Student Publications and Presentations

Publications and Professional Presentations of Teacher Education and Teacher Development Doctoral Students

[The author names in bold are current and former students in the Teacher Education and Teacher Development PhD program.]

Books – In Contract

Strom, K. & Walqui, A. (In contract). Developing expertise to work with English language learners: Success stories across contexts. Washington, D.C.: Caslon Press.

Walqui, A. & Strom, K. (In contract). Designing quality instruction for English language learners in an era of new standards. San Francisco, CA: Jossey Bass.

Peer Reviewed Journal Articles – Published or In-Press

Cochran-Smith, M., Villegas, A. M., Abrams, L. W., Chavez-Moreno, L., Mills, T. & Stern, R. (In press). Critiquing teacher preparation research: An overview of the field, Part two. Journal of Teacher Education.

Jusinski, M. (2013). Lights! Camera! Action! Journal of Adolescent & Adult Literacy. 57(3): 92.

Klein, E.J., Taylor, M., & Onore, C., Strom, K. & Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency with Montclair State University and the Newark Public Schools. Teaching Education, 24(1), 27-57.

Klein, E.J., Taylor, M., Abrams, L., Monteiro, K., Romney, W., Scipio, M. Diaz, A., Dunn, B., Poole, S. (In press). Making the leap to teacher: Pre-service residents, faculty and school mentors taking on action research together in an urban teacher residency program, Networks: An online journal for teacher research.

Larkin, D. B. & Perry-Ryder, G. (In press). Without the light of evolution: A case study of resistance and avoidance in learning to teach high school biology. Science Education.

Martin, A. D. & Kamberelis, G. (2013). Mapping not tracing: Qualitative educational research with political teeth. International Journal of Qualitative Studies in Education, 26(6), 668-679.

Strom, K. J. & Martin, A. D. (2013). Putting philosophy to work in the classroom: Using rhizomatics to deterritorialize neoliberal thought and practice. Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 9(3), 219-235.

Taylor, M., Klein, E.J. & Abrams, L. (2014). Tensions of re-imagining our roles as teacher educators in a third space: Revisiting a co/autoethnography through a faculty lens. Studying Teacher Education, 10(1), 3-19.

Villegas, A.M., Strom, K. & Lucas, T. (2012). Closing the racial/ethnic gap between students of color and their teachers: An elusive goal. Equity and Excellence in Education, 45(2), 283-301.

Peer Reviewed Journal Articles – Under Review, Under Revision, Forthcoming, In Progress

Abrams, L. W., Villegas, A. M., Cochran-Smith, M. (Under review). Research on teachers as school-based teacher educators in the clinical preparation of teacher candidates. Teaching and Teacher Education.

Fives, H. & Mills, T.M. (In progress). Teaching Philosophy of Education with concept maps and narrative essays. Teacher Education.

Larkin, D. B. & Perry-Ryder, G. (Under revision). Reasoning about race and pedagogy in three pre-service second-career science teachers. Cognition and Instruction.

Mills, T., Villegas, A. M., Cochran-Smith, M. (Under review). Research on preparing general education teachers for English language learners.Teacher Education Quarterly.

Taylor, M., Klein, E.J., Onore, C., Strom, K. & Abrams, L. (Under review). Exploring inquiry in the third space: Case studies of the first year in an urban teacher residency program. The New Educator.

Peer Reviewed Book Chapters – Published, In Press, Accepted

Barnes, N., Fives, H. & Dacey, C. (Accepted). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill, (Eds.). The Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge.

Cochran-Smith, M., & Villegas, A. M., Abrams, L., Chavez-Moreno, L, Mills, T. & Stern, R. (In press). Research on the preparation of teachers: Charting the landscape of a sprawling field. In D. Gitomer & C. Bell (Eds.), The 5^th handbook of research on teaching. Washington, D.C.: AERA.

Fives, H., Lacatena, N. & Gerard, L. (In press). Teachers’ beliefs about teaching (and learning). In H. Fives & M. G. Gill (Eds.), Handbook of research on teachers’ beliefs. New York: Routledge.

Klein, E. J., Monteiro, K., Scott Kallai, K. & Abrams, L. (In press). Mentoring in the third space. In Taylor, M. & Klein, E. J. A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education. Rotterdam: The Netherlands: Sense Publishers.

Lucas, T., Villegas, A.M. & Martin, A. D. (In press). Teachers’ beliefs about English language learners and their education. To appear in H. Fives & M. G. Gill (Eds.), Handbook of research on teachers’ beliefs. New York, NY: Routledge.

