Research & Service Supporting Diversity, Equity, & Inclusion

The students, faculty, and staff of the BCOE are committed to and engaged in research and service supporting diversity, equity, and inclusion, as well as historically marginalized and minoritized groups.

Research: Publications (2015-2018)

  • Croft, S. J., Pogue, T., & Walker, S. W. (2018). Living the legacy of African American education: A model for university and school engagement. Rowman & Littlefield.

  • Adams, M. G. (2017). Culturally responsible teaching: An example and lessons learned. In M. G. Adams, S. C. Rodriguez, & K. Zimmer (Eds.), Culturally relevant teaching: Preparing teachers to include all learners (pp. 45-60). Rowman & Littlefield.

    Adams, M. G., Rodriguez, S. C., & Zimmer, K. (2017). Summer bridge programs to encourage literacy success for all children. In M. G. Adams, S. Rodriguez, & K. Zimmer (Eds.), Culturally relevant teaching: Preparing teachers to include all learners (pp. 93-104). Rowman & Littlefield.

    Alviar-Martin, T. (2018). Culture and citizenship. In I. Davies, L.-C. Ho, D. Kiwan, C. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.), Palgrave handbook of global citizenship and education (pp. 347-361). Palgrave Macmillan.

    Alviar-Martin, T., & Baildon, M. C. (2018). Global citizenship in Asia. In K. J. Kennedy, & J. C. K. Lee, (Eds.), Routledge international handbook on schools and schooling in Asia (pp. 600-609). Routledge, Taylor & Francis Group.

    An, S. (2016). Navigating higher education as an Asian immigrant female. In K. H. Brown, P. Alvarez McHatton, M. Frazier, & T. Scott (Eds.), Faculty of Color Navigating Higher Education (pp. 35-50). Rowman & Littlefield.

    An, S. (2018). Unpacking patriotism in an elementary social studies methods class. In S. Shear et al. (Eds.), (Re)imagining elementary social studies: A controversial issues reader (pp. 235-254). Information Age Publishing Inc.

    An, S. (2018). A review of Korean American Education Studies: Disrupting a sing story of model minority success. In R. Joo & S. Lee (Eds.), A companion to Korean American studies (pp. 418-446). Brill.

    An, S. (2019). Unpacking civil liberties in wartime and its intersect with race: An inquiry lesson on Japanese American Incarceration. In J. Hubbard & J. Harshman (Eds.), Extending the ground of public confidence: Teaching civil liberties in K-16 social studies. Information Age Publishing Inc.

    An, S. (In press). AsianCrit as a theoretical lens to trouble and transform white supremacy. In S. Shear et al. (Eds.), Marking the invisible: Articulating Whiteness in social studies education. Information Age Publishing Inc.

    Baildon, M. C., & Alviar-Martin, T. (2017). Social studies teacher education in a global society: International perspectives. In C. Martell (Ed.), Research in social studies teacher education: Critical issues and current perspectives (pp. 77-99). Information Age Publishing Inc.

    Bessette, H. J., & Carter Hicks, J. (2018). Cooperative learning as critical culturally sustaining/responsive pedagogy. In S. N. J. Blackman, & D. A. Conrad (Eds.), Caribbean discourse in inclusive education (CDIE), responding to learner diversity and difficulties (Series, Vol. 2). Information Age Publishing Inc.

    Croft, S. J. (2018). Collaboration between higher education and public-school educators. In S. J. Croft, T. Pogue, & V. Walker (Eds.), Living the legacy of African American education: A model for university and school engagement (pp. 1-8). Rowman & Littlefield.

    Croft, S. J. (2018). Safe spaces and summer meetings. In S. J. Croft, T. Pogue, & V. Walker (Eds.), Living the legacy of African American education: A model for university and school engagement (pp. 9-18). Rowman & Littlefield.

    Croft, S. J., & Pogue, T. (2018). The challenges of implementing a historical model in a contemporary setting. In S. J. Croft, T. Pogue, & V. Walker (Eds.), Living the legacy of African American education: A model for university and school engagement (pp. 53-58). Rowman & Littlefield.

