Teacher Education Faculty’s Research and Writing Continues to Inform the Education Profession
While the Teacher Education faculty places a high priority on excellent teaching and active involvement in pre–K through 12th grade school communities, they are also committed to active scholarly work directed at improving public education. During the first 10 months of this year, Teacher Education faculty published and presented the wide range of scholarly work presented below. Please see the faculty biographical sketches on the Graduate School website for additional information on the teaching and research interests and accomplishments of all Teacher Education faculty.
(2011) Purple Milk: Reasoning Beyond Algebra Mathematics Teacher (in press)
(2011) Mathematics as Thinking: Response to ‘Democracy and School Math’. Democracy & Education, volume 19, issue 2.
(2011) Sara Exposito and Kasi Allen. “Powerful Practices in Mathematics for English Learners,” in Lessons for Strengthening Number Sense (RTI Resource Targeting Grade 4 Common Core State Standards (CCSS)). Porttland, OR: Teacher-to-Teacher Publications,
“Fostering Flexible Thinking in First-Year Algebra” NCTM Regional Conference, Albuquerque, NM - November 2011
“Making Groupwork Work in the Secondary Mathematics Classroom” NCTM Regional Conference, Albuquerque, NM - November 2011
“More Than One Way ˆ Supporting Success for All in First-Year Algebra” NCTM Regional Conference, Denver, CO- November 2010
Balancing Content and Pedagogy in Preservice Teachers’ Math Education” NCTM Regional Conference, Denver, CO- November 2010
(2011) “Teacher as Researcher: An Essential Component of Teacher Education.” NORTHWEST PASSAGES: The Journal of Educational Practice s, 9 (2).
(2012) Beyond the Five-Paragraph Essay: Writing in Response to Literature. Portland, ME: Stenhouse (co-authored with Kristi Latimer)
“Challenging the five-paragraph formula: Rethinking writing in response to literature” National Council of Teachers of English Conference, Chicago, IL. November, 2011 (co-presented with Kristi Latimer)
(2011) Sara Exposito and Kasi Allen. “Powerful Practices in Mathematics for English Learners,” in Lessons for Strengthening Number Sense (RTI Resource Targeting Grade 4 Common Core State Standards (CCSS)). Porttland, OR: Teacher-to-Teacher Publications,
“Succeeding with English Language Learners” Chicago Public Schools, Area 4 February, 2011, Chicago, Ill.
“Conversations About Bilingual Education” Chicago Public Schools, Area 4 District Office – March, 2011, Chicago, Ill.
“Conversations about English Language Development and Sheltered Instruction” Chicago Public Schools, Area 4, May, 2011, Chicago Illinois
“A Writing Program for Urban Girls” Writers in the Schools Summit, July, 2011, Hood River, Oregon
“Estudiantes Trasnacionales en Escuelas Mexicana”s Bilingual Immigration conference, May, 2011, Sonora, Mexico
“Utilizing Community Assets and Voices to Support Students of Color” Northwest Teachers for Social Justice Conference, Ocotber 2011, Seattle, WA (with Danielle Torres)
(2011). Teaching by design in elementary mathematics: Grades K-1. Thousand Oaks, CA: Corwin. (co-authored with J. Stepanek and L. Lavelle)
(2011). Teaching by design in elementary mathematics: Grades 2-3. Thousand Oaks, CA: Corwin. (co-authored with J. Stepanek and L. Lavelle)
(2011) Teaching by design in elementary mathematics: Grades 4-5. Thousand Oaks, CA: Corwin. (co-authored with J. Stepanek and L. Lavelle)
(2011) Practical Classroom Management Boston: Pearson Publishing
(2012) Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (10th Edition) . Boston: Pearson Publishing (to be released in January, 2012, co-authored with Louise Jones). Currently translated into Chinese, Taiwanese, and Korean.
(2011) Testing What Matters Least: What We Learned When We Took the Praxis Reading Test. Rethinking Schools, 25 (4) (co-authored with Maika Yeigh and Andie Cunningham)
(2011) Crystallization: Teacher Researchers Making Room for Creative Leaps in Data Analysis. LEARNing Landscapes (International Journal of Inquiry), 4 (2) McGill University, Quebec, Canada)
(2011) Linking place-based and sustainability education at Al Kennedy High School. Children, youth and environments, 21 (1) 59-78.
(2011). The promise of place and community-based education. In T. Wrigley, P. Thompson, & B. Lingard (Eds.) Changing Schools: Alternative ways to make a world of difference (pp. 85-97). New York: Routledge.
“Inside the Shell of the Old”. Prescott College Sustainability Symposium, Prescott, Arizona, May 18, 2011.
“Educating Educators for ESD (Education for Sustainability)”. Invited speech at the Fulbright-Japan Education for Sustainable Development Teacher Exchange, San Francisco, California, May 3, 2011.
“Place- and Community-based Education”. Invited speech at Fulbright-Japan Education for Sustainable Development Teacher Exchange, San Francisco, California, May 2, 2011.
“Just Sustainability at the Al Kennedy High School”. Presentation the annual meeting of the North Dakota Study Group, Mundelein, Illinois, February 18, 2011.
“Grounding Learning in Place and Community”. An invited speech at the San Diego Museum of Natural History, January 25, 2011.
Presentation at the ECO-PLUS Annual Conference in Tokyo, Japan, January, 2012.
(2011). Between Two Ends. New York: Amulet Books.
(2011). Conference presenter. Fifth-grade boys and digital literacies: Preliminary results from a study conducted in Oregon. Oregon Council of Teachers of English.
(2011). What do you mean when you say urban? Rethinking Schools 26 (1), 48-50.
(2011). “Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education 62(1), 23-34.
“From pain to poetry: Using poetry to speak out against injustice”. National Council of Teachers of English, Chicago, IL. November, 2011. (co-authored with R. Watson)
“Race dialogues: (Re)igniting our passion for antiracist teacher education”. Oregon Association of Teacher Educators, Portland, OR, March, 2011
