama, Beverly A. King Miller
Effects of Mass Trials versus Distributed Trials During a Shared Story Reading for Students with Moderate to Severe Disabilities, Mona Nasir-Tucktuck, Joshua N. Baker, Cori More, K. Ryan Wennerlind, and Stephanie M. Devine
Culturally Responsive Planning, Instruction, and Reflection for Young Children With Significant Disabilities, Christopher J. Rivera, Kathryn L. Haughney, Kelly A. Clark, and Robai N. Werunga
Toward a radical Black humanity, Chelda Smith Kondo
Designing an Interactive Gamified Online Case Study Platform for Preparing Preservice Teachers to Work With Parents, Zafer Unal, Aslihan Unal, and Yasar Bodur
Submissions from 2019
Creating a Task-Analysis for Teaching Emergent Literacy Skills to Students with Autism, Joshua N. Baker, Christopher Rivera, Stephanie M. Devine, and Lee Mason
The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability, Belva C. Collins, Diane Browder, Kathryn L. Haughney, Caryn Allison, and Kathy Fallon
ESSA, students with disabilities and robotics, Karin Fisher
Students with Autism Spectrum Disorders Who Participate in FIRST Robotics, Karin Fisher, Benjamin Gallegos, and Taylor Bousfield
Front Streeting: A challenge in preparing culturally diverse teachers for diverse students, Chelda Smith Kondo
Mama, am I hip-hop? Unpacking the intersections of race, culture, and gender with a young Black boy, Chelda Smith Kondo
An Examination of K-12 Teachers' Assessment Beliefs and Practices in Relation to Years of Teaching Experience, Aslihan Unal and Zafer Unal
Preservice and inservice teachers’ beliefs about parental involvement and their selection of parental involvement strategies, Aslihan Unal, Zafer Unal, and Michael R. Sampson
Measuring Diversity in Teacher Candidate Practicum Placements and Its Relationship to Outcomes, Zafer Unal, Aslihan Unal, and Yasar Bodur
Inservice teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies, Zafer Unal, Aslihan Unal, and Michael R. Sampson
The Use of Smart Technology on Improving Time Management of College Students with Intellectual/Developmental Disability, K. Ryan Wennerlind, Joshua Baker, Stephanie M. Devine, and Mona Nasir-Tucktuck
Submissions from 2018
Promoting Employee Handbook Comprehension for Postsecondary Students with Intellectual Disability and Autism Spectrum Disorders, Stephanie M. Devine, J. N. Baker, K. R. Wennerlind, and M. Nasir-TuckTuck
Review of Force Ripe by Cindy McKenzie, Beverly A. King Miller
Chapter 15: Teaching and Learning with Technology, Matthew Marino, Maya Israel, Eleazar Vasquez III, Karin Fisher, and Benjamin Gallegos
Friendly Resistance: Narratives from a Preservice Teacher of Color Navigating Diversity Courses, Chelda Smith Kondo and Christian A. Bracho
Using Technology to Support Common Core Based Close Reading Strategy: Preservice Teachers’ Experiences with the Use of New Online Platform, Aslihan Unal, Zafer Unal, and Yasar Bodur
Submissions from 2017
Importance of STEM Extracurricular Activities for Students with Disabilities, Karin Fisher
Teaching for Social Justice in the Early Childhood Classroom, Julie C. Garlen, Lisa Kuh, and Beth Coleman
Happily (N)ever After: the Cruel Optimism of Disney’s Romantic Ideal, Julie C. Garlen and Jennifer A. Sandlin
Magic Everywhere: Mapping the Disney Curriculum, Jennifer A. Sandlin and Julie C. Garlen
An Online Experiment Using Case Studies and Scenarios to Teach Preservice Teachers About the Code of Ethics, Zafer Unal and Aslihan Unal
Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models, Zafer Unal and Aslihan Unal
Submissions from 2016
A Journey of Service-Learning: Three Different Professional Lenses, Nancy M. Arrington
The Child in Question: Childhood Texts, Cultures and Curricula, Lisa Farley and Julie C. Garlen
Escape from Tomorrow: Disney, Institutionalized Whiteness, and the Difficult Knowledge of Being, Julie C. Garlen and Jennifer A. Sandlin
