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College of Education Faculty Publications

Dr. Karyn Allee-Herndon

Allee-Herndon, K. A., Kaczmarczyk, A. B., & Buchanan, R. (2021). Is it “just” planning?: Exploring the integration of social justice education in an elementary language arts methods course thematic unit. Journal for Multicultural Education, 15(1), 103–116. https://www.emerald.com/insight/publication/issn/2053-535X

Panther, L. M., Allee-Herndon, K. A., Perrotta, K. A., & Cannon, S. O. (2021). I Can Tell You Stories: Teacher Education During Educational Disruption. The Teacher Educator. Published. https://doi.org/https://doi.org/10.1080/08878730.2021.1918302

Allee-Herndon, K. A., & Roberts, S. K. (2021). The power of purposeful play in primary grades: Adjusting pedagogy for children’s needs and academic gains. Journal of Education, 201(1), 54–63. https://doi.org/https://doi.org/10.1177/0022057420903272

Allee-Herndon, K. A., Roberts, S. K., Hu, B., Clark, M. H., & Lue Stewart, M. S. (2021). Let’s talk play! Exploring the possible benefits of play-based pedagogy on language and literacy learning in Title I kindergarten classrooms. Early Childhood Education Journal. Published. https://doi.org/10.1007/s10643-020-01141-6

Allee-Herndon, K. A. (2019). Kindergarten is not child’s play: An exploration of pedagogical approaches related to learning in a play-based and a contemporary classroom at a Title I elementary school. In Electronic Theses and Dissertations. University of Central Florida. https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=7448&context=etd

Dr. Cynthia Anderson

Hall, J. S., Anderson, C. A., rosenstein, d. l. w., & Whatley, C. B. (2016). The state of STEM education: An analysis of state initiatives to improve STEM pedagogical practices. 2016, 1056–1062. https://www.learntechlib.org/p/171820

Dr. Sharon Augustine

Swanson, K. W., West, J., Carr, S. B., & Augustine, S. M. (2019). Cognitive Apprenticeship for Dissertation Writing. In Handbook of Research on Scholarly Publishing and Research Methods (2nd Editionth ed.). IGI Global.

Augustine, S. M. (2015). Grief and Teaching. In Under the Bleachers (pp. 121–124). SensePublishers. https://doi.org/10.1007/978-94-6300-040-6_18

Swanson, K. W., Sinner, J. W., Carr, S. B., & Augustine, S. M. (2015). Supporting dissertation writing using a cognitive apprenticeship model. In Handbook of Research on Scholarly Publishing and Research Methods (pp. 84–104). IGI Global.

Augustine, S. M. (2014). Living in a Post-Coding World. Qualitative Inquiry, 20(6), 747–753. https://doi.org/10.1177/1077800414530258

Dr. Mary Kay Bacallao

Bacallao, M. K. (2019). THE FINAL REPORT OF THE SENATE STUDY COMMITTEE ON THE EDUCATIONAL DEVELOPMENT OF AFRICAN AMERICAN CHILDREN IN THE STATE OF GEORGIA. In E. Holcomb- Director (Ed.), Georgia Senate. General Assembly of Georgia.

Bacallao, M. K. (2019). REPORT PREPARED FOR THE GEORGIA STATE SENATE STUDY COMMITTEE ON THE EDUCATIONAL DEVELOPMENT OF AFRICAN AMERICAN CHILDREN IN GEORGIA. Georgia Senate.

Bacallao, M. K. (2019, April 8). Solving the Dyslexia Mystery. Atlanta Journal Constitution. Published. https://www.ajc.com/blog/get-schooled/opinion-mistake-test-all-georgia-kindergarteners-for-dyslexia/ik5k22ZOyUEBbmOcbZnDpL/

Dr. Felicia Baiden

Vaughn, S. M., Luther, V. L., & Baiden, F. (2020). Investigating Instruction for Non-Traditional Students Using Brookfield’s Critical Incident Questionnaire. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 14(1), 37–58.

