Faculty Research
The Education faculty are committed to promoting the body of knowledge on learning, learners, and leadership. We consider scholarship to be a central role of the professorship at a research-comprehensive university of the caliber of Washington State University. The following is an abbreviated list of the funded research and current research published by the faculty at WSU Tri-Cities:
Funded Research
- Acker-Hocevar, M., Bauman, S., & Talbot, D. (2009). Tipping point: A strengths-based perspective for understanding and supporting traditionally underserved students. Washington State University Faculty Funding Awards.
- Morrison, J. A. (2010). Science Alliance Partnership. Funded through ESD 123.
- Morrison, J. A. (2010). Exploring teachers’ implementation of inquiry science. Faculty Research Award funded through WSU College of Education.
- Morrison, J. A. (2009). Science Alliance Partnership. Funded through ESD 123.
- Morrison, J. A. (2009). Teachers’ implementation of inquiry science. Faculty Research Award funded through WSU College of Education.
- Nagel, E., Roth McDuffie, A., Morrison, J., Trevisan, M., & French, B. (2010). Delta High School research and evaluation plan. Proposal funded by the Paul G. Allen Family Foundation.
- Roth McDuffie, A. (2010). Teachers Empowered to Advance CHange in Mathematics (TEACH MATH): Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. Project funded in collaboration with colleagues from five other universities from the Discovery Research K-12 Program of the National Science Foundation.
Publications
- Acker-Hocevar, M., Cruz-Janzen, M.I., & Wilson, C.L. (in press). Leadership from the
ground up: Sustainable school improvement in traditionally low performing schools. Charlotte, NC: Information Age Publishers. - Acker-Hocevar, M., & Touchton, D. (in press, 2011). A model of power as social
relationships: Teacher leaders describe the phenomena of effective agency in practice. In Eleanor Blair Hilty (Ed.), Teacher leadership: The "new" foundations of education (pp. xx-xx). New York: Peter Lang Publishers. - Acker, M., Cruz-Janzen, M.I., & Wilson, C.L. (2009). The impact of two policies on principal and teacher preparation programs: No Child Left Behind and the Individuals with Disabilities Education Act. In J. Zajda (Ed.), 12 volume book series, Globalisation, Comparative Education and Policy Research. Dordrecht, The Netherlands: Springer Science + Business Media, B.V.
- Bogotch, I., Townsend, A., & Acker-Hocevar (2009). Leadership in the implementation
of innovations. In E. Baker, B. McGaw and P Peterson (Eds.). International Encyclopedia of Education, 3rd Ed., (pp. 128-134).Amsterdam, The Netherlands: Elsevier. - Schoorman, D. & Acker-Hocevar, M. (2010). Viewing faculty governance within a
social justice framework: Struggles and possibilities for democratic decision–making in higher education. Equity & Excellence in Education, 43(3), 310-325.
doi:org/10.1080/10665684.2010.494493 - Acker-Hocevar, M., Miller, T., & Ivory, G. (Eds). (2009). The UCEA project on education leadership: Voices from the field, phase 3 [Special issue]. Educational Considerations, 36(2).
- Acker-Hocevar, M., Miller, T. N., & Ivory, G. (2009). The UCEA project on education leadership: Voices from the field, phase 3. Educational Considerations, 36(2), 1-7.
- Acker-Hocevar, M., Cruz-Janzen, M., & Wilson, C. (2009). The impact of two policies on principal and teacher preparation programs: No Child Left Behind and the Individual with Disabilities Education Act. Curriculum and Instruction. International Journal of Curriculum and Instruction, 24(1), 15-43.
- Bauman, S. S. (2010). School counselors and survivors of childhood cancer:
Reconceptualizing and advancing the cure. Professional School Counseling, 14. - Johnson, E.J. (forthcoming). Peerlingual education: A socioeducational reaction to
structured English immersion. For publication in Journal of Latinos and Education. Scheduled to appear 2011, Volume 10(2). - Johnson, E.J. (2009). (Re)defining freedom of speech: Language policy, education, and
linguistic rights in the United States. Journal of Applied Language Studies, 3(1), 2-23. - Johnson, E.J., & Brandt, E.A. (2009). Targeting diversity: A critical description of
language policy and public education in the United States. Harvard Journal of Hispanic Policy, 21, 59-68. - Haenn, N., & Johnson, E.J. (2009). The teaching road map: A pocket guide for high
school and college teachers. Lanham, MD: Rowman & Littlefield Education. - Johnson, E.J. (forthcoming). Review of Lipski, J.M. (2010). Varieties of Spanish in the
United States, for publication in the Journal of Linguistic Anthropology, Scheduled to appear summer 2011. - Johnson, E.J. (2010). Review of Tobin, J., Hsueh, Y., & Karasawa, M. (2009).
