Faculty Research and Publications

TCE faculty are involved in a variety of scholarly activities. Here is a sampling of faculty and student efforts:

Recent Grants

Bautista, N. (PI). A Community-Based and Culturally Responsive Approach to STEM Teacher Preparation, Induction and Retention NSF Robert Noyce Teacher Scholarship Program. 2017-2021. $1,172,180.

Bautista, N. (PI). Miami University Noyce Capacity Building Project. NSF Robert Noyce Teacher Scholarship Program; Co-PIs: Drs. T. Schwartz, J. Wanko, E. Yezierski, J. Blue.  Spring 2015. $74,955.

Bautista, N. (PI) Improving Stem Teacher Preparation: A Long-Term Investment Discovery STEM Teacher Education Initiative. Choose Ohio First Program in 2012-2013. $204,965

Hoffman, T. K. (2016) West Chester Foundation (funded for $1,000 to use for Prekindergarten online course development). 

Lee, L. (PI). Low Income Preschool Enhancement (LIPE) Project: Supporting Young Children’s Learning through Digital Media and Real Life Experiences in Butler County-Year 4. PNC Foundation. 2014-2018. (Total funding: $182,497)

MacKenzie, A. H. EHS Mentoring Grant. $450.

Misco, T. (PI) (2016-2017). U.S. Embassy of Beijing and the U.S. Department of State: Creation of an American Cultural Center in Hainan Province, China ($100,000).

Mkhatshwa, T. P. & Hoffman, T. K. (2016). MUM Research & Grants. Project Title: Undergraduate Students’ Experiences in Different Course Formats: An Exploratory Study Examining Traditional and Nontraditional Student Perceptions (funded for $1,500). 

Saine, P. (2016). EHS Interdisciplinary Research Seed Grant. Co-PI. $5,650.

Scott, S. (2016). EHS Interdisciplinary Teaching and Curriculum Grant. Miami University. $5,000.

Scott, S. (2015). Eloise Martin Grant Award. Miami University. $1,500.

Scott, S. (2016). Howe Center for Writing Excellence (HCWE) Program/Department Grant. Miami University. $5,000.

Scott, S. (2015). Howe Writing Center – Individual Faculty Grant. Miami University. $2,000.

Scott, S. (2017). Internal Grant to Support Scholarship on Human Rights, Diversity, Social Justice, & Inclusion. Miami University. $15,000.

Scott, S. (2017). John E. and Winifred E. Dolibois Fund. Miami University. $4,536.

Scott, S. (2015). Race to the Top: Diversifying Teacher Education Candidates – Faculty Grants. Miami University. $1,000.

Recent Books

Evans, M.P. & Hiatt-Michael, D. (Eds.) (2015). Promising practices for community-based educational change.  Charlotte, NC: Information Age Press.

Evans, M.P. & Knight-Abowitz, K. (Eds). (2015). Engagement and Leadership for Social and Political Change: New Directions for Student Leadership. San Francisco, CA: Jossey-Bass.

He, M. F., Schultz, B. D., & Schubert, W. H. (Eds.). (2015). The SAGE guide to curriculum in education. Thousand Oaks, CA: Sage.

Misco, T. (2017). What you need to know to be an undergraduate in the U.S. Beijing, China:

Foreign Language Teaching and Research Press.

Misco, T. & DeGroof, J. (Eds.) (2014). Case studies in controversial issues. Oisterwijk, The Netherlands: Wolf Legal Publishers.

Saine, P. (2016). Common core: Using global children’s literature and digital technology in the classroom. Rowman & Littlefield.

Schultz, B. D. (2017). Teaching in the cracks: Opening and opportunities for student-centered, action-focused curriculum. New York: Teachers College Press.

Recent Peer Reviewed Articles

Arnone, K., Hanuscin, D. & Bautista, N. U. (2016). Bridging the ‘Next Generation Gap’ – Teacher Educators Enacting the NGSS. Innovations in Science Teacher Education, 1(1).

Barone, M., Orbea, M., Schultz, B. D., Brockman, N., Martin, C., Miller, K., Greer, A., McLellan, K., & Ryan, D. (2014). Using the power of questions to organize for progressive education. Mid-western Educational Researcher, 26(2), 83-90.