Dr. Justin Ballenger

Ballenger, H. J., Adofoli, V., & Vasquez, E. (2020). ACRB PROCEDURAL REFORM, POLICE ACCOUNTABILITY, & COMMUNITY ENGAGEMENT: A closer look of the Atlanta Citizen Review Board. Urban Leaders Fellowship/ Atlanta City Council. https://doi.org/10.13140/RG.2.2.17860.65922

Ballenger, H. J. (2020). Policy Memo – STEM Enrichment for Girls in Georgia. In Urban Leader Fellowship Policy Reports. Urban Leaders Fellowship.

Ballenger, H. J., Pough, N. O., & Latimer, Y. R. (2020). Towards Recognizing the Value of Culturally Responsive Schools. EdAdvantage, 16(12).

Pough, N. O., & Ballenger, H. J. (2019). Mentorships Work Wonders for New Teachers. ASCD Express, 14(33), online. http://www.ascd.org/ascd-express/vol14/num33/mentorships-work-wonders-for-new-teachers.aspx

Ekong, D. U., Walthall, S. L., & Ballenger, H. J. (2018). “Lessons Learned Using Mobile App Development to Foster Female Students Interest in STEM Majors and Careers.” Transactions on Techniques in STEM Education, 4(1), 29–34.

Dr. Olivia Boggs

Bowens, A., Ford, D. J., & Boggs, O. M. (2021). Job Satisfaction and Retention Among Physical Therapy Education Program Directors. Journal of Physical Therapy Education, 35(2), 95–102. https://doi.org/10.1097/JTE.0000000000000176

Boggs, O. M. (2015). Boggs, O. (2015). Stepping. In The SAGE encyclopedia of African cultural heritage in North America, (p. 794) Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781483346373.n274. The SAGE Encyclopedia of African Cultural Heritage in North, II, 794. https://us.sagepub.com/en-us/nam/the-sage-encyclopedia-of-african-cultural-heritage-in-north-america/book239523

Dr. Lucy Bush

Jacob, B. C., Huynh, T., White, A., Shogbon, A. O., Lorys, R. A., Barker, W. N., Hall, J. S., Bush, L. J., & Allen, W. L. (2020). A Comparison of Spirituality and Perceptions Regarding the Role of Spirituality in Professional Education Between First Year Student Pharmacists and Nursing Students. American Journal of Pharmaceutical Education, 84(2), 1–7. https://doi.org/10.5688/ajpe7777

Garvey, D., Hall, J. S., Carr, S. B., Vaughn, S. M., & Bush, L. J. (2018). El impacto de los módulos en línea para. 1228–1238.

Hall, J. S., Bush, L. J., & Stapleton, C. P. (2017). Virtual Vistas: Creating and Implementing Virtual Field Trips. Proceedings of Society for Information Technology & Teacher Education International Conference, 437–441.

Carr, S. B., Johnson, N., & Bush, L. J. (2016). Distributed cognition: Teachers’ perceptions and implications for learning outcomes and instructional technology. In Handbook of research on learning outcomes and opportunities in the digital age (pp. 152–179). Information Science Reference. https://doi.org/doi: :10.4018/978-1-4666-9577-1.ch007

Bush, L. J., Carr, S. B., Hall, J. S., Saulson, J. M., & Scott-Simmons, W. A. (2016). Creating a “classroom of the future” for P-12 pre-service educators. 2016, 920–924. https://www.academicexperts.org/conf/site/2016/papers/49069/

Dr. Susan Cannon

Capraro, R., Capraro, M., Leonard, J., Lewis, C., Grant, M., Mosqueda, E., Young, J., Bicer, A., Hubert, T., Mickle Moldavan, A., & Cannon, S. O. (2021). The End or Beginning? Either Way, the Credits Are Not Rolling Yet!. Journal of Urban Mathematics Education, 14(1), 1–11. https://doi.org/https://doi.org/10.21423/jume-v14i1

Cannon, S. O., & Flint, M. (2021). Measuring Monsters, Academic Subjectivities, and Counting Practices. Matter: Journal of New Materialist Research. Published.

