Engagement.  Innovation.  Impact.

Engaged learning requires faculty who are critically and continuously committed to positively impacting the profession and community through teaching, scholarship, and engagement. Our students directly benefit from the outstanding work of the faculty in the School of Education as they are frequently included in collaborative research projects and engagement activities. Faculty in the School of Education are committed to intellectual and professional engagement, and the output of their research endeavors can be found in well-known and well-respected peer-reviewed journals, as well as in scholarly monographs, textbooks and text supplements, and conference proceedings publications and presentations. The publications listed below (published in the last five years) constitute a sample of the scholarly innovations developed by faculty in the School of Education. They evidence our collective commitment to engagement, innovation and impact.

 

Baker, K. (2017). Characterizing and facilitating prospective teachers’ engagement with student thinking about fractions. (Order No. Pending). Available from ProQuest Dissertations & Theses Global. (Order No.). Retrieved from https://search-proquest-com.libproxy.lib.unc.edu/dissertations?accountid=14244

Baker, K. (2017). Prospective teachers’ beliefs about mathematics: An overview. Journal of Interdisciplinary Teacher Leadership, 1(3), 38-45.

Baker, K. (2017). Using action research to transform assessment practices. Primary Mathematics, 21(1), 24-28.

Carpenter, J.P., & Green, T. (2017). Connecting and engaging with students through Group Me. TechTrends, 61(1), 89-92. doi:10.1007/s11528-016-0149-x

Graziano, K., Herring, M., Carpenter, J., Smaldino, S., Finsness, E. (2017). A TPACK diagnostic tool for teacher education leaders. TechTrends, 61(4), 372-379. doi: 10.1007/s11528-017-0171-7

Hodges, C.B., Carpenter, J. P., & Borthwick A. C., (2017). Commentary:  Response of the American Association of Colleges of Teacher Education to an interview with Joseph South regarding the preparation of educators to evaluate the efficacy of educational technology. Contemporary Issues in Technology and Teacher Education, 17(1).

Justice, J. E., & Tenore, F. B.  (2017.) Becoming Critical Teacher Educators: Narratives of Disruption, Possibility, and Praxis.  London:  Routledge.

Justice, J. E.  (2017). Becoming an Agent of Change:  A Critical Service Pedagogy in Teacher Education.  In Justice & Tenore (eds.) Becoming Critical Teacher Educators:  Narratives of Disruptions, Possibility, and Praxis.  London:  Routledge

Justice, J. E. and Tenore, F. Blake. (2017). Becoming critical teacher educators:  Possibility and praxis. In Justice & Tenore (eds.) Becoming Critical Teacher Educators:  Narratives of Disruptions, Possibility, and Praxis.  London:  Routledge

Krutka, D.G., Carpenter, J.P., & Trust, T. (2017). Enriching professional learning networks: A framework for identification, reflection, and intention. TechTrends, 61(3), 246-252. doi:10.1007/s11528-016-0141-5

Morrison, S. (2017). Toward redemption and reconciliation: Ecologically minded teacher education. In B. Tenore and J. Justice (Eds.), Becoming critical teacher educators: Narratives of disruption, praxis, and possibility. New York: Routledge.

Morrison, S., Sebens, A., & Heffernan, J. (2017). Solutionary leadership: Creating a culture in which ecologically minded teachers thrive. In V. Miller (Ed.), Apocalyptic leadership in education: Facing an unsustainable world from where we stand.

Morrison, S. (2017). A review of Philosophies of Democracy and Environmental Education. Journal of Curriculum Theorizing, 32(1), 86-90.

Tenore, F. Blake & Justice, J. E. and. (2017). Introduction to Critical Teacher Education. In Justice & Tenore (eds.) Becoming Critical Teacher Educators:  Narratives of Disruptions, Possibility, and Praxis.  London:  Routledge

Tomasek, T. (2017). ‘Reading Prompts’ was republished in Essential Teaching Principles: A Resource Collection for Teachers, edited by Maryellen Weimer. Magna Publications Incorporated: Madison, WI.

Tomasek, T., Huffling, L., Matthews, C.E., & Carlone, H.B. (2017). Connections and contributions through research service learning. Chapter 6 of Research in Science Education: Science and Service Learning, Vol. 7 published by Information Age Publishing: Charlotte, NC.

Trust, T., Carpenter, J.P., & Krutka, D.G. (2017). Moving beyond silos: Professional learning networks in higher education. Internet & Higher Education, 35, 1-11. doi: 10.1016/j.iheduc.2017.06.001

Tur, G., Marin, V.I., & Carpenter, J.P. (2017). Using Twitter in higher education in Spain and the U.S.A. Comunicar, 51, 19-27. doi: 10.3916/C51-2017-02.

