Collection preserves publications by faculty and staff of the former Department of Teaching & Learning. These publications are included in collections of the successor Department of Elementary & Special Education and Department of Middle Grades & Secondary Education.
Submissions from 2017
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
Submissions from 2016
A Journey of Service-Learning: Three Different Professional Lenses, Nancy M. Arrington
Shifting Racialized Identities Among Mexican Heritage Women of the Rural South Brown Faces in Black and White Places, Scott A. Beck and Alma D. Stevenson
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
Using a Collaborative Process to Develop Goals and Self-Management Interventions to Support Young Adults With Disabilities at Work, Christine L. Nittrouer, Karrie A. Shogren, and Julie Pickens
Forcing the World to Fit Pre-Existing Prejudices: Why and How Global Education Has Failed in the State of Georgia, Michelle Reidel and Scott A. Beck
Feeling Disney, Buying Disney, Being Disney, Jennifer A. Sandlin and Julie C. Garlen
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
Migrant Students Scaffolding and Writing their Own Stories: From Socio-Culturally Relevant Enabling Mentor Texts to Collaborative Student Narratives, Scott A. Beck and Alma D. Stevenson
“Someday I’m going to have papers!” (¡Algún día, yo voy a tener papeles!): Mixed-Status Families in the Rural South, Scott A. Beck and Alma D. Stevenson
A Constant of Change, Katie Brkich and T. Lamb
Unthinkable Selves: Identity Boundary Work in a Summer Field Ecology Enrichment Program for Diverse Youth, Heidi B. Carlone, Lacey D. Huffling, Terry Tomasek, Tess A. Hegedus, Catherine E. Matthews, Melony Allen, and Mary C. Ash
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
Quantitative Reasoning in Environmental Science: Rasch Measurement to Support QR Assessment, Robert Mayes, Kent Rittschof, Jennifer Forrester, Jennifer Schuttlefield Christus, Lisa Watson, and Franziska Peterson
Disney’s Pedagogies of Pleasure and the Eternal Recurrence of Whiteness, Jennifer A. Sandlin and Julie C. Garlen
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
Mathematics and Computational Thinking., Robert Mayes, R. Lehrer, and G. Jones
Discovery/Computational Science, Robert L. Mayes and Bryan Shader
Submissions from 2013
Interactive Whiteboards and Teaching: Are We Repeating History?, Gregory Chamblee
Southern Discomfort: Unsettling Home Through Autobiography, Julie C. Garlen
Toward a New Audacity of Imagination, Julie C. Garlen
Teaching Algebra and Geometry with GeoGebra: Preparing Pre-Service Teachers for Middle Grades/Secondary Mathematics Classrooms, Jeffrey S. Hall and Gregory Chamblee
An Analysis of Secondary Mathematics Teachers’ Observed Use of Interactive Whiteboards in the Classroom, Jeffrey S. Hall, Gregory Chamblee, and Scott Slough
An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution., Jeffrey S. Hall, Gregory Chamblee, and Scott Slough
Quantitative Reasoning in Environmental Science: A Learning Progression, Robert L. Mayes, Jennifer Forrester, Jennifer Cristus, Nissa Yestness, Franziska Peterson, and Rachel Bonilla
Complex Adaptive Systems and Quantitative Reasoning in an Interdisciplinary STEM Mathematics Classroom, Robert L. Mayes and Kania Greer
Quantitative Reasoning in Mathematics and Science Education: Papers from an International STEM Research Symposium, Robert L. Mayes and Larry Hatfield
Teaching Math and Science in the Context of Energy and Climate: Building Students Quantitative Reasoning Skills and Scientific Understanding, Robert L. Mayes, J. Myers, and Mark Lyford
Quantitative Reasoning in Environmental Science: Learning Progression for 6th to 12th Grades, Robert L. Mayes and Franziska Peterson
Quantitative Reasoning in Environmental Science: Learning Progression for 6th to 12th Grades., Robert L. Mayes and Franziska Peterson
Quantitative Reasoning Learning Progressions for Environmental Science: Developing a Framework, Robert L. Mayes, Franziska Peterson, and Rachel Bonilla
Employment Supports that Promote Job Attainment, Maintenance, and Advancement for People with Intellectual and Development Disabilities, Christine L. Nittrouer, Julie Pickens, and Karrie A. Shogren
Submissions from 2012
Is Concrete a Rock?, Katie L. Brkich
Pregnant Pedagogy, Julie C. Garlen
Baby Culture and the Curriculum of Consumption: A Critical Reading of the Film Babies, Julie C. Garlen, Jennifer A. Sandlin, and Jonel Thaller
Implications of Interactive Whiteboards Research for the Mathematics Classrooms, Jeffrey Hall, Gregory Chamblee, and Scott Slough
Secondary Mathematics Teachers and IWB: Pedagogical and Practice Changes, Jeffrey S. Hall and Gregory Chamblee
Overview and Acknowledgements, Larry Hatfield and Robert L. Mayes
Quantitative Reasoning and Mathematical Modeling: A Driver for STEM Integrated Education and Teaching in Context, Robert L. Mayes and Larry Hatfield
Exploring the Science Framework: Making connections in math with the Common Core Standards, Robert L. Mayes and Thomas R. Koballa
Exploring the Science Framework: Making connections in math with the Common Core Standards, Robert L. Mayes and Thomas R. Koballa
Quantitative Reasoning in Context, Robert L. Mayes ., Franziska I. Peterson, and Rachel Bonilla
Quantitative Reasoning: Perspective from STEM Faculty, Robert L. Mayes and Bryan Shader
Consuming Pedagogies: Controlling Images of Women as Consumers in Popular Culture, Jennifer A. Sandlin and Julie C. Garlen
Submissions from 2011
An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution, Jeffrey S. Hall, Gregory Chamblee, and Scott Slough
Quantitative Reasoning and Mathematical Modeling in the Sciences: A Virtual Conversation, Robert L. Mayes
Graduate teaching assistant perceptions of changes development, Bridget F. Melton and Yasar Bodur
Managing Technology and Change in U.S. Public High Schools: A Concerns-Based Adoption Model Approach, Scott Slough, Jeffrey S. Hall, and Gregory Chamblee
Submissions from 2010
Book Review: Where do I go from Here? Meeting the Unique Educational Needs of Migrant Students by Karen Vocke, Scott A. Beck and Denise Weems
High School Mathematics Teachers and Interactive Whiteboards: A Longitudinal Study of 2 Users and 2 Future-Users, Year 3, Jeffrey S. Hall and Gregory Chamblee
The Growing Problem in College Students: Obesity, Bridget F. Melton, Yasar Bodur, and R. C. Clouse
Submissions from 2009
Teacher Perceptions of Interactive Whiteboards: A Comparison of Users and Future-Users in High School and Middle School Mathematics, Jeffrey S. Hall and Gregory Chamblee
Submissions from 2008
Measuring High School Mathematics Teachers' Concerns about Graphing Calculators and Change: A Yearlong Study, Gregory Chamblee, Scott Slough, and Gaye Wunsch
Teacher Perceptions of Interactive Whiteboards: A Comparison of Users and Future-Users in High School and Middle School Mathematics, Jeffery Hall, Gregory Chamblee, and Tricia Hughes
