2017-2018 Faculty Publications

College of Education Research Responds to Critical Questions of Today, Transforms Tomorrow

From research to clinical practice, the University of Kentucky College of Education is shaping education not only in college classrooms, but in schools and beyond – in homes, in the workplace, in health care, and more. Through the research efforts of faculty, the college engages in the critical questions of our day.

During the 2017-18 academic year, faculty and staff worked with the college’s nearly 3,000 enrolled students in more than 70 programs of study. They were also deeply engaged in service and research. Over the past several years, primary and collaborative sponsored research at the college has increased dramatically, from $8,440,036 in 2009 to more than $30 million in 2018.

Below is a partial listing of journal articles published by College of Education faculty this past academic year, providing a glimpse into the breadth and depth of the impact the college makes on the health, education and well-being of Kentuckians and beyond.

This is only snapshot of recent research. For more, visit faculty profiles here.

Curriculum & Instruction

Department of Curriculum & Instruction

Associate Professor

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Malo-Juvera, V., Correll, P., & Cantrell, S. (2018). A mixed methods investigation of teachers’ self-efficacy for culturally responsive instruction. Teaching and Teacher Education. https://www.sciencedirect.com/science/article/pii/S0742051X17315627

Powell, R., Cantrell, S. C., & Correll, P. (2017). Power and agency in a high poverty elementary school: How teachers experienced a scripted reading program. Journal of Language and Literacy Education, 13(1), 93-124.

Department of Curriculum & Instruction

Assistant Professor

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Crowley, R. M. (In press). White teachers, racial privilege and the sociological imagination. Urban Education.

Smith, W. L. & Crowley, R. M. (In press). Barack Obama, racial literacy, and lessons from “A More Perfect Union.” The History Teacher.

Crowley, R. M. & King, L. J. (2018). Making inquiry critical: Examining power and inequity in the Classroom. Social Education 82(1), 14-17.

Department of Curriculum & Instruction

Assistant Professor

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Darolia, L.H. (in press). “What if I offend someone?” Collaborating on critical literacy initiatives by engaging others in small ways.Talking Points.

Kuby, C.R., Gutshall Rucker, T. & Darolia, L.H. (2017). Persistence(ing): Posthuman agency in a Writer’s Studio. Journal of Early Childhood Literacy, 17(3), 353-373.

Department of Curriculum & Instruction

Associate Dean

AACTE Clinical Practice Commission. (2018). A pivot toward clinical practice, its lexicon, and renewing the profession of teaching. White paper. National Press Club release January 17, 2018.

Henry, L. A., Hyde, L., & Keifer Kennedy, M. (2017). Teacher inquiry and clinical partnerships help transform teacher preparation. School-University Partnerships, 10(2).

Bussert-Webb, K., & Henry, L. A. (2017). Promising digital practices for nondominant learners. International Journal of Educational Technology, 4(2), 43-55.

Henry, L. A., & Stahl, N.A. (2017). Dismantling the developmental education pipeline: Potent pedagogies and promising practices that address college readiness gaps. Journal of Adolescent & Adult Literacy, 60(6).

Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. Journal of Education, 197(2), 1-18. (Reprinted from Theoretical Processes and Models of Reading, Edition, pp. 1150-1181, by D. Alvermann and N. Unrau, Eds., 2013, Newark, DE: International Reading Association

Department of Curriculum & Instruction

Associate Research Professor

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Hruby, G. G. (In press). How practitioners can inform policy. Journal of Adolescent and Adult Literacy, 62 (2).

Hruby, G. G. & Goswami, U. (In press). Educational neuroscience for reading education researchers. In D. Alvermann, N. Unrau, M. Sailors, and R. Ruddell (Eds.), Theoretical Models and Processes of Literacy (7th ed.). New York: Routledge Taylor Francis.

Hruby, G. G. (2017). Literacy, comprehension, and the neurosciences. In S. Israel (Ed.), Handbook of Research on Reading Comprehension (2nd ed.) (pp. 191-218). New York, Guilford.

Department of Curriculum & Instruction

Professor

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Mazur, J.M. & Westneat, S.A. (2017) A socio-cognitive strategy to address farmers’ tolerance of high risk work: Disrupting the effects of apprenticeships of observation. Journal of Safety Reseearch. http://dx.doi.org/10.1016/j.jsr.2016.12.006

Department of Curriculum & Instruction

Associate Professor

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Perry, K.H., Shaw, D.M., Ivanyuk, L., Tham, Y.S.S. (2018). The “Ofcourseness” of Functional Literacy: Ideologies Adult Literacy. Journal of Literacy Research, 50(1), 74-96.

Link: http://journals.sagepub.com/toc/jlrb/current

Perry, K.H., Shaw, D.M., Ivanyuk, L., & Tham, Y.S.S. (2017). Functional Literacy: Prominent Themes, Glaring Omissions, and Future Directions.Journal of Language and Literacy Education, 13(2), 1-37.

Link: http://jolle.coe.uga.edu/wp-content/uploads/2017/11/Perry_JoLLE2017.pdf

Shaw, D.M., Perry, K.H., Ivanyuk, L., Tham, Y.S.S. (2017). Who researches functional literacy? Community Literacy Journal, 11(2), 43-64

Link: http://www.communityliteracy.org/index.php/clj/issue/view/32/showToc

Department of Curriculum & Instruction

Associate Professor

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Howell, P.B., Cook, C.M., Miller, N.C., Thompson, N.L., Faulkner, S.A. & Rintamaa, M. (in press). The complexities of middle level teacher credentialing: Status report and future directions. Research in Middle Level Education Online.

Rintamaa, M. & Howell, P. B. (2017) Drawing on the layers of a partnership to prepare middle level teachers. Middle Grades Review, 3(3), 1-7.

Howell, P.B., Rintamaa, M., Faulkner, S. & DiCicco, M. (2017). Four professors, three universities, two modes of technology, and one eighth grade classroom: Collaboration in middle level teacher education. Middle School Journal, 48(5), 14-20.