Batchelor, K. E. (2016). Around the world in 80 picture books: Teaching ancient civilizations through text sets. Middle School Journal, 78(1) 13-26.  Batchelor, K. E. (2015). Digital transmediation and revision. Voices from the Middle, 23(2), 69-73.

Batchelor, K. E. (2015). Multimodal composition entitled, “Ogres remind me of expanding: First graders’ multimodal autobiographies.” Ubiquity: The Journal of Literature, Literacy, and the Arts. http://ed-ubiquity.gsu.edu/wordpress/batchelor-kist-kidder-brown-and-bejcek-long-synthesis-2-1/.

Batchelor, K. E. (Accepted - coming out in November). The Russian Revolution: Events and characters as depicted in U.S. young adult literature. Children's Readings: Studies in Children's Literature

Batchelor, K. E., & King, A. (2014). Freshmen and five hundred words: Investigating flash fiction as a genre for high school writing. Journal of Adolescent & Adult Literacy, 58(2), 111-121.

Batchelor, K. E., Kist, W., Kidder-Brown, M., & Long, B. (2015). “Ogres remind me of expanding”: First graders’ multimodal autobiographies. Ubiquity: The Journal of Literature, Literacy, and the Arts, 2(1).

Batchelor, K. E., Morgan, D. N., Kidder-Brown, M., & Zimmerman, B. S. (2014). Investigating the unit of study approach as a way to teach writing to early childhood education preservice teachers. Journal of Early Childhood Teacher Education, 35(3), 276-289.

Batchelor, K. E., Ramos, M.*, & Neiswander, S.* (coming out next week). Opening Doors: Teaching LGBTQ-themed young adult literature for an inclusive curriculum. The Clearing House.

Batchelor, K. & Sander, S. (2017). Down the Rabbit Hole: Using The Matrix to Reflect on Teacher Education, Studying Teacher Education, DOI: 10.1080/17425964.2017.1286577

Bautista, N.U. (2014). Level up: Addressing ELLs’ language proficiencies and cognitive abilities in science classrooms, The Science Teacher, 81(4), 32-37.

Bautista, N.U. & Boone, W.J. (2015). Exploring the impact of TeachME™ Lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs, Journal Science Teacher Education.

Bautista, N. U., Misco, T., & Quaye, S. (2017). Early childhood open-mindedness: An investigation into preservice teachers’ capacity to address controversial issues. Journal of Teacher Education. Published online, 1-15.

Cosmah, M. (in progress). Communicating in the digital world: Alternative ideas for online course discussion. International Journal of Instructional Technology and Distance Learning.

Cosmah, M. (2014). Digital text: Balancing fiction and nonfiction in the content classroom. The New England Journal.

Cosmah, M. & Saine, P. (2012). How to connect common core standards and digital literacy. The New England Journal.

Dales, B. A Year in Books: The 2015 Outstanding International Books Committee. Bridges, 40, 2, 52-53.

Dales, B. (2015). Integrating international literature in the social studies classroom for social responsibility. Paper presentation at a roundtable at the International Assembly of the National Council for the Social Studies, New Orleans, November 13, 2015

Dales, B. (2015). Now we are ten. School Library Journal, online. 2/4/2015. http://www.slj.com/2015/02/books-media/usbby-presents-its-annual-outstanding-international-books-list/

Dales, B. (2014). Passport: World of Reading. School Library Journal, p. 30-35.

Dales, B. The Final Chapter: Outstanding International Books Committee Deliberations. Bridges, Vol. 40, 1, 37-38.

Dales, B. (2015). The need to read: USBBY’s 10th annual Outstanding International Books list. Bridges, Spring 2015, vXXXXI no.1, p. 54-55.

Dales, B. (2015). USBBY Announces 10th annual Outstanding International Books list. Cognotes, January 31, 2015, p. 16.  

Dover, A. G., & Schultz, B. D. (2016). Troubling the edTPA: Illusions of objectivity and rigor. The Educational Forum, 80(1), 95-106.