Preschool in three cultures revisited. International Journal of Multicultural Education, 12(2), 1-3. - Silver, M., Lochmiller, C. R., & Copland, M. A. (2009). Supporting new school leaders:
Findings from a university-based leadership coaching program for new administrators. Mentoring & Tutoring: Partnership in Learning, 17(3), 215-232. - Lochmiller, C. R. (2009). Rethinking investments in support for school principals.
Curriculum in Context, 36(1), 13-17. - Lochmiller, C.R. & Silver, M. (2010). Accelerating principal development through
leadership coaching. In A. R. Shoho, B. G. Barnett, & A. K. Tooms (Eds.), International research on school leadership: The challenges of new principals in the 21st century (pp. 101-120). Charlotte, NC: Information Age Publishing. - Morrison, J., & Roth McDuffie, A. (2009). Connecting science and mathematics: Using inquiry investigations to learn about data collection, analysis, and display. School Science and Mathematics, 109 (1), 31-44.
- Morrison, J. A., Raab, F. J., & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views of the nature of science. Journal of Research in Science Teaching, 46(4), 384-403.
- Morrison, J. A. (2011). Exemplary teachers’ views of and recommendations for the
teaching of inquiry science. Washington Science Teachers’ Journal, 52(1), 39-42. - Wohlhuter, K., Breyfogle, L., & Roth McDuffie, A. (2010). Strengthening your mathematical muscles. Teaching Children Mathematics, 17 (3), 178-183.
- Roth McDuffie, A., & Eve, N. (2009). Breaking the area boundaries. Teaching Children Mathematics, 16 (1), 18-27.
- Sullivan, D., & Roth McDuffie, A. (2009). Connecting multiplication to contexts and language. Teaching Children Mathematics, 15 (8), 502-510.
- Coomes, J., & Roth McDuffie, A. (2009). Affecting students’ ways of knowing mathematics. MathAMATYC Educator, 1 (1), 12 – 22. [We submitted this manuscript to AMATYC, and it was accepted, and then the editor selected this manuscript for the inaugural issue of AMATYC’s new journal – also a peer-reviewed journal.]
- Breyfogle, L., Roth McDuffie, A., & Wohlhuter, K. (2010). Developing curricular reasoning for grades PreK-12 instruction. In B. Reys & R. Reys (Volume Eds.) & R. Rubenstein (Series Ed.), Mathematics Curriculum: Issues, Trends, and Future Directions: Seventy-second Yearbook (pp. 307-320).Reston, VA: National Council of Teachers of Mathematics.
- Roth McDuffie, A. (2009). Mathematics Curriculum Implementation via Collaborative Inquiry: Focusing on Facilitating Mathematics Classroom Discourse. In D. Slavit, T. Holmlund Nelson, and A. Kennedy (Eds.), Perspectives on Supported Collaborative Teacher Inquiry (pp. 46 – 71). Oxford, UK: Routledge.
- Roth McDuffie, A. & Mather, M. (2009). Middle school teachers use of curricular reasoning in a collaborative professional
development project. In J. Remillard, G. Lloyd, & B. Herbel-Eisenmann (Eds.), Mathematics teachers at work:
Connecting curriculum materials and classroom instruction (pp. 302-320). Oxford, UK: Routledge.
- Tunnell, M.O., Jacobs, J.S., Young, T.A., & Bryan, G. (in press). Children's literature,
briefly. (5th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. - Hadaway, N.L., & Young, T.A. (2010). Matching books and readers: Helping English
learners in grades K-6. New York: Guilford Press. - Moss, B., & Young, T.A. (2010). Creating lifelong readers through independent reading.
Newark, DE: International Reading Association. - Young, T.A., Roth McDuffie, A., & Ward, B. A. (in press). Deepening children‘s
mathematical understanding: Building bridges between children‘s literature and mathematics. In A. W. Bedford & L. M. Albright (Eds.), A master class in children’s literature: Trends and issues in an evolving field. Champaign-Urbana, IL: National Council of Teachers of English. - Hadaway, N. L., & Young, T. A. (2010). Supporting English language learners‘ literacy
with culturally relevant books. In L. A. Smolen & R. Oswald (Eds.), Celebrating diverse voices: Multicultural books in K-8 classrooms (pp. 285-308). Santa Barbara: Libraries Unlimited. - Young, T.A., Ward, B.A., & Cameron, L.B. (2010). Teaching with folk literature in the
primary grades. In B. Moss and D. Lapp (Eds.), Teaching new literacies in grades K-3 (pp. 13-25). New York: Guilford. - Young, T.A., Tuiaea, L., & Ward, B.A. (2010). Transforming traditional tales to improve comprehension and composition. In B. Moss and D. Lapp (Eds.), Teaching 21st century literacies in grades 4-6 (pp. 13-25
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