Martin, A.D. (2014). From Adam and Eve to Dick and Jane: A literary nomadic inquiry on gender and sexuality in teaching and teacher education. In M. Taylor & L. Coia (Eds.), Gender, feminism and queer theory in the self-study of teacher education practices. Boston, MA: Sense Publishers.

Martin, A. D. (2013). Kaleidoscopic musings on a queer praxis. In H. Endo & P. C. Miller (Eds.), Queer voices from the classroom (pp. 169-175). Charlotte, NC: Information Age Publishing.

Strom, K. (Forthcoming). Teaching assemblages: Negotiating learning and practice in the first year of teaching. In W. Reynolds & J. Webber (Eds.), Expanding curriculum theory: Dis/positions and lines of flight. NY: Routledge.

Strom, K., Abi-Hanna, R., Dacey, C., Duplaise, J. & Abrams, L. (2014). Exploring and connecting lines of flight: A rhizoanalytic co/autoethnography. In M. Taylor & L. Coia (Eds.), Gender, feminism, and queer theory in the self-study of teacher education practices.

Strom, K. & Lesperance, R. (In press). Inquiry and induction in the third space. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands: Sense Publishing.

Strom, K.J. & Martin, A.D. (Forthcoming). Deterritorializing neoliberal thought and practice in the classroom. To appear in M. Abendroth & B. Porfilio (Eds.), Schools against the neoliberal rule: Educational fronts for social justice. Charlotte, NC: Information Age Publishing.

Taylor, M.,Diaz, A., Taylor, J., Strom, K. & Perry-Ryder, G. (In press). Teaching for Social Justice through Inquiry in a Third Space. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands: Sense Publishing.

Taylor, M. & Strom, K. (In press). Teaching for social justice with inquiry cycles. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands: Sense Publishing.

Peer Reviewed Book Chapters – Under Review and Forthcoming

Fives, H. & Mills, T.M. (Under review). In M. C. Smith & N. DeFrates-Densch, (Eds.). Challenges and innovations in educational psychology teaching and learning. Charlotte, NC: Information Age Publishing Inc.

Strom, K.J. (Forthcoming). Teaching assemblages: Negotiating learning and practice in the first year of teaching. In W. Reynolds and J. Webber (Eds.), Expanding curriculum theory: Dis/positions and lines of flight. Mahwah, NJ: Lawrence Erlbaum.

Strom, K. J. & Martin, A. D. (Forthcoming). Deterritorializing neoliberal thought and practice in the classroom. In M. Abendroth & B. Porfilio (Eds.), Schools against the neoliberal rule: Educational fronts for social justice. Charlotte, NC: Information Age Publishing.

Other Publications

Abrams, L., Strom, K., Dacey, C., Dauplaise, J., & Abi-Hanna, R., (Forthcoming). Engaging with theory through self-study. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 10th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.

Abrams, L., Strom, K., Abi-Hanna, R., Bess, N., Collucci, M., Dacey, C., Dauplaise, J., Mastellone, S. & Taylor, M. (2012). “I am what I am not yet”: Becoming teacher educators and change agents. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.

Martin, A.D. & Strom, K. (Accepted, 2014). Putting rhizomatics to work in self-study. Proceedings of the 10^thInternational Conference on Self Study of Teacher Education Practices, East Sussex, England.

Strom, K. (2014). The activist mentality. In Gravett, S., Becoming a teacher. Cape Town, South Africa: Pearson.

Strom, K. (2012). The bottom line on ‘No Excuses’ and poverty. The Washington Post Answer

Sheet. http://www.washingtonpost.com/blogs/answer-sheet/post/the-bottom-line-on-no-excuses-and-poverty-in-school-reform/2012/09/29/813683bc-08c1-11e2-afff-d6c7f20a83bf_blog.html.

Strom, K. (2013). Scaffolding. New York Department of Education: http://schools.nyc.gov/NR/rdonlyres/A7CBC9AC-6BD7-4886-998C-788A65ABBCB6/0/NYCDOEScaffoldingWalquiStrom_kh.pdf.

Taylor, M., Abrams, L., Klein, E., Wray, S., Strom, K., Cordero, E., Silva, J., Famularo/Blazquez, T., Scipio, M., Scott, K., Panitch, A., Romney, W., Brown, C., Barzaga, B., Mooney, E., Rozek, T., Lidman, L., Abreu, I., Monteiro, A. & Rincon, R.. (2012). Shape shifting or becoming third space teacher educators? A co/autoethnographic self-study of mentors and faculty. In L. B. Erickson, J. R. Young, & S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.