Edwards, M. T., Mains, A. & Phelps, S. (2016). Drawing sequences. Ohio Journal of Mathematics, 74, 44-52.

Edwards, M.T., & Quinlan, J. (2015). The back page: My favorite lesson: Virtual miniature golf. Mathematics Teacher 109(2), 160.

Edwards, M.T., & Quinlan, J. (2015). The back page: My favorite lesson: Repeated square roots. Mathematics Teacher 109(3), 240.

Edwards, M. T., Quinlan, J., Harper, S. R., Cox, D., & Phelps, S. (2014). Fostering deductive thinking with angle chasing. Mathematics Teacher, 107(6), 426-431.

Edwards, M.T., Quinlan, J., & Stayer, J. (2016). Reverse and add to 100: Explorations in place value. Teaching Children Mathematics, 22(7).

Edwards, M. T. & Walker, J. (2017). A tail of two sliders. Mathematics Teacher, 111(1), 66-69.

Evans, M.P. (2014). Natural enemies or natural allies?: The evolution of familial self-interest in community-based organizations. Journal of Family Diversity in Education. 1(1), 21-39.

Evans, M.P. (2014). Soccer moms UNITE!: Affluent families and the utilization of grassroots strategies for education reform. Interchange: A Quarterly Review of Education. 45(1), 85-114.

Evans, M.P. (2015). Parent leader perspectives on improving family engagementpractices in urban schools. American Educational Research Association, Chicago, IL

Evans, M.P. & Baker-Doyle, K. (2015). The dynamic nature of collaboration networks in education organizing. American Educational Research Association, Chicago, IL

Evans, M.P., Newman, A. & Winton, S. (2015). Organizational hybridity in education special interest groups.  Educational Forum. 79, 263-279.

Evans, M.P. & Radina, R. (2014). Great expectations?: A critical discourse analysis of title I school parent compacts. School Community Journal, 24(2).

Evans, M.P. & Saultz, A. (July 6, 2015). "The Opt-Out Movement is Gaining Momentum", Education Week, 34(34), p. 20.

Hoffman, T. K. (2016). An exploration of service delivery in early intervention over the last two decades. International Journal of Early Childhood Special Education8(2), 107-113.

Hoffman, T. K. (2017). Creating learning environments for young children with a visual impairment in child care centers. Children, Youth, and Environments, 27(1), 151-161.

Hoffman, T. K. (2015). Involving fathers in early childhood programs. NAEYC for Families. http://families.naeyc.org/learning-and-development/dads-tips-involved-with-programs

Hoffman, T. K. (2016). Nontraditional students in a pre-kindergarten teacher education program: The challenges and successes. Association for University Regional Campuses in Ohio (AURCO) Journal, 22, 94-103.

Hoffman, T. K. (2016). The role of teacher education programs in infant toddler care: Educating preservice teachers to work with our youngest learners. Early Years Bulletin, 4(2).

Hoffman, T. K. (2017) Why parents want their young children to learn two languages. Texas Child Care Quarterly, 41(2).

Krehbiel, T., Salzarulo, P., Cosmah, M., Forren, J., Gannod, G., Havelka, D., Hulshult, A., and Merhout, J. (2017). Agile manifesto for teaching and learning. The Journal of Effective Teaching,

Kusahara, K, Misco, T., Watanabe, T., Taguchi, H., Tanaka, N., & Ogawa, M. (2014). Disciplinary perspectives and methodologies of Japanese social studies researchers. The Journal of Social Studies Education, 3(1), 17-36.

Leafgren, S. & Bornhorst, C. (2016). Rogues, unrulies, and nomads: Disrupting the casual tyranny of the schoolroom. Global Studies of Childhood. Published online before print January 25, 2016, doi: 10.1177/2043610615626618

Lee, L. (2015). Digital media for supporting young children’s learning: A case study of American preschool children and their uses of iPads. International Journal of Information and Education Technology, 5(12), 947-950.

Lee, L. (2016). English for what and whom?: Parental dilemmas and struggles with their children’s English learning in Korea. Asia-Pacific Journal of Research in Early Childhood Education, 10(3), 49-70. 

