Faculty members in the College of Education can deposit their publications here if they are cleared for public access. This includes Open Access journal articles, accepted manuscripts when allowed by the publisher, technical reports, conference presentations, and any works published under a Creative Commons license.

If you'd like to submit your work to this repository, please use the Submit Research link on the left sidebar to enter the appropriate metadata and upload your work. The repository manager will review and approve the submission.

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Submissions from 2023

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Making the Academic Writing Process Explicit for Doctoral Students in the Social Sciences, Sarah Ferguson, Cecile H. Sam, and Brent Elder

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An exploratory study of pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games, Yu-Chun Kuo and Yu-Tung Kuo

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African American Students’ Academic and Web Programming Self-Efficacy, Learning Performance, and Perceptions towards Computer Programming in Web Design Courses, Yu-Tung Kuo and Yu-Chun Kuo

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Identifying and Responding to Students' Social-emotional Learning Needs related to COVID-19, MollyAnne Light-Stevenson and Brent Elder

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Preferring print: The planned behavior and preferences of first-generation college students in the academic library, Jennifer K. Matthews and Ane Turner Johnson

Submissions from 2022

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Conversations from the field: Stakeholders’ perspectives on inclusive education in western Kenya, Brent Elder, Benson Oswago, and Michelle L. Damiani

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Liberatory School Counseling Practices to Promote Freedom Dreaming for Black Youth, Renae D. Mayes, Natalie E. Edirmanasinghe, Kara Ieva, and Ahmad R. W. Washington

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Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs, Michael A. Schwarz, Brent Elder, and Monu Chhetri

Submissions from 2021

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Enhancing Deaf People’s Access to Justice in Northern Ireland: Implementing Article 13 of the UN Convention on the Rights of Persons with Disabilities, Bronagh Byrne, Brent Elder, and Michael Schwartz

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Qualitative research within the Deaf community in Northern Ireland: A multilingual approach, Brent C. Elder and Michael A. Schwartz

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Using Disability Studies in Education (DSE) and Professional Development Schools (PDS) to Implement Inclusive Practices, Brent Elder, Lesa Givens, Andrea LoCastro, and Lisa Rencher

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The community-based actions that removed barriers to inclusive education in Kenya, Brent Elder, Mbuh Payne, and Benson Oswago

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Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto, Ofelia Garcia, Nelson Flores, Kate Seltzer, Li Wei, Ricardo Otheguy, and Jonathan Rosa

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‘It’s not over yet!’: Workplace experiences of lesbian public school teachers, Deb Martin

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Barriers to Knowing and Being Known: Constructions of (In)competence in Research, Casey L. Woodfield and Justin E. Freedman

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COVID-19 Strikes U.S. Higher Education: An Opportunity to Center International Students and Their Diverse Needs, Raquel Wright-Mair, Candice Peters, and Gabrielle A. McAllaster

Submissions from 2020

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Life Histories Center Performance as Response to Text, Susan Browne and Marjorie Madden

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Decolonizing inclusive education: A collection of practical inclusive CDS- and DisCrit-informed teaching practices, Brent Elder

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Encountering Ableism in the Moment, Justin E. Freedman, Benjamin H. Dotger, and Yosung Song

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Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems, Anne Hayes, Brent Elder, and Jennae Bulat

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ADHD and Brain Anatomy: What Do Academic Textbooks Used in the Netherlands Tell Students?, Sanne te Meerman, Laura Batstra, Justin E. Freedman, Rink Hoekstra, and Hans Grietens

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Review of Communication Alternatives in Autism: Perspectives on Typing and Spelling Approaches for the Nonspeaking, Casey L. Woodfield

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“It would be simpler to see success without dominating discourse of ability”, Casey L. Woodfield, Katherine Vroman, Jenn Seybert, Sujit Kurup, Jamie Burke, Christy Ashby, and Brianna Dickens

Submissions from 2019

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Investigating teacher candidates’ perceptions of collaboration during a co-teaching experience, Corine M. Brown and Martha Viator

Submissions from 2018

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The Role of Mentors in Early Intervention referrals: Overlooked views of Pediatric Residency Training Directors, Nicole Edwards

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Multiple methodologies: using community-based participatory research and decolonizing methodologies in Kenya, Brent C. Elder and Kenneth O. Odoyo

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Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya, Brent Elder and Bernard Kuja

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Writing Strength-based IEPs for Students with Disabilities in Inclusive Classrooms, Brent Elder, Carrie R. Rood, and Michelle L. Damiani

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Who gets to play? Issues of access and social justice in world language study in the US., Cassandra Glynn and Beth Wassell

Submissions from 2017

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A teacher's inquiry into bringing in biliteracy into a fifth-grade English-only classroom, Stephanie Abraham

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College-bound young adults with ASD: Self-reported factors promoting and inhibiting success, Amy L. Accardo

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Surrendering to Gender in Education? Complacency and the Woman Leader, Kimberly Clark and Ane T. Johnson

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Quantitative Preparation in Doctoral Education Programs: A Mixed-Methods Study of Doctoral Student Perspectives on their Quantitative Training, Sarah L. Ferguson, Katrina A. Hovey, and Robin K. Henson

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Reciprocity in the practice of publicly engaged scholarship – Reflections from a transnational literacy project, Kate E. Kedley and Hector Efren Flores A.

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Using LGBTQ Graphic Novels to Dispel Myths about Gender and Sexuality in ELA Classrooms, Kate E. Kedley and Jenna Spiering

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What works for college students with autism spectrum disorder, S. Jay Kuder and Amy Accardo

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Accentuate the positive; eliminate the negative: Hegemonic interest convergence, racialization of Latino poverty, and the 1968 Bilingual Education Act, Kenzo K. Sung

Submissions from 2016

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Tangible First Steps: Inclusion Committees as a Strategy to Create Inclusive Schools in Western Kenya, Brent C. Elder, Michelle L. Damiani, and Theophilus O. Okongo

Submissions from 2015

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Research Synthesis: Effective Practices for Improving the Reading Comprehension of Students with Autism Spectrum Disorder, Amy L. Accardo

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Pearls of Meaning: Preschool Children Respond to Multicultural Picturebooks, Xiufang Chen and Susan Browne

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Stories from the Margins: Refugees with Disabilities Rebuilding Lives, Brent C. Elder

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Working within the Tensions of Disability and Education in Post-Colonial Kenya: Toward a Praxis of Critical Disability Studies, Brent C. Elder and Alan Foley

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Bridges for Academic Success: Opening Spaces for Culturally Responsive Practice in an Urban Pre-School, Denise Jones and Susan Browne

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Queering the teacher as a text in the English language arts classroom: Beyond books, identity work and teacher preparation, Kate E. Kedley

Submissions from 2014

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A Nepantla Pedagogy Comparing Anzaldúa's and Bakhtin's Ideas for Pedagogical and Social Change, Stephanie Abraham

Submissions from 2013

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Exploring the Use of Mobile Technology in Qualitative Inquiry in Africa, Ane T. Johnson

Submissions from 2012

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Critical biliteracy in the ESOL classroom: Bringing the outside in with dual language mentor texts, Stephanie Abraham