A collection of published articles from members of the Department of Elementary and Early Childhood Education at Kennesaw State University.
Visit the full list of Faculty Publications to view the work from other departments on campus.
Submissions from 2023
Min(e)d Your Metals: Inquiries into the Environmental Impact of Extraction, Erin C. Adams and Bretton A. Varga
Creating a digital culture of care: COVID-19 and digital teaching, Megan Adams, Sanjuana Rodriguez, and Karla Ramirez
Field experiences for pre-service teachers post-COVID-19: structures required to support mental health, Megan Adams, Sanjuana Rodriguez, Karla Ramirez, Virginie Jackson, and Allison Garefino
Lesson Planning for Three-Dimensional Learning: Elementary Teachers’ Successes and Challenges with the Crosscutting Concepts, Anna Maria Arias, Brendan E. Callahan, Michael Dias, and Karen Kuhel
From Colleagues to Critical Friends: Exploring Avenues of Professional Learning to Support Equity-Based Pedagogies in Mathematics Education, Katherine Baker, Jennifer Ward, Kathleen Nitta, Monica Lyn Gonzalez, Erin Smith, Naomi Allen Jessup, and Tracy Dobie
The stories we tell: Why unpacking narratives of mathematics is important for teacher conocimiento, Rochelle Gutiérrez, Marrielle Myers, and Kari Kokka
Children’s names and naming practices: wrestling with racism in Asian American families, Jinhee Kim, Sophia Han, Su Jeong Wee, and Sohyun Meacham
Teacher efficacy and expectations of minority children: The mediating role of teachers’ beliefs about minority parents’ efficacy, Yanghee Anna Kim, Jihye Kim, and Yeon Ju Jo
Korean Immigrants’ Perceptions of Library Services and Library Multicultural Programs for Asian Communities Before and During COVID-19, Yanghee Kim, Hyun Chu Leah Kim, and Jihye Kim
“We are stronger than fear of hate”: a longitudinal study amplifying the voices of Asian American and migrant teachers amidst COVID-19, Yeji Kim and Sohyun An
Pláticas with Latinx preservice teachers: insights about navigating teacher education in the New Latinx South, Sanjuana C. Rodriguez, Paula P. Guerra Lombardi, and Eliza Silvia Galvez
Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation, Bretton A. Varga and Erin C. Adams
Being (Asian) American children: children’s exploration of racial/cultural identity and racism, Su Jeong Wee, Sohyun Meacham, and Jinhee Kim
Submissions from 2022
Does a queen belong in a democracy? Departures and possibilities in civics and economics education, Erin C. Adams
Teachers’ Incorporation of Epistemic Practices in K-8 Engineering and Their Views About the Nature of Engineering Knowledge, Allison Antink-Meyer and Anna Maria Arias
What will we teach the teachers? Grappling with racism in a professional development setting, Lenora Crabtree and Preethi Titu
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019, Sarah J. Fick and Anna Maria Arias
Pláticas con Maestros: Understanding the Experiences of Latinx Teachers in the New Latino South, Paula Guerra and Sanjuana Carrillo Rodriguez
Engaging the Reluctant Preservice Teacher Reader: Exploring Possible Selves with Literature Featuring Teachers, Shannon Tovey
Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context, Jennifer Ward, Joseph Dinapoli, and Katie Monahan
“Don’t bully! We are all different”: Pedagogical potential of early critical literacy with bullying-themes, Su Jeong Wee, So Jung Kim, and Jinhee Kim
Submissions from 2021
Being before: Three Deleuzian becomings in teacher education, Erin Adams
Making sense of space: mapping and materializing panoptic features in research with youth and teachers, Erin Adams
White teachers, brown yoga: Teacher candidates learning yoga, Erin Adams, Sohyun An, Jillian Ford, and Sanjuana Rodriguez
Always already there: theorizing an intra-disciplinary social studies, Erin Adams and Stacey Kerr
The Framework for Analyzing Video in Science Teacher Education (FAVSTE), Michelle E. Forsythe, Brett A. Criswell, Anna Maria Arias, Joshua A. Ellis, Lawrence Escalada, Heather J. Johnson, Amy B. Palmeri, Jessica Riccio, and Margaret E. Parker
Creating spaces for emotional justice in culturally sustaining literacy education: Implications for policy & practice, Roberta Price Gardner, Sandra L. Osorio, and Shashray McCormack
Open for whom? The need to define open science for science education, Aaron Kessler, Rasheda Likely, and Joshua M. Rosenberg
What Is Missing In Our Teacher Education Practices: A Collaborative Self-Study Of Teacher Educators With Children During The Covid-19 Pandemic, Jinhee Kim, Su Jeong Wee, and Sohyun Meacham