Lee, L. (2015). How to become successful students in global society. Early Star Reginal Center for Low-Income Children, Incheon, Korea.

Lee, L. (2016). Infant-toddler field experience design: A developmentally and culturally relevant approach in restrictive reality. Early Years Bulletin, 4(1), 7-11.

Lee, L., & Misco, T. (2014). All for One or One for All: An Analysis of the Concepts of Patriotism and Others in Multicultural Korea though Elementary Moral Education Textbooks. The Asia-Pacific Education Researcher.

Lee, L., & Misco, T. (2016). Seeking moral autonomy in a Chinese context: A study of elementary moral education standards. Journal of International Social Studies, 6(2), 84-95.

Lee, L. & Tu, X. (2016). Digital media for low-income preschoolers’ effective science learning: A case study of iPads with a social development approach. Computer in the Schools, 33(4), 1-14.

Lee, L., & Tu, X. (2016).* Mathematical learning with digital media for low income preschool children: A case study of ELL and Non-ELL. International Journal of Early Childhood Learning, 23(3), 1-10.

Lesh, R., Chval, K. B., Hollebrands, K., Konold, C., Stephan, M., Walker, E., & Wanko, J. J. (2014). The NCTM research presession: A brief history and reflection. Journal for Research in Mathematics Education, 45(2), 155-172.

Meagher, M. S., Edwards, M. T. & Ӧzgun-Koca, S. A. (2016). What’s your answer? Searching for triangles. The Mathematics Teachers, 109(7), 500-506.

Misco, T. (2014). A social studies education response to Dewey’s “Problem of the Public.” Education and Culture, 30(2), 47-59.

Misco, T. (2014). Powerful social studies unit design: A companion to powerful social studies

      teaching and learning. The Clearing House, 87(6), 241-248.

Misco, T. (2016). “We are only looking for the right answers”: the challenges of controversial Issue instruction in South Korea.  Asia Pacific Journal of Education, 36(3), 332-349.

Misco, T., & Lee, L. (2014). “It’s not controversial—it’s going to happen”: Controversial Issue

      Education in Guam. Theory and Research in Social Education, 42(3), 414-439.

Misco, T., Pond, G., & Spearman, M. (2016). Using labor images to arouse inquiry into issues of

      workplace  justice. Social Studies Research and Practice, 11(3), 122-134.

Misco, T. & Shiveley, J. (2014). Comparing U.S. and European Schools: Student perspectives.

      International Education, 43(2), 39-57.

Misco, T. & Shiveley, J. (2016). Operationalizing social justice in social studies education.

      The Social Studies, 107(6), 186-193.

Misco, T. & Tseng, J-H. (2017). ““I will never teach about controversial issues unless they are in The textbook”: An exploration of curriculum instructional gatekeeping in Taiwan.” Journal of Social Studies Research.

Nabbout-Cheiban, M., Fisher, F., & Edwards, M. T. (2017). Using technology to prompt good questions about distributions in statistics. Mathematics Teacher, 110(7), 527-532.

Nachowitz, M. (2015).  How Sarah Got Her Voice Back; The Importance of Tentativeness. English Journal. 105(1).

Nachowitz, M. (2015).  The Marketplace for Literacy; Innovation Within and Beyond the Classroom. Ohio Journal for English Language Arts, 54 (2), 17-22.  

Nachowitz, M. & Brunner, N. (2014). Teaching the Talk, not the Text. Voices from the Middle, 22(1), 15-21.

Nargund-Joshi, V & Bautista, N. U. (2016). What comes first? Language or content: Learning science content through SIOP and learning cycle model. The Science Teacher, 83(4), 24-30.

Nunez, I., & Konkol, P., & Schultz, B. D. (2014). 3714 footnotes: Troubling the (public) rhetoric of school reform. In J. Burdick, J. Sandlin, & M. O’Malley, Problematizing public pedagogy (pp. 161-172). New York: Routledge.

Pytash, K. E., Batchelor, K. E., Kist, W., & Srsen, K. (2014). Linked text sets in the English classroom. The ALAN Review, 42(1), 52-62.