Barnatt, J., Terrell, D.G, D’Souza, L., Jong, C., Gleason, A.M., Viesca, K, Cochran-Smith, M.,  McQuillan, P., & Shakman, K. (2016).  Interpreting early career trajectories. Educational Policy. doi: 0895904815625286

Baker, K. (2016). Unpacking cultural responsive mathematics teaching for young learners. Journal of Interdisciplinary Teacher Leadership, 1(1), 30-35.

Hollingsworth, H. L., & Vandermaas-Peeler, M. (2016). ‘Almost everything we do includes inquiry’: Fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care. doi:10.1080/03004430.2016.1154049

Knight-McKenna, M., & Hollingsworth, H. L. (2016). Fostering family-teacher partnerships: Principles in practice. Childhood Education, 92(5), 383-390. doi:10.1080/00094056.2016.1226113

Morrison, S. A. (2016). Reframing Westernized culture: Insights from a Critical Friends Group on EcoJustice education. Environmental Education Research. http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1223838

Carlone, H.B., Benavides, A., Huffling, L.D., Matthews, C.E., Journell, W., Tomasek, T. (2016). Field ecology: A modest, but imaginable, contestation of neoliberal science education. Mind, Culture, and Activity, 23 (3), 199-211.

Carpenter, J.P. (2016). Teachers at the wheel. Educational Leadership, 73(8), 30-35.

Carpenter, J.P., & Linton, J.N. (2016). Edcamp unconferences: Educators’ perspectives on an untraditional professional learning experience. Teaching and Teacher Education, 57, 97-108. DOI:10.1016/j.tate.2016.03.004

Carpenter, J. & Morrison, S. (2016). A tale of two backchannels. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 1010 – 1015). Association for the Advancement of Computing in Education (AACE).

Carpenter, J.P., Trust, T., & Krutka, D.G. (2016). Expanding the faculty workroom with professional learning networks. Journal of Staff Development, 37(4), 24-28.

Carpenter, J.P., Tur, G., & Marin, V.I. (2016). What do U.S. and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study. Teaching and Teacher Education, 60, 131-143. DOI:10.1016/j.tate.2016.08.011

Krutka, D.G., & Carpenter, J.P. (2016). Participatory learning through social media: How and why social studies educators use Twitter. Contemporary Issues in Technology and Teacher Education, 16(1), 38-59.

Krutka, D.G., & Carpenter, J.P. (2016). Why social media should have a place in schools. Kappa Delta Pi Record, 52(1), 6-10.

Krutka, D.G., & Carpenter, J.P. (2016). Mediating democracy: Social media as curriculum. In C. Wright-Maley & T. Davis (Eds.), Teaching for democracy in an age of economic disparity (pp. 227-246). New York, NY: Routledge.

Krutka, D. G., Carpenter, J.P., & Trust, T. (2016). Elements of engagement: A model of teacher interactions via professional learning networks. Journal of Digital Learning in Teacher Education, 32(4), 150-158. DOI:10.1080/21532974.2016.1206492

Morrison, S. & Sebens, A. (2016). Creating a solar-powered classroom with 4th graders. Social Studies and the Young Learner, 28(3), 5-10.

Smith, C.A.  (2016). I teach Jim and Jane; I don’t teach gym.  In M. Shoffner (Ed.), Saviors, Scapegoats and Schoolmarms: Examining the Classroom Teacher in Fiction and Film for Teacher Education (103-107).  Oxon, UK: Routledge Press/Taylor & Francis Group.

Smith, C.A. Parks, R.L., Parrish, J. & Swirsky, R. (2016, November 6).  Disruptive silence: Deepening experiential learning in the absence of sustaining technologies.  Journal of Adventure Education & Outdoor Learning. Online at http://dx.doi.org/10.1080/14729679.2016.1244646

Tomasek, T. (2016). ‘Reading Prompts’ was republished in Essential Teaching Principles: A Resource Collection for Adjunct Faculty, edited by Maryellen Weimer. Magna Publications Incorporated: Madison, WI.

Trust, T., Krutka, D.G., & Carpenter, J.P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education,102, 15-34. DOI:10.1016/j.compedu.2016.06.007

Anderson, J. L., & Justice, J. E. (2015). Disruptive design in pre-service teacher education: uptake, participation, and resistance. Teaching Education, 26(4), 400-421.

Baker, K., & Harter, M. (2015). A living metaphor of differentiation: A meta-ethnography of
CGI in the elementary classroom. Journal of Mathematics Education at Teachers College, 6(2), 27-35.

Carlone, H.B., Huffling, L.D., Tomasek, T., Hegedus, T.A., Matthews, C.A., Allen, M.H., Ash, M.C. (2015). ‘Unthinkable’ Selves; Identity boundary work in a summer field ecology enrichment program for diverse youth. International Journal of Science Education, 37(10), 1524–1546.