Tidwell, D., Farrel, J., Brown, N., Taylor, M., Coia, L., Abi-Hanna, R., Abrams, L., Dacey, C., Duplaise, J. & Strom, K. (2012).The transformative nature of self-study. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.

Wasserman, S. J. & Bates, T. A. (In press). Selling the norm: How the media shapes perceptions of disability through advertising. In L. M. Nicosia & R. A. Goldstein (Eds.), Through a distorted lens: Media as curricula and pedagogy in the 21st century. Boston: Sense Publishers.

Refereed Scholarly Presentations

Abi-Hanna, R., Abrams, L., Brubaker, N., Clemans, A., Coia, L., Dacey, C., Dauplaise, J., Forgasz, R., Hamilton, M.L., Kitchen, J., Kuzmic, J., Pinnegar, S., Strom, K., Taylor, M. & Tidwell, D. (2014). Given our past, what is our future? An interactive dialogue on gender, feminism, and queer theory in self-study. (August 2014) Paper presented at the 10th International Conference on Self Study of Teacher Education Practices, East Sussex, England.

Abrams, L. (April 2014). Research on teacher preparation: Charting the landscape of a sprawling field—A focus on Field Experiences. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Abrams, L. (April 2014). Representations of cooperating teachers’ practice knowledge in empirical research. In L. Abrams (Chair), Symposium: The mentoring dilemma in an age of school-based teacher preparation. American Educational Research Association, Philadelphia, PA.

Abrams, L. (2013). Research on teachers as collaborators in clinical preparation of teacher candidates. In symposium organized by A. M. Villegas and M. Cochran-Smith, Research on teacher education: Conceptualizing the field. Invited Vice Presidential Session for the American Educational Research Association, San Francisco, CA.

Abrams, L., Strom, K., Abi-Hanna, R., Bess, N., Collucci, M., Dacey, C., Dauplaise, J., Mastellone, S. & Taylor, M. (2012). I am what I am not yet. Paper presented at the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England.

Abrams, L., Strom, K., Dacey, C., Dauplaise, J., & Abi-Hanna, R. (August 2014). Engaging with theory through self-study. 10th International Conference on Self Study of Teacher Education Practices, East Sussex, England.

Abrams, L., Taylor, M., Klein, E. & Strom, K. (2012). Shape shifting or becoming third space teacher educators? A co/autoethnographic self-study of mentors and faculty. Paper presented at the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England.

Bohny, B., Clark, S., D’Elia, S., Lobato-Creekmur, G., Tarnowski, S., Taylor, M., Wasserman, S. (2015). What happens in Vegas doesn’t always stay in Vegas: Negotiating the curriculum leads to agency. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Carolan, B. V. & Wasserman, S. (2014). Social Network Analysis and Teacher Education/Teacher Development. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia.

Cochran-Smith, M. Villegas, A. M., Chavez-Montero, L., Mills, T., Stern, R. & Abrams, L. (April 2014). In Goodwin, A. L. (Chair). Research on teacher preparation: Charting the landscape of a sprawling field. Invited Session for the American Educational Research Association, Philadelphia, PA.

Crooms, C. (2013). Exploring complexities of teacher identity and race: An auto-ethnographic study. Poster Presented at the 37^th National Conference for Black Studies, Indianapolis, IN.

Crooms, C. & Larkin, D. (2015). Analyzing constructivist dilemmas in the New York City framework for teaching. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

DiDonato-Barnes, N. D., Fives, H. & Dacey, C. M. (2014, April). Assessing Assessment Texts: Where is Planning? Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Fives, H., Barnes, N. & Dacey, C.M. (2015). U.S. Teachers’ conceptions of the purposes of assessment. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Fives, H., Dacey, C. M. & Mills, T. M. (2014, April). Compensation and Benefits for Cooperating Teachers: A Multi-National Investigation. Paper accepted in L. Abrams (Chair) The mentoring dilemma in an age of school-based teacher preparation. Paper accepted to the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Fives, H., Dacey, C. & Mills, T.M. (2014, April). Compensation and benefits for cooperating teachers: A multi-national investigation. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Fives, H. & Mills, T.M. (2014, April). Sustained inquiry-focused professional development for teacher learning. Roundtable at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Fives, H., Mills, T. M. & Dacey, C. M. (2013, April). A comparison of cooperating teacher benefits from colleges and schools of education in 1953 and 2012. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Fives, H. & Mills, T.M. (2012). Teaching philosophy of education with concept maps or narrative essays. Paper presented at the Annual Meeting of the Northeastern Educational Research Association, Rocky Hill, CT.