Cannon, S. O., & Flint, M. A. (2021). Drift and Desire: Defamiliarizing Academic Subjectivities. Inscriptions, 4, 1–8. https://doi.org/https://www.tankebanen.no/inscriptions/index.php/inscriptions/article/view/89

Cannon, S. O. (2020). A Call for Field Disruptions and Connections in Mathematics Education Research. Journal of Urban Mathematics Education. Published. https://doi.org/https://jume-ojs-tamu.tdl.org/jume/index.php/JUME/article/view/389/310

Dr. Jay Feng

Feng, J. (2016). Effect of Direct Grammar Instruction on Student Writing Skills. www.eric.ed.gov.

Feng, J. (2016). Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction. www.eric.ed.gov.

Feng, J. (2015). Effective Strategies for Improving Writing Skills of Elementary English Language Learners. www.eric.ed.gov.

Feng, J. (2015). Integrating Children’s Literature in Elementary Mathematics. www.eric.ed.gov.

Dr. Deana Ford

Luke, S. E., Ford, D. J., Vaughn, S. M., & Fulchini-Scruggs, A. (2021). An online field experience using mixed reality virtual simulation. Journal of Research on Technology in Education. Published. https://doi.org/10.1080/15391523.2021.1962452

Ford, D. J., McKinney, S. E., & Tomovic, C. (2020). An Inquiry into the Self-Evaluation of Star Teacher Characteristics Necessary for Successful Urban Teaching. Journal of Urban Learning, Teaching, and Research, 15(1).

Luke, S. E., Ford, D. J., & Vaughn, S. M. (2020, October). Using virtual simulation to prepare future teachers. Published. https://www.learntechlib.org/p/218133/

Ford, D. J., Luke, S. E., & Vaughn, S. M. (published). Which approach to learning is more effective for pre-service teachers? Role-Play or virtual simulation?. 142–146.

Dr. Andrew Grunzke

Grunzke, A. L. (2019). Non-Formal and Informal Education. In Oxford Handbook on the History of Education. Oxford University Press.

Grunzke, A. L. (2019). Review of Media U: How the Need to Win Audiences Has Shaped Higher Education, by Mark Garrett Cooper and John Marx. History of Education Quarterly, 59(3).

Grunzke, A. L. (2018). Jim Henson (1936-1993): The Lovers, the Dreamers, and Him. In Shapers of American Childhood. McFarland Press.

Grunzke, A. L. (2017). Using Multimodal Literacy to Teach Gender History through Comic Books, or How ‘Wonder Woman of History’ Became ‘Marriage a la Mode’. In Educating through Popular Culture: “You’re Not Cool Just Because You Teach with Comics,” Studies in the Integration of Popular Culture in Teaching and Learning. Lexington Press.

Grunzke, A. L. (2015). The Importance of Teaching Ernest: The Fool Goes Back to School in Television and Film Comedies of the Late Twentieth Century. In American Education in Popular Media: From the Blackboard to the Silver Screen. Palgrave MacMillan.

Dr. Jeffrey Hall

Garvey, D., Hall, J. S., Carr, S. B., Vaughn, S. M., & Bush, L. J. (2018). El impacto de los módulos en línea para. 1228–1238.

Dr. Rob Helfenbein Jr.

Helfenbein, R. J. (2021). Critical Geographies of Education: Inquiries into Space, Place, and Curriculum. Routledge. https://www.routledge.com/Critical-Geographies-of-Education-Space-Place-and-Curriculum-Inquiry/Helfenbein/p/book/9780367407797

Helfenbein, R. J., & Huddleston, G. (2021). Curriculum Studies, Critical Geography, and Critical Spatial Theory. In Oxford Encyclopedia of Curriculum Studies. Oxford University Press. https://doi.org/https://doi.org/10.1093/acrefore/9780190264093.013.1448

Huddleston, G., & Helfenbein, R. J. (2020). From Curriculum Theory to “Theorizing.” In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/https://doi.org/10.1093/acrefore/9780190264093.013.1048

Helfenbein, R. J. (2019). Qualitative Methods, Critical Geography, and Education. In Oxford Research Encyclopedia of Education. Oxford University Press. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-549.