Carpenter, J.P. (2015). Unconference professional development: Edcamp participant perceptions and motivations for attendance. Professional Development in Education, 42(1), 78-99. DOI:10.1080/19415257.2015.1036303

Carpenter, J.P. (2015). Pre-service teachers’ micro-blogging: Professional development via Twitter. Contemporary Issues in Technology and Teacher Education, 15(2), 209-234.

Carpenter, J.P. (2015). Digital backchannels: Giving every student a voice. Educational Leadership, 72(8), 54-58.

Carpenter, J.P., & Krutka, D.G. (2015). Social media in teacher education. In M. Neiss & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 28-54). Hershey, PA: IGI Global.

Carpenter, J.P., & Krutka, D.G. (2015). Learning in 140 characters: English teachers’ educational uses of Twitter. International Journal of English & Education, 4(2), 207-219.

Carpenter, J.P., & Krutka, D.G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707-728.  DOI:10.1080/19415257.2014.939294

Cox, M. E., Hollingsworth, H., & Buysse, V. (2015). Exploring the professional development landscape: Summary from four states. Early Childhood Research Quarterly, 32, 116-126. doi:10.1016/j.ecresq.2015.03.002

Hollingsworth, H. L., Knight-McKenna, M., & Bryan, R. (2015). Policy and advocacy concepts and processes: Innovative content in early childhood teacher education. Early Child Development and Care. doi:10.1080/03004430.2015.1121252

Hollingsworth, H. L., & Lim, C-I. (2015). Instruction via web-based modules in early childhood personnel preparation: A mixed-methods study of effectiveness and learner perspectives. Early Childhood Education Journal, 43, 77-88. doi:10.1007/s10643-014-0642-9

Parks, R.L., Walker, E. & Smith, C.A.  (2015, October). Exploring the challenges of academic advising for student veterans.  College & University Journal, 90 (4), 37-52.

Winter, M.K., & Hollingsworth, H., (May/June, 2015). Promoting pretend play in the preschool years: Teacher practices and strategies for involving families. Childhood Education, 91(3). doi:10.1080/00094056.2015.1047309

Winter, M.K., & Barnatt, J., (Jan/Feb 2015). Beyond pen pals: Using shared readings to spark cross-cultural communication. Social Studies and the Young Learner. 26(3)

Barnatt, J. & Knight-McKenna, M. (2014). Addressing diversity as asset: Using social justice vignettes  for transformational change in teacher preparation. Threshold Concepts: from personal practice to communities of practice. Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference, Dublin, June 2012.  Retrieved online    http://www.nairtl.ie/documents/EPub_2012Proceedings.pdf

Barnatt, J.,M., Winter, M., K, Norman, B., Baker, & D. Wieczorek.  (2014).  Using cultural artifacts to understand self and other:  A global exchange in elementary classrooms. Ohio Social Studies Review 51(1).

Boyd, A., Gorham, J., Justice, J. & Anderson, J. (2014) Examining the Apprenticeship of Observation with Pre-service Teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly.

Carpenter, J.P., & Krutka, D.G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434. DOI:10.1080/15391523.2014.925701

Carpenter, J.P. (2014). Twitter’s capacity to support collaborative learning. International Journal of Social Media and Interactive Learning Environments, 2(2), 103-118. DOI:10.1504/IJSMILE.2014.063384

Carpenter, J.P., & Krutka, D.G. (2014). Chat it up: Everything you wanted to know about Twitter chats but were afraid to ask. Learning and Leading with Technology, 41(5), 10-15.

Enfield, M. (2014) Authentic Presence: Classrooms to Playgrounds, Homework to Scholarship, Dinner to Design. Portland, OR. [Available online at http://www.sciedxroads.org/2014/2014Proceedings.pdf].

Huffling, L., Tomasek, T., Matthews, C.E., Benavides, A., Carlone, H.B. & Hegedus, T.  (2014). Using mobile devices in field science. The Science Teacher, 81(6), 3-8.

Minshew, L., Caprino, K., Anderson, J., Justice, J. & Bolick, C. (2014). Teacher Efficacy in 1:1 Tablet Integration. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1681-1686). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Reyes, A. & Morrison, S. (2014). From the editorial board. The High School Journal, 97(4), 197-199.

Wall, S. C., Anderson, J., & Justice, J. (2014). Structured Communities, Science Instruction Development, and the Use of Blogging in a Pre-Service Elementary Teacher Education Program. Journal of Technology and Teacher Education, 22(3), 361-395.

Wall, S., Anderson, J. & Justice, J. (2014). Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program. Journal of Technology and Teacher Education, 22(3), 361-395. Chesapeake, VA: Society for Information Technology & Teacher Education.