Fives, H., Mills, T. M. & Dacey, C. M. (2013, April). A comparison of cooperating teacher benefits from colleges and schools of education in 1953 and 2012. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Klein, E.J., Taylor, M., Abrams, L., Monteiro, K., Romney, W., Scipio, M. Diaz, A., Dunn, B., Poole, S. (in press). Making the leap to teacher: Pre-service residents, faculty and school mentors taking on action research together in an urban teacher residency program, Networks: An online journal for teacher research.

Klein, E.J., Taylor, M. & Crooms, C. (2013). What does excellence in teaching look like? Mentors, faculty, and residents design protocols to explore video artifacts of teaching. Paper presented at the International Study Association on Teachers and Teaching (ISATT) 2013 Conference, Ghent, Belgium.

Klein, E.J., Taylor, M., Crooms, C., Hnatczuk, O., Monteiro, A.K., Mooney, E. & Scott, K. (2013). Building reflective practice together in an urban teacher residency: Mentors, faculty, and residents design protocols to examine video artifacts of teaching. Paper presented at the Ethnography in Education Forum, Philadelphia, PA.

Lacatena, N., Gerard, L. & Fives, H. (2012). Teachers’ beliefs about learning and instruction: A review of the literature. Paper presented at the Northeastern Educational Research Association (NERA) Conference, Storrs, CT.

Larkin, D., Perry-Ryder, G. & Robinson, J. (2014). Evidence for growth in secondary science residents’ knowledge for teaching in an Urban Teacher Residency. American Educational Research Association (AERA), Annual Meeting Philadelphia, PA, April 2014.

Lucas, T., Martin, A. & Crooms, C. (2015). A comparative analysis of conceptions of the knowledge base for mainstream teachers of English language learners. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Lucas, T., Villegas, A.M. & Martin, A.D. (April 2013). Teachers’ beliefs about English language learners: A critical review of the literature. American Education Research Association (AERA) Annual Meeting, San Francisco.

Martin, A.D. (October 2012). In-service teacher learning about ELLs: How they learn and what they know. Annual Conference of the Northeastern Educational Research Association, Rocky Hill, CT.

Martin, A.D. & Perry-Ryder, G. (May 2012). In whose best interest? School and teacher reform for the 21^stcentury. Annual Conference of the Critical Race Studies in Education Association, New York City.

Martin, A.D. & Strom, K. (Accepted, 2014). Putting rhizomatics to work in self-study. 10^thInternational Conference on Self Study of Teacher Education Practices, East Sussex, England.

Mills, T.M. (April, 2014). Research on teacher preparation: Charting the landscape of a sprawling field—A focus on preparing teachers for diversity. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Mills, T.M. (2013, April). Teacher preparation for ELL instruction. Paper presented at the Annual Meeting of the Educational Research Association, San Francisco, CA.

Mills, T.M. (2013, December). Using Model of Domain Learning to examine reading recovery teacher learning: Modeling expertise for reading instruction.Roundtable at the Annual Meeting of the Literacy Research Association, Dallas, TX.

Perry-Ryder, G. &Larkin, D. (2014). “We also can’t evaluate what we don’t know:” Cultural competence in assessment and evaluation for teacher quality. American Educational Research Association (AERA) Annual Meeting Philadelphia, PA, April 2014.

Ryan, M. G. (2014). Teacher as researcher, teacher as scholar, and teacher as leader. In Symposium: Developing an inquiry stance toward instructional leadership: Teacher leader action research. Paper presented at the American Educational Research Association (AERA), Annual Meeting Philadelphia, PA, April 2014.

Spencer, T. & Martin, A.D. (February 2014). From “Colorblindness” towards culturally responsive pedagogy: Teaching multicultural literature to future literacy coaches. 35^th Annual Ethnography in Education Research Forum, Philadelphia, PA.

Spencer, T., Martin, A. & Lee, E. (2015). Complicating what counts as a text for young children: Teaching multicultural literature in teacher education courses. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Strom, K. (2013). Negotiating instructional practice during the first year of teaching. In Strom, K. & Taylor, M. (organizers), Building systemic and sustainable educational change in a third space: A multi-dimensional view of the Newark-Montclair Urban Teaching Residency. American Educational Research Association Annual Meeting, San Francisco, CA.