Popular Culture and Disney Pedagogies, Julie C. Garlen and Jennifer A. Sandlin
A New Dimension of Disney Magic: MyMagic+ and Controlled Leisure, Gabriel S. Huddleston, Julie C. Garlen, and Jennifer A. Sandlin
Feeling Disney, Buying Disney, Being Disney, Jennifer A. Sandlin and Julie C. Garlen
Experimenting With Asset Pedagogy in Elementary Teacher Education: One Semester-Two Perspectives, Chelda Smith Kondo and A. Wells
Book Review: The Classroom Teacher’s Behavior Management Toolbox by Roger Pierangelo and George Giuliani, Aslihan Unal
Investigating and Comparing the Impact of Two Strategies (Lesson Design with MS Word and Online Tool) Used for Improving Inservice Teachers’ Knowledge, Skills, and Practices on Common Core State Standards (CCSS), Aslihan Unal and Zafer Unal
Investigating and Comparing the Impact of Two Strategies (Lesson Design with MS Word and Online Tool) Used for Improving Inservice Teachers’ Knowledge, Skills, and Practices on Common Core State Standards (CCSS), Aslihan Unal and Zafer Unal
Case Studies to Deepen Understanding and Enhance Parental Involvement Skills in Pre-Service Teacher Training Programs, Aslihan Unal, Zafer Unal, and Yasar Bodur
Teaching Assessment with Technology-Based Case Studies and Scenarios, Aslihan Unal, Zafer Unal, and Yasar Bodur
Students Matter: Quality Measurements in Online Courses, Zafer Unal and Aslihan Unal
An Online Experiment of Using Case Studies and Scenarios to Teach Preservice Teachers About the Code of Ethics, Zafer Unal, Aslihan Unal, and Yasar Bodur
Submissions from 2015
Service-Learning with Young Students: Validating the Introduction of Service-Learning In Pre-Service Teacher Education, Nancy M. Arrington
Enhancing Scholarship of Teaching and Learning through Micro-Level Collaboration across Two Disciplines, Nancy M. Arrington and Adrienne L. Cohen
Migrants, Farming, and Immigration: Beginning a Dialogue in Agricultural Education, Scott A. Beck and Yasar Bodur
Using Online Case Studies to Contextualize Diversity Issues: Analysis of Student Responses to Case Studies, Yasar Bodur, Zafer Unal, and Aslihan Unal
A Constant of Change, Katie Brkich and T. Lamb
Critical Media Literacy in the Digital Age, Julie C. Garlen and Daniel Chapman
Pop Culture Pedagogies: Process and Praxis, Julie C. Garlen and Jennifer A. Sandlin
Private Schools in Public Systems, Rubén Gaztambide-Fernández and Julie C. Garlen
Developing a Service-Learning Student Facilitator Program: Lessons Learned, Jerri J. Kropp, Nancy M. Arrington, and Veena Shankar
Disney’s Pedagogies of Pleasure and the Eternal Recurrence of Whiteness, Jennifer A. Sandlin and Julie C. Garlen
Review of Mogadishu on the Mississippi: Language, Racialized Identity, and Education in a New Land by M. H. Bigelow, Chelda Smith Kondo
Implementing Assessment Case Studies in Teacher Education with the Aid of Web Technology, Aslihan Unal, Kymberly Drawdy, and Zafer Unal
Designing Common Core Close Reading Lessons with a New Online Tool, Zafer Unal, Aslihan Unal, and Yasar Bodur
Scenario-Based Approach for Teaching Parental Involvement to Preservice Teachers, Zafer Unal, Aslihan Unal, and Yasar Bodur
Submissions from 2014
Enriching Teaching and Learning in a Teacher Education Course through a Field Experience Choice Assignment in Service-Learning, Nancy M. Arrington
Shadows of the Past: Historical Interpretation, Propaganda Awareness, and the Story of Ender Wiggin, Christopher Andrew Brkich, Tim Barko, and Katie L. Brkich
Urban Fifth Graders’ Connections-Making between Formal Earth Science Content and Their Lived Experiences, Katie L. Brkich
Chocolate Choices, Katie L. Brkich and Christoper Andrew Brkich
The Abandonment of Hope: Curriculum Theory and White Moral Responsibility, Julie C. Garlen
“I Do Not Need Help to Define Myself” The Self-Location of Somali Immigrant Youth through Discourse and Agency, Chelda Smith Kondo and Brian Lozenski
