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.
Submissions from 2024
Educational chatbot development informed by clinical simulations, Alicia Drelick, Casey L. Woodfield, and Justin E. Freedman
Barriers Experienced by First Nations Deaf People in the Justice System, Brent Elder, Karen Soldatic, Michael A. Schwartz, Jody Barney, Damien Howard, and Patrick McGee
Social experiences, life satisfaction, and social support of immigrant families with young children in a highly urban city, Zeynep Isik-Ercan, Huan-Tang Lu, Nicole Edwards, Madji Fall, and Latifa Sebti
Exploring the Factors That Influence K-12 Teachers’ Use of Open Educational Resources, Yu-Chun Kuo, Yu-Tung Kuo, and Hungwei Tseng
Submissions from 2023
Making the Academic Writing Process Explicit for Doctoral Students in the Social Sciences, Sarah Ferguson, Cecile H. Sam, and Brent Elder
An exploratory study of pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games, Yu-Chun Kuo and Yu-Tung Kuo
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
Identifying and Responding to Students' Social-emotional Learning Needs related to COVID-19, MollyAnne Light-Stevenson and Brent Elder
Preferring print: The planned behavior and preferences of first-generation college students in the academic library, Jennifer K. Matthews and Ane Turner Johnson
The Future of Inclusive Education: Intersectional Perspectives, Valentina Migliarini and Brent Elder
Submissions from 2022
Conversations from the field: Stakeholders’ perspectives on inclusive education in western Kenya, Brent Elder, Benson Oswago, and Michelle L. Damiani
Liberatory School Counseling Practices to Promote Freedom Dreaming for Black Youth, Renae D. Mayes, Natalie E. Edirmanasinghe, Kara Ieva, and Ahmad R. W. Washington
Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs, Michael A. Schwarz, Brent Elder, and Monu Chhetri
Submissions from 2021
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
Qualitative research within the Deaf community in Northern Ireland: A multilingual approach, Brent C. Elder and Michael A. Schwartz
Using Disability Studies in Education (DSE) and Professional Development Schools (PDS) to Implement Inclusive Practices, Brent Elder, Lesa Givens, Andrea LoCastro, and Lisa Rencher
The community-based actions that removed barriers to inclusive education in Kenya, Brent Elder, Mbuh Payne, and Benson Oswago
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
‘It’s not over yet!’: Workplace experiences of lesbian public school teachers, Deb Martin
Barriers to Knowing and Being Known: Constructions of (In)competence in Research, Casey L. Woodfield and Justin E. Freedman
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
Life Histories Center Performance as Response to Text, Susan Browne and Marjorie Madden
Decolonizing inclusive education: A collection of practical inclusive CDS- and DisCrit-informed teaching practices, Brent Elder
Encountering Ableism in the Moment, Justin E. Freedman, Benjamin H. Dotger, and Yosung Song
Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems, Anne Hayes, Brent Elder, and Jennae Bulat
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
Review of Communication Alternatives in Autism: Perspectives on Typing and Spelling Approaches for the Nonspeaking, Casey L. Woodfield
“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
Investigating teacher candidates’ perceptions of collaboration during a co-teaching experience, Corine M. Brown and Martha Viator
Submissions from 2018
The Role of Mentors in Early Intervention referrals: Overlooked views of Pediatric Residency Training Directors, Nicole Edwards
Multiple methodologies: using community-based participatory research and decolonizing methodologies in Kenya, Brent C. Elder and Kenneth O. Odoyo
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
Writing Strength-based IEPs for Students with Disabilities in Inclusive Classrooms, Brent Elder, Carrie R. Rood, and Michelle L. Damiani
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
A teacher's inquiry into bringing in biliteracy into a fifth-grade English-only classroom, Stephanie Abraham
College-bound young adults with ASD: Self-reported factors promoting and inhibiting success, Amy L. Accardo
Surrendering to Gender in Education? Complacency and the Woman Leader, Kimberly Clark and Ane T. Johnson
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
Reciprocity in the practice of publicly engaged scholarship – Reflections from a transnational literacy project, Kate E. Kedley and Hector Efren Flores A.
Using LGBTQ Graphic Novels to Dispel Myths about Gender and Sexuality in ELA Classrooms, Kate E. Kedley and Jenna Spiering
What works for college students with autism spectrum disorder, S. Jay Kuder and Amy Accardo
Submissions from 2016
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
Research Synthesis: Effective Practices for Improving the Reading Comprehension of Students with Autism Spectrum Disorder, Amy L. Accardo
Pearls of Meaning: Preschool Children Respond to Multicultural Picturebooks, Xiufang Chen and Susan Browne
Stories from the Margins: Refugees with Disabilities Rebuilding Lives, Brent C. Elder
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
Bridges for Academic Success: Opening Spaces for Culturally Responsive Practice in an Urban Pre-School, Denise Jones and Susan Browne
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
A Nepantla Pedagogy Comparing Anzaldúa's and Bakhtin's Ideas for Pedagogical and Social Change, Stephanie Abraham
Submissions from 2013
Exploring the Use of Mobile Technology in Qualitative Inquiry in Africa, Ane T. Johnson
Submissions from 2012
Critical biliteracy in the ESOL classroom: Bringing the outside in with dual language mentor texts, Stephanie Abraham