Strom, K. (2014). Teaching as rhizomatic activity: Negotiating learning and practice in the first year of teaching. Paper presented in symposium, M. Cochran-Smith (organizer): The problem of linear thinking in research on teacher learning: Can complexity theories help? American Educational Research Association Annual Meeting, Philadelphia, PA.

Strom, K. & Martin, A.D. (2015). Decentering a neoliberal second language education paradigm: Purpose and scholarship significance. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Strom, K. J. & Martin, A.D. (November 2012). Deterritorializing capitalistic practices and thought in the classroom: A rhizomatic self-study. Annual Critical Theories in the 21^st Century Conference, West Chester, PA.

Strom, K. & Pires, M. (2013). Rhizomatics as a methodology of hope and transformation. Paper presented at the American Educational Research Association, San Francisco, CA.

Strom, K.J., Walqui, A. & Hamburger, L. (2015). Connecting theory and practice through coaching cycles: In-service professional development for teachers of English language learners. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Taylor, M., Abi-Hanna, R., Abrams, L., Dacey, C., Duplaise, J. & Strom, K. (2011). The transformative nature of self-study. Presentation at the Ethnography in Education Forum, Philadelphia, PA

Taylor, M. & Abrams, L. (2012). Exploring the possibility of third-space in teacher education. Paper presented at the Invisible College for Research on Teaching, Vancouver, Canada.

Taylor, M., Klein, E., Monteiro, K., Cuellari, R. & Strom, K. (2011). The Newark Montclair Urban Teacher Residency program: Opening a third space to promote quality education for all. Paper presented at the National Network for Educational Renewal Conference, Hartford, CT.

Taylor, M., Klein, E., Munakata, M., McManus, J., Trabona, K. & Rahman, Z. (2015). Fostering Science Teacher Leadership for sustainable change. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Taylor, M., Klein, E., Onore, C., Cuellari, R. & Strom, K. (2011).Developing an urban teaching residency in dynamic times and spaces: The Newark Montclair Urban Teaching Residency as a Third Space in education. Paper presented at the Ethnography in Education Forum, Philadelphia, PA.

Taylor, M., Klein, E. J., Strom, K. & Abrams, L. (2012). A year in the third space: The praxis of inquiry. In Strom, K. & Taylor, M. (Chairs). Urban teacher residencies, year one: Looking across models and contexts. Symposium for the American Educational Research Association, Vancouver, Canada.

Taylor, M., Klein, E. J., Strom, K. & Abrams, L. (2012). A year in the third space: The praxis of inquiry. Paper presented at the Ethnography in Education Forum, Philadelphia, PA.

Taylor, M., Klein, E., Strom, K. & Perry-Ryder, G. (2014). Inquiring and facilitating inquiry with students: Residents develop a social justice teaching stance. American Educational Research Association (AERA), Annual Meeting, Philadelphia, PA, April 2014.

Taylor, M., Onore, C., Klein, E. J. & Strom K. (2011). Finding a third space in teacher education: Creating an urban teacher residency with Montclair State University and the Newark public schools. In S. Dickstein (Chair). Developing and Sustaining UTRs: How Do We Provide Effective Preparation Experiences and Build Resident Efficacy? Symposium presented at the meeting of the American Educational Research Association, New Orleans, LA.

Tidwell, D., Farrel, J., Brown, N., Taylor, M., Coia, L., Abi-Hanna, R., Abrams, L., Dacey, C., Duplaise, J. & Strom, K. (2012). The transformative nature of self-study. Presidential session of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England.

Villegas, A.M., Martin, A.D. & Mills, T. (2015). Research on preparing preservice general education teachers to teach English language learners. American Educational Research Association (AERA), Annual Meeting, Chicago, Illinois, April 2015.

Villegas, A.M. & Perry-Ryder, G. (2013). Advancing the social justice agenda in elementary and secondary schools by preparing candidates of color as culturally responsive teachers. American Educational Research Association (AERA), Annual Meeting, Vancouver, Canada, April 2012.

Refereed Scholarly Presentations – Proposal Submitted

Strom, K., Villegas, A. M., Lucas, T., Martin, A., Mills, T., Cody, M., de Jong, E., Harpe, C., Hamburger, L., Walki, A., Feiman-Nemser, S. (Under review). Preparing linguistically responsive teachers across the professional continuum. Symposium for the Annual Meeting of the American Educational Research Association, Chicago, IL.