Faculty publication roundup, February 2022

Carrie Sampson, assistant professor (lead author)

David Garcia, associate professor (co-author) 

• Article: Open Enrollment and Disrupting the Political Ecology of U.S. Public Education, Peabody Journal of Education, January 2022

Carrie Sampson, assistant professor  

• Article (co-author): Exposing the White Innocence Playbook of School District Leaders, Equity & Excellence in Education, January 2022

Bryan Henderson, associate professor (co-author)

April Holton, clinical assistant professor (co-author) 

• Article: The Content and the Conversation, NSTA Science Scope, January 2022

Bryan Henderson, associate professor  

• Article (lead author): Utilizing Technology to DiALoG Classroom Speaking and Listening, NSTA Science Scope, January 2022

Karen Harris, Regents Professor 

• Article (sole author): SRSD instructional research for students with or at-risk for LD across the content areas: History and reflections. Using Self-Regulated Strategy Development to support students with and at-risk for learning disabilities across the content areas, Special issue, Learning Disabilities Research and Practice, 2021 

• Article (sole author): Evidence-based writing practices: A close look at obstacles in today’s writing instruction, Teachers College Press, October–December, 2021 

Lauren Harris, associate professor

• Book (lead editor): Teaching Difficult Histories in Difficult Times: Stories of Practice, Teachers College Press, February 2022

Kate Anderson, associate professor 

• Article (co-author): Reconceptualizing online discussion forums as a fabricated focus group: Illuminating educators’ language ideologies through asynchronous discussion posts, International Journal of Qualitative Studies in Education,October 2021

David Garcia, associate professor 

• Article (sole author): There are no policymakers, TC Record, January 2022