Romano, Tom. 2016. “Leding the Way: You Need Not Marry Your First Date.”Ohio Journal of English Language Arts, 56, 2 (Fall/Winter): 47-51.

Romano, Tom. 2016. “The Necessity of Narrative.” Ohio Journal of English Language Arts, 56, 1 (Spring/Summer), 1: 67-71.

Romano, Tom. 2017. “Take Pleasure in Language.” Ohio Journal of English Language Arts, 57, 1 (Spring/Summer ): 71-74.

Rose, B. (In press, 2017). Moving from chasm to convergence: Benefits and barriers to academic activism for social justice and equity. Brock Education Journal, 26(2).

Rose, B. (2017). Progressing into currere’s progressive: Taking action for an unknown future.  Currere Exchange Journal, 1(1), 40-48.

Saine, P. (2015). Building cross-­‐cultural competence in classrooms with technology. New England Reading Association Journal (NERAJ), 50(2).

Saine, P. & West, J. (2017) Content Area Teacher Candidates’ Self-Efficacy Beliefs of Teaching Writing Online. Journal of Digital Learning in Teacher Education, 33(2 l).

Sandlin, J., Burdick, J., & Schultz, B. D. (2014). This is not public pedagogy!? Visual Arts Research, 40(1), 116-117.

Saultz, A. & Evans, M.P. (2015) Understanding Opt Out in Ohio. University Council for
Educational Administration, San Diego, CA

Shiveley, J. (2014). Revisiting current events: Old ideas to address current challenges. Ohio Social Studies Review, 51(2), 66-70.

Shiveley, J. (2014). Teaching for democratic citizenship: Arriving at a guiding question for pedagogical practice. Social studies Research and Practice. 9 (3). 81-87.

Shiveley, J. & Misco, T. (2015). A longitudinal study of comparative education coursework on teacher practice. Frontiers, 26, 107-120.

Shiveley, J., & Misco, T. (2015). Long-term impacts of short-term study abroad: Teacher perceptions of preservice study abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad.  26 (2), 107-120.

Shiveley, J., & Pond, G., (In Press-fall, 2107) NAPDS Trends and Themes: Data From the National Association of Professional Development Schools Annual Meetings, 2002 -2014 School-University Partnerships, School-University Partnerships

Stephan, M. L., Chval, K. B., Wanko, J. J., Civil, M., Fish, M. C., Herbel-Eisenmann, B., Konold, C., & Wilkerson, T. L. (2015). Grand challenges and opportunities in mathematics education research, 46(2), 134-146.

Strayer, J. &, Edwards, M.T. (2015). Smarter cookies: Fostering quantitative literacy with the cookie conundrum. Mathematics Teacher, 108(8), 608-615.

Vilrado, A., MacKenzie, A. & Yezierski, E. J. (2017). Using students’ conceptions of air to evaluate a guided-inquiry activity classifying matter using particulate matter. Journal of Chemical Education, 94, 206-210.

Vinogradova, P. with invited contribution from Castañeda, M.E. (2014). Digital stories in a language classroom: Engaging students through a meaningful multimodal task. The Foreign Language Teaching Magazine.

Watt, S. & Bautista, N. U. (2016). Improving at-risk learners’ attitudes and scientific writing competencies using a structured inquiry approach. Science Scope. 40(3). 44-52.

Wells, J.*, & Batchelor, K. E. (2017). Incorporating multivoiced texts to investigate the glorification and condemnation of war. Ohio Journal of English Language Arts (OJELA), 57(1), 51-57.Wertz, J. & Saine, P (2014). Using digital technology to complement close reading of complex texts. New England Reading Association Journal, 50(21), 78-82.

West, J. & Saine, P. (2016) The mentored multigenre project:  Fostering authentic writing interactions between high school writers and teacher candidates. Journal of Adolescent and Adult Literacy, doi:10.1002/jaal.602

Winton, S. & Evans, M.P. (2016). Conducting, consulting, mediating, supporting: How community based education organizations use research to influence policy. Leadership and Policy in Schools. 15(1), 1-22.