Helfenbein, R. J. (2010). Thinking through scale: Critical Geography and curriculum spaces. In Curriculum studies handbook: The next moment (pp. 304–317). Routledge. 3001 Mercer University Drive

Dr. Carol Isaac

Isaac, C. A., & Bernstein, A. G. (2020). From gentrification to regeneration: A grounded theory study of community leadership in southwest Atlanta. The Qualitative Report, 25(9), 3369–3390.

Isaac, C. A., Balloun, J. L., & Wofford, T. (2020). Bias Literacy for Gender Equity: A Brief Intervention. Open Journal of Social Sciences, 8, 59–71. https://doi.org/10.4236/jss.2020.86006

Isaac, C. A., & Bernstein, A. G. (2018). On(line) Being Relational: A Case Study. The Qualitative Report, 23(7), 1617–1630.

Bernstein, A. G., & Isaac, C. A. (2018). Critical Thinking Criteria for Evaluating Online Discussion. International Journal for Scholarship of Teaching & Learning, 12(2), 1–18.

Isaac, C. A. (2018). Deconstructing women’s leadership: Those who laugh last. International Journal of Humanities and Social Science Research, 4, 1–9. https://doi.org/https://doi.org/10.6000/2371-1655.2018.04.01

Dr. Melissa Jurkiewicz

Navy, S. L., Nixon, R. S., Luft, J. A., & Jurkiewicz, M. A. (2019). Accessed or Latent Resources? Exploring New Secondary Science Teachers’ Networks of Resources. Journal of Research in Science Teaching. Published. https://doi.org/10.1002/tea.21591

Miller, B., Anderson, M., Major, J., Jurkiewicz, M. A., & Kirn, A. (2018). Unplugged Robotics to Increase K-12 Students’ Engineering Interest and Attitudes. Frontiers in Education. Published.

Oliver, J. S., Hodges, G. W., Moore, J. N., Cohen, A., Jang, Y., Brown, S., Kwon, K., Jeong, S., Raven, S. P., Jurkiewicz, M. A., & Robertson, T. (2017). Supporting high school student accomplishment of biology content using interactive computer-based curricular case studies. Research in Science Education. Published. https://doi.org/https://doi.org/10.1007/s11165-017-9675-6

Ellis, L., Busse, E., Jurkiewicz, M., & Linney, N. (2016). Earth History Theories: Relative Age Dating Lab with Addition for Mining and Mineral Exploration for Middle School Earth Science. Science Scope, 40(2), 22–28.

Raven, S., & Jurkiewicz, M. A. (2014). Preservice Secondary Science Teachers’ Experiences and Ideas about Bullying in Science Classrooms. 23(1), 65–72.

Dr. Sybil Keesbury

Mitchell, M., Keesbury, S., & Luther, V. L. (2019). Ready, Set, Grow: Exploring the Readiness and Preparation of Kindergarten Students within a Title 1 School. Georgia Journal of Reading, 42(1), 31–38.

Luther, V. L., & Keesbury, S. (2018). Leading and Learning: “Better Practices” for Teaching Language Arts in a Professional Development School. NAPDS Partners, 13(3).

McCreanor, P. T., Keesbury, S., & Watson, R. B. (2018). T4-D: Engineering Scholars+ Tift School of Education+ Technical Communication= Go Baby Go. Published. https://commons.erau.edu/asee-se/2018/technical-session/70/

Keesbury, S., & Mitchell, M. (published). Creating Stakeholder Buy-in When Creating a PDS Partnership. PDS Partners.

Keesbury, S. (2016, July 19). Ingram Pye Day at Mercer University. NAPDS Stories from the Field. Published. http://napds.org/category/stories-from-the-field/

Dr. Sara Luke

Luke, S. E., & Vaughn, S. M. (2021). Embedding virtual simulation into a course to teach parent-teacher collaborations skills. Intervention in School and Clinic. Published. https://doi.org/https://doi.org/10.1177/10534512211014873

Luke, S. E., Ford, D. J., & Vaughn, S. M. (2020, October). Using virtual simulation to prepare future teachers. Published. https://www.learntechlib.org/p/218133/

Ford, D. J., Luke, S. E., & Vaughn, S. M. (published). Which approach to learning is more effective for pre-service teachers? Role-Play or virtual simulation?. 142–146.