Views of teacher candidates on their preparedness and motivation to teach pre-Kindergarten and Kindergarten, Yanghee A. Kim, Sohyun An, Douglas Bell, Raynice Jean-Sigur, and Mary Basch
PD with Distance-Based Instructional Coaching to Improve Elementary Teacher’ Self-Efficacy in Teaching Science, Soon C. Lee, Ashlie R. Jack, and Greg Novacek
Subcontracted mothering: a discourse on professionalism in childcare in South Korea, Minjung Lim, Jinhee Kim, and Kyunghwa Lee
ReZoomⓒing Our Academic Home Using Suda (수다), Sohyun Meacham, Jinhee Kim, Su Jeong Wee, and Koeun Kim
Tensions of trust in preservice teachers’ consideration of challenging mathematics tasks, Erin Smith, Tracy E. Dobie, Naomi Jessup, and Jennifer Ward
Tensions of trust in preservice teachers’ consideration of challenging mathematics tasks, Erin Smith, Tracy E. Dobie, Naomi Jessup, and Jennifer Ward
A revolutionary love story in teacher education and early childhood education, Kamania Wynter-Hoyte, Natasha Adams Thornton, Mukkaramah Smith, and Kaitlin Jones
Submissions from 2020
Thinking with theory in a civil rights center, Erin Adams and Sohyun An
The Final Cut?: The Production of pedagogy and scholarship within a society of control, Erin Adams, Stacey Kerr, and Elizabeth Wurzburg
Characterization of curriculum materials to support NGSS-aligned engineering instruction in chemistry teaching, Sarah B. Boesdorfer, Anna Maria Arias, Bayleigh Mull, and Kyle Lieberum
(Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies, Dionne N. Champion, Eli Tucker-Raymond, Amon Millner, Brian Gravel, Christopher G. Wright, Rasheda Likely, Ayana Allen-Handy, and Tikyna M. Dandridge
Homelessness as Difficult Knowledge in Early Childhood Education, Jinhee Kim
Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program, Kayla D. Myers, Susan Swars Auslander, Stephanie Z. Smith, Marvin E. Smith, and Debra S. Fuentes
4 As: A Discussion of How Institutions of Higher Education Respond to Incidents Related to Culture, Diversity, and Equity, Natasha Thornton, Megan Adams, Ann Bennett, Marrielle Myers, Scott Ritchie, and Sanjuana Rodriguez
Submissions from 2019
Economics and the civic mission of social studies education: Two critiques of neoclassicism, Erin Adams
Twenty Years of Economics Curriculum: Trends, Issues, and Transformations?, Erin C. Adams
Moving toward: using a social justice curriculum to impact teacher candidates, Megan Adams and Sanjuana Rodriguez
Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development, Mary Alt, Shelley Gray, Tiffany P. Hogan, and Nora Schlesinger
Annotation and Agency: Teaching Close Reading in the Primary Grades, Alice Ensley and Sanjuana C. Rodriguez
Defining the Third Dimension, A Necessary Precursor to Fulmer et al.’s Challenges, Sarah J. Pick and Anna Maria Arias
Submissions from 2017
Disrupting the status quo: exploring culturally relevant and sustaining pedagogies for young diverse learners, Kamania Wynter-Hoyte, Eliza Gabrielle Braden, Sanjuana Rodriguez, and Natasha Thornton
Submissions from 2016
The Ethics of Sin Taxes: Results from the Positive Jeevan Saathi Study, Shilpa N. Patel, Monique M. Hennink, Michelle E. Hynes, and Kathryn M. Yount
Submissions from 2015
Going Global in Early Childhood Education, Douglas Bell, Raynice E. Jean-Sigur, and Yanghee A. Kim
Building Global Awareness in Early Childhood Teacher Preparation Programs, Raynice Jean-Sigur, Douglas Bell, and Yanghee Kim
Submissions from 2014
U.S. History Through the Eyes of South Korean Youth, Sohyun An, Myung-Jung Kim, and Stacy Delacruz
U.S. History through the Eyes of South Korean Youth, Sohyun An, Myung Jung Kim, and Stacy Delacruz
Using Nearpod in Elementary Guided Reading Groups, Stacy Delacruz
Immigration, Imagined Communities, and Collective Memories of Asian American Experiences: A Content Analysis of Asian American Experiences in Virginia U.S. History Textbooks, Yonghee Suh, Sohyun An, and Danielle Forest
Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity, Carolyn S. Wallace and Lori Brooks
Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity, Carolyn S. Wallace and Lori Brooks
Submissions from 2013
Simple Yet Complicated: U.S. History Represented in South Korean History Textbooks, Sohyun An and Yonghee Suh
Submissions from 2012
Korean American High School Students’ Perspectives on U.S. History, Sohyun An
Primary School Science Teachers' Perspectives Regarding Their Professional Development: Implications for School Districts in South Africa, Bongani D. Bantwini