Boyd, A., Gorham, J. J., Justice, J. E., & Anderson, J. L. (2013). Examining the apprenticeship of observation with preservice teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly, 40(3), 27-49.

Carpenter, J.P., & Pease, J.S. (2013). Preparing students to take responsibility for learning: The role of non-curricular learning strategies. Journal of Curriculum and Instruction, 7(2), 38-55.

Enfield, M. (2013) Reading Scientifically: Practices supporting intertextual reading using science knowledge. Journal of Science Teacher Education. (DOI) 10.1007/s10972-013-9347-y

Hollingsworth, H., & Catlett, C. (2013). Building consensus on the defining features of response to intervention in early childhood. In V. Buysse & E. S. Peisner-Feinberg (Eds.), Handbook of Response to Intervention in Early Childhood (pp. 447-460). Baltimore: Brookes.

Hollingsworth, H. L., & Winter, M.K., (2013). Teacher beliefs and practices relating to development in preschool: Importance placed on social-emotional behaviours and skills. Early Child Development and Care. 183(12):1758-1781). doi:10.1080/03004430.2012.759567

Justice, J., Anderson, J., Nichols, K., Jones Gorham, J., Wall, S., Boyd, A. & Altheiser, L. (2013). The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program. Journal of Technology and Teacher Education, 21(1), 49-88. Chesapeake, VA: Society for Information Technology & Teacher Education.

Kruidenier, D. & Morrison, S. A. (2013). Avoid the banking model in social and environmental justice education: Interrogate the tensions. Educational Studies, 49(5), 430-442.

Morrison, S. & Caprino, K. (2013). From the editorial board. The High School Journal, 97(1), 1-2.

Viesca, K. M., Torres, A. S., Barnatt, J., & Piazza, P. (2013). When claiming to teach for social justice is not enough: Majoritarian stories of race, difference, and meritocracy. Berkeley Review of Education, 4(1) 97-122.

Smith, C.A. & ShermanF, N.W.  (2013, April).  Use of adventure based programs to aid in retention.  Research Quarterly for Exercise and Sport, 84 (1), A70-71, Supplement.

Smith, C.A.  (2013, April).  Moral reasoning and adventure-based programs: Any affect?  Research Quarterly for Exercise and Sport, 84 (1), A84-85, Supplement.

Trautmann, N.M., Fee, J., Tomasek, T.M., & Bergey, N.R. (2013). Be a Scientist! Bring Biology to Life Through Citizen Science. NSTA Press: Arlington, VA.

Carpenter, J.P., & Pease, J.S. (2012). Sharing the learning. Phi Delta Kappan, 94(2), 36-41.

Cochran-Smith, M.,McQuillan, P., Mitchell, K., Terrell, D.G., Barnatt, J., D’Souza, L., Jong, C.,  Shakman, K., Lam, K., & Gleeson, A.M. (2012).  A longitudinal study of teaching practice and early career decisions: A cautionary tale. American Educational Research Journal, 49(5), 844- 880.  DOI:  10.3102/0002831211431006

Enfield, M. (2012) Research Orientations of Undergraduate Students in Education (ROUSE): How do prospective teachers view learning to conduct research as a part of learning to teach? Perspectives on undergraduate research and mentoring. 2(1).

Enfield, M. & Mathew, E. (2012). Reading science in stories: How a narrative helped young children learn to describe change in position. Science and Children. 50(2).

Enfield, M. (2012) Creating video as authentic science literacy. In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference. Providence, RI. [Available online at www.sciedxroads.org/proceedings2012.html].

Justice, J. & Anderson, J.L (2012). Using Blogging As A Disruptive Design For Learning in Pre-Service Teacher Education Courses. Contemporary Issues in Technology in Teacher Education.

Kapfer, J.M., Munoz, D.J., & Tomasek, T. (2012).  Use of Wildlife Detector Dogs to Study Eastern Box Turtle (Terrapene carolina carolina) Populations.  Herpetological Conservation and Biology, 7(2), 169-175.

Matthews, C.E. & Tomasek, T. (2012).  Professional Development and Authentic Science Education: Monitoring Local Populations of Reptiles and Amphibians, Chapter 3 of NSTA’s publication, Exemplary Science Professional Development.

Matthews, C.E. & Tomasek, T. (2012).  Herpetology for high school students. Green Teacher, 96, 36-40.

McQuillan, P. J., Welch, M.J., &  Barnatt, J. (2012).  In search of coherence: ‘Inquiring’ at multiple levels of a teacher education system.  Educational Action Research, 20(4), 535-551.

Phelps, K.A.G. (2012). The power of problem choice. Teaching Children Mathematics, 19(3), 152-157.