Luke, S. E. (2020, July). Mixed- reality virtual simulation: Where should you start?. The Teaching Professor. Published. https://www.teachingprofessor.com/topics/teaching-strategies/teaching-with-technology/introducing-mixed-reality-virtual-simulation-where-should-i-start/

Dr. Vicki Luther

Luther, V. L. (2020). The Role of Administrators in Recruiting, Retaining, and Respecting Early Childhood Educators: Creating a Culture Where Teachers Feel Valued. In Professional and Ethical Consideration for Early Childhood Leaders (pp. 71–91). IGI Global. https://doi.org/DOI: 10.4018/978-1-7998-5089-2.ch004

Luther, V. L., & Keesbury, S. (2018). Leading and Learning: “Better Practices” for Teaching Language Arts in a Professional Development School. NAPDS Partners, 13(3).

Luther, V. L., & Richman, L. J. (2017). Examining Preservice Teachers’ Attitudes and Insights Regarding Poverty and Education. Transitions in Global Education Journal. Published.

Dr. Susan Malone

Malone, S. C., Paille, E., & Reffitt, K. E. (2013). Uncovering the Hidden Values about Values Assessment: Assessing Student Dispositions in Teacher Education. In M. L. Jones, P. A. Lewis, & K. E. Reffitt (Eds.), Toward Human Flourishing: Character, Practical Wisdom, and Professional Formation (pp. 92–98). Mercer University Press.

Malone, S. C. (2003). Censorship in Mississippi: Thoughts on the Book Banning in George County. The Journal of the Mississippi Council of Teachers of English, 22(2), 10–14.

Malone, S. C. (2003). Ethics at home: Informed consent in your own backyard. Qualitative Studies in Education, 16(6), 797–815.

Malone, S. C. (1996). Review of Reconceiving Writing, Rethinking Writing Instruction. The Journal of Advanced Composition, 16(3), 515–518.

Malone, S. C. (1996). Review of Writing, Teaching, and Learning in the Disciplines. The Journal of Technical Writing and Communication, 26(1), 107–110.

Dr. Robbie Marsh

Marsh, R. J. (2020). School Connectedness: Mentoring to Prevent Students with Disabilities Engaging in At-Risk Behaviors. Building Bridges IV Conference Proceedings, 4.

Marsh, R. J., & Randolph, J. J. (2020). Preliminary Development and Validation of the School Connectedness Questionnairre. Child Indicators Research. Published. https://doi.org/10.1007/s12187-020-09726-8

Marsh, R. J. (2019). Evaluating School Connectedness of Students with Emotional and Behavioral Disorders. Children & Schools, 41(3), 153–160. https://doi.org/10.1093/cs/cdz013

Marsh, R. J., & Cumming, T. M. (2019). Teacher Perceptions of School Connectedness of Students with Emotional and Behavioral Disorders. In SERAP Report. New South Wales Department of Education.

Marsh, R. J. (2018). Building School Connectedness for Students With Emotional and Behavioral Disorders. Intervention in School and Clinic, 52(2), 67–74. https://doi.org/10.1177/1053451218765219

Dr. Susie Morrissey

Morrissey, G. S., Popovic, G., & Kartal, O. (2020). Explicit teaching of questioning in a math methods course: Preservice teachers’ attempts to ask probing questions. Proceedings of the 42nd Annual Meeting of PME-NA, 42, 1662–1666.

Kartal, O., Morrissey, G. S., & Popovic, G. (2020). Analysis of elementary preservice teachers’ identification of mathematical problem solving tasks and anticipated student solutions. The Mathematics Educator, 29(1), 85–111.

Morrissey, G. S., Popovic, G., & Kartal, O. (2019). Preservice teachers’ anticipated student errors and related planned questions. Proceedings of the 41th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 41.