The Discourse, Practice, and Expansion of Chinese Scientific Socialism: Geopolitical Implications for Latin America And The United States, Robert A. Devillar
Incubating and Sustaining: How Teacher Networks Enable and Support Social Justice Education, Scott Ritchie
Submissions from 2011
Transforming America: Cultural Cohesion, Educational Achievement, And Global Competitiveness, Robert A. DeVillar and Binbin Jiang
Sharing, Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings, J. Andrés Gallardo-Virgen and Robert A. Devillar
Effects of School and Cultural Contexts on Student Teaching Abroad Outcomes: Insights from U.S. Student Teachers in Belize, China, and Mexico, Binbin Jiang and Robert A. Devillar
Meeting Their Fullest Potential: The Beliefs and Teaching of a Culturally Relevant Science Teacher, Charlease P. Kelly-Jackson and Tambra O. Jackson
Submissions from 2010
Distilling Wisdom from Practice: Finding Meaning in PDS Stories, Rick A. Breault
Student Teaching Abroad Inter-Group Outcomes: A Comparative, Country-Specific Analysis, Binbin Jiang, Debra J. Coffey, Robert A. Devillar, and Sandra Bryan
Submissions from 2009
The Celluloid Teacher, Rick A. Breault
Equity and Empowerment in PDS Work: A Review of Literature (1999 to 2006), Rick A. Breault and Brian Lack
Shark Teeth Classification, Tom Brown, Sally Creel, and Velda Lee
Unlocking the Power of Language: Research-based Strategies for Language Development, Debra J. Coffey and Alice F. Snyder
U.S. Student Teachers in Belize, China and Mexico: Patterns of Cultural, Professional, and Character Development, Robert A. DeVillar and Binbin Jiang
An Examination of Research Methods in Mathematics Education (1995-2005), Lynn C. Hart, Stephanie Z. Smith, Susan L. Swars, and Marvin E. Smith
A Longitudinal Study of Effects of a Developmental Teacher Preparation Program on Elementary Prospective Teachers’ Mathematics Beliefs, Susan L. Swars, Stephanie Z. Smith, Marvin E. Smith, and Lynn C. Hart
Submissions from 2008
Mighty Molecule Models, Tom Brown, Gregory T. Rushton, and Marie Bencomo
Submissions from 2007
Education and Hispanics in Hypergrowth Areas: The Georgia Question in American Schooling, Robert A. DeVillar and Binbin Jiang
Teaching and Learning within and across Cultures: Educator Requirements across the United States, Michael J. Morrier, Miles A. Irving, Evelyn Dandy, Grigory Dmitriyev, and Ikechukwu C. Ukeje
A Longitudinal Study of Elementary Pre-service Teachers' Mathematics Beliefs and Content Knowledge, Susan Swars, Lynn C. Hart, Stephanie Z. Smith, Marvin E. Smith, and Tammy Tolar
Submissions from 2006
Promoting Literacy Development in a Multilingual Society: The South Africa Language in Education Policy, Linda B. Akanbi
Using Animal Farm as a Medium for the Powerful Teaching of Critical Literacy and Social Studies, Linda B. Akanbi
Finding the Blue Note: A Metaphor for the Practice of Teaching, Rick Breault
Professional Development of EFL Teachers in Mexico: Examining Cross-Cultural and Global Linkages, Influences, and Outcomes, Robert A. DeVillar and Binbin Jiang
Building Teachers: A Constructivist Approach to Introducing Education, David Jerner Martin and Kimberly S. Loomis
Young Children Are Different. Have You Noticed? - What Is Essential Is Invisible to the Eye, Feland L. Meadows
Submissions from 2005
Linking Literacy Assessment and Instruction: Reading Endorsement Candidates Learn from American Reads Program, Linda B. Akanbi
Using Multicultural Literature to Created Guided Reading Connections for African American Learners, Linda B. Akanbi
Antiracist Pedagogy: Definition, Theory, and Professional Development, Alda M. Blakeney
Priming the Philosophic Process, Rick A. Breault
EFL Professional Development in Cross-Cultural Relief: Examining Effects of US Frameworks on Teacher Practice in México, Binbin Jiang and Robert A. Devillar
Process-Oriented Inquiry— A Constructivist Approach to Early Childhood Science Education: Teaching Teachers to Do Science, David Jerner Martin, Raynice Jean-Sigur, and Emily Schmidt
Perché Johnny non sa leggere, Feland L. Meadows
Submissions from 2004
How African American Mothers Assist Their Early Adolescent Daughters with Reading Tasks, Alice M. Scales and Alice F. Snyder
Submissions from 2003
The Literacy Action Plan: A Blueprint for Literacy Success, Linda B. Akanbi
Feeling Prepared: Preservice and Inservice Teachers' Perceptions of Competency to Teach Language Arts, Kathleen A. J. Mohr, George Hess, Binyao Zheng, and Robin Morrow