Wilcox, K. C., Yu, F., & Nachowitz, M. (2015). Epistemic complexity in adolescent writing. Journal of Writing Research, 7(1), 5-39. doi: org/10.17239/jowr-2015.07.01.02.

Winton, S. & Evans, M.P. (2014). Challenging political spectacle through grassroots policy dialogues. Canadian Journal of Educational Administration and Policy, 156, 1-30.

Yigit-Koyunkaya, M., Kastberg, S., Quinlan, J., Edwards, M.T., & Keiser, J. (2015). The back
page: My favorite lesson: Dynamic right triangles. Mathematics Teacher 109(4), 320.

Zenkov, K., Shiveley, J., & Clark, E. (2016). Why we must answer the question “What is a Professional Development School?” School-University Partnerships, 9 (3), 1-10

Recent Book Chapters

Batchelor, K. E. (2015). Re-seeing revision with secondary English preservice teachers: A between-draft look at transmediation in the revision process. In P. J. Dunston, S. K. Fullerton, M. W. Cole, D. Herro, J. A. Malloy, P. M. Wilder, & K. N. Headley (Eds.), 63rd Yearbook of the Literacy Research Association (pp. 281-295). Chicago, IL: Literacy Research Association.

Evans, M.P. (2014). Latino families and the development of grassroots networks of care for students with disabilities. In L. Lo & D. Hiatt-Michaels (Eds.), Promising practices to empower culturally and linguistically diverse families of children with disabilities, 51-65.

Evans, M.P. (Accepted). Power and authenticity in education focused community-based organizationsIn  S. Sheldon & T. Turner-Vorbeck (eds.).The Handbook of Family, School, Community Partnerships in Education.

Evans, M.P. (Accepted). The challenge of family engagement policy implementation: A case study of title I school–family compacts in the United States. In Y. Guo (Ed.). Home-School Relations: InternationalPerspectivesSpringer.

Evans, M. P. (2015) The power and potential of community-based educational change. In M. P. Evans & D. Hiatt-Michaels (Eds.). The Power of Community-Based Educational Change. Charlotte, NC: Information Age Publishing. pp. 11-17.

Leafgren, S. (2015). Are you my dawg?: Socially and politically marginalized children desiring to be seen and valued by their teachers (In W.  Parnell & J. Iorio, Ed.) Reconceptualizing readiness in early childhood education. New York, NY: Palgrave Macmillan.

Leafgren, S. and Sander, S. (2017). Children, Nomads, Queers: Desire and Surprises in a Wiggly World.  STEM of Desires: Queer Theories in Science Education.

Lee, L. (2015). Young Children, Play, and Technology:  Meaningful Ways of Using Technology and Digital Media. In D. P. Fromberg & D. Bergen (Eds.) (3rd), Play from Birth to Twelve: Contexts, Perspectives, and Meanings (pp. 217-224). New York: Routledge.

Misco, T. (2017). Constructing rationales to teach controversial issues. In S.G. Grant, J. Lee, & K. Swan (Eds.) Teaching social studies: A methods book for methods teachers. Charlotte, NC: Information Age Press.

Misco, T. (2015). Understanding Holocaust history, memory, and citizenship education currency: The case of Latvia. In D. Stevik (Ed.) Holocaust education in Central and Eastern Europe.

O’Byrne, I. & Castañeda, M.E. (2015). Digital Literacies for English Learners: Theory and Practice. In Daniel, M., & Mokhtari, K. (2016). Quality literacy instruction for English learners in EVERY K-12 classroom success. Lanham, MD: Rowman and Littlefield Publishers, Inc. p 101-113.

Rose, B. (2014). The Big “O:” Occupying against reductionism in education using small and sustained actions. (2014) In J. Gorlewski, B. Porfilio, D. Gorlewski, & J. Hopkins (Eds.), Effective or wise? Teaching and assessing professional dispositions in education. New York: Peter Lang.

Schultz, B. D., & Dover, A. (2017). “We do everything with edTPA”: Interrupting and disrupting teacher education in troubling times. In J. Carter, & H. Lochte (Eds). Teacher performance assessment and accountability reforms: The impacts of edTPA on teaching and schools (pp. 107-117). New York: Palgrave Macmillian.