Kartal, O., Popovic, G., Morrissey, G. S., & Holifield, L. (2017). Students’ productive struggle through mathematical modeling. Illinois Mathematics Teacher, 64(1).

Popovic, G., & Morrissey, G. S. (2016). Accepted students’ answers to higher order questions and conceptual understanding. Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 38.

Dr. Leah Panther

Panther, L. (2021). Teaching Digital Literacies to Challenge Narratives of Compliance and Defiance. In Teaching Digital Literacy: A Faculty Guide to Integrating Digital Skills with Disciplinary Content. Stylus Publishing.

Panther, L. M. (2021). Linguistic Justice 101: An Interview with Amberly Evans. In Scribbles N Bits: Vol. 36 (Number 3). Georgia Council of Teachers of English. https://gcte.wildapricot.org/Scribbles-N-Bits

Panther, L. M., Barber, R., & Xiques, A. (2021). How do we tell the story?: Community accountability in school-university partnerships. In Rethinking School-University Partnerships. Information Age Publishing.

Panther, L. M. (2021). Listening for Linguistic Justice. In Scribbles N Bits: Vol. 35 (Number 3, pp. 2–6). Georgia Council of Teachers of English. https://gcte.wildapricot.org/

Dr. Katherine Perrotta

Perrotta, K. A. (2021). Through the naked eye: FBI Surveillance of the War Resisters League during the Cold War. Peace & Change, 46(1), 52–70. https://doi.org/10.1111/pech.12439

Perrotta, K. A., & Bohan, C. (2020). Can’t Stop this Feeling: Tracing the Origins of Historical Empathy During the Cold War Era, 1950-1980. Educational Studies, 56(6), 599–618. https://doi.org/10.1080/00131946.2020.1837832

Perrotta, K. A. (2020). Busing in U.S. history: A lesson to promote historical empathy. Middle Level Learning, 68(3), 2–14. https://www.socialstudies.org/publications/mll

Perrotta, K. A., & Bohan, C. (2020). A reflective study of online faculty teaching experiences in higher education. The Journal of Effective Teaching in Higher Education, 3(1). https://jethe.org/index.php/jethe/article/view/9

Dr. Kelly Reffitt

Dr. Wynnetta Scott-Simmons

Scott-Simmons, W. (2016). Claiming a Reconfiguration of the Center: Authority Teaching from the Edge. The Sophist’s Bane, 8(1), 16–24. http://societyofprofessorsofeducation.com

Bush, L. J., Hall, J. S., Scott-Simmons, W. A., & Saulson, J. M. (2012). The impact of simSchool on teachers’ sense of efficacy. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012, 1755–1760.

Dr. Michelle Vaughn

Luke, S. E., Ford, D. J., & Vaughn, S. M. (2020, October). Using virtual simulation to prepare future teachers. Published. https://www.learntechlib.org/p/218133/

Ford, D. J., Luke, S. E., & Vaughn, S. M. (published). Which approach to learning is more effective for pre-service teachers? Role-Play or virtual simulation?. 142–146.

Carr, S. B., & Vaughn, S. M. (2020). Transformative Growth in an International Experience through Cultural Humility. Journal of Transformative Learning, 7(1), 33–40. https://jotl.uco.edu/index.php/jotl/article/view/279

Dr. Jane West

West, J. (2020). Responsive Planning Improves Learning and Teaching. In Planning and Designing Your College Course (pp. 44–48). Magna Publications.

Swanson, K., West, J., & Carr, S. B. (2018). The Sociological Dimension of Apprenticing Doctoral Students. The Chronicle of Mentoring & Coaching, 2(1), 417–422.

Carr, S. B., Swanson, K., & West, J. (2018). Using Cognitive Apprenticeship to Mentor Writers and Researchers Across Disciplines. The Chronicle of Mentoring & Coaching, 2(1), 249–251.

West, J. (2018). Responsive Planning Improves Learning and Teaching. In The Teaching Professor: Vol. 32 (Number 8). Magna Publications.