    Culp, B., & James-Hassan, M. (2016). Towards a critical discourse on the Black Experience in Canada and the United States: Implications for physical education. In D. B. Robinson, L. Randall, & W. J. Harvey (Eds.), Social Justice in Physical Education: Critical Reflections and Pedagogies for Change. Canadian Scholars Press.

    Ford, J. C. (2016). ‘I'm feelin' it.’: Embodied spiritual activism for my queer Black liberation. In B. Berila, M. Klein, & C. Jackson-Roberts (Eds.), Yoga, the body, and embodied social change (pp. 29-40). Lexington Books.

    Ford, J. C. (2017). ‘No really... Call me crazy.’: A teacher educator's attempt to demonstrate the power of word reclamation, identity creation, and vulnerability. In B. Picower & R. Kohli (Eds.), Confronting racism in teacher education: Counter-narratives of critical practice (pp. 67-73). Routledge.

    Gambrell, J. A. (2017). Embracing teaching as social activism: Rejecting colorblindness through cultural inclusion during study abroad. In H. An (Ed.), Handbook of research on efficacy and implementation of study abroad programs for P-12 teachers (pp. 322-340). IGI Global.

    Gambrell, J. A., & Freire, J. A. (2017). Una contextualización lingüística, racial y política de la evaluación de los programas de magisterio en Estados Unidos [Assessment in United States teacher preparation programs: Exploring linguistic, racial, and political contexts]. In A. Rivera (Ed.), Miradas a la evaluación en la diversidad cultural: Brasil, España, EU, Venezuela y México (pp. 69-92). Castellanos Editores.

    Glenn, T. L. (2017). The sword, the shield, and double-consciousness: Notes on reconciling and negotiating the Black male scholar identity. In K. H. Brown, P. Alvarez McHatton, & M. T. Scott (Eds.), Faculty of Color navigating higher education (pp. 19-34). Rowan & Littlefield.

    Guerra, P. (2015). Being a Latina in the South: Being "the other" of "the others" in the academic world. In F. Hernandez, E. MurakamiRamalho, & G. M. Rodriguez (Eds.), Abriendo puertas, cerrando heridas (Opening doors, closing wounds): Latinas/os finding work-life balance in academia (pp. 35-44). Information Age Publishing Inc.

    Guillory, N. A. (2016). #Black women matter: Intersectionality and Kimberle Crenshaw’s legacy. In D. Taliaferro Baszile, K. T. Edwards, & N. Guillory (Eds.), Race, gender, and curriculum theorizing: Working in womanish ways (pp. 103-118). Lexington Books, Rowman & Littlefield.

    Harper, F., Sanchez, W. B., & Herbel-Eisenmann, B. (2017). Doing mathematics across languages: Exploring possibilities for supporting emergent bilinguals’ mathematical communication and engagement. In. S. E. Kastberg, A. M. Tyminski, A. E. Lischka, & W. B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp. 263-278). Information Age Publishing Inc.

    Khote, N. (2018). Translanguaging in systemic functional linguistics: A culturally sustaining pedagogy for writing in secondary schools. In R. Harman (Ed.), Bilingual learners and social equity: Critical approaches to systemic functional linguistics (pp. 153-178). Springer.

    Kim, Y. A. (2018). Chapter 78: School roles in ethnic minority education in Korea. In M. T. Hue (Ed.), Section 15: Ethnic minorities. In K. J. Kennedy, & J. C.-K., Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 829-837). Routledge.

    Norris, J., An, S., Davis, C., Ford, J., Guerra, P., Her, L., McDonald, B., McHatton, P. A., & Ritchie, S. (2018). Towards an understanding of inclusion through the playbuilding of ‘Beyond the Masks’. In S. Singer, & M. Harkins (Eds.), Voices from the margins: Conversations about schooling, social justice and diversity (pp. 141-177). McGill-Queen's University Press.

    Richey, A. B., & Her, L. (2015). Contesting institutional epistemologies of diversity: The shift to a global/local framework in teacher education. In L. Nganga & J. Kambutu (Eds.), Social justice education, globalization, and teacher education (pp. 55-72). Information Age Publishing Inc.

    Rodriguez, S. C. (2016). Understanding and teaching emergent bilingual students. In C. Martin & D. Polly (Eds.), Handbook of research on teacher education and professional development (pp. 605-615). IGI Global.

    Rodriguez, S. C. (2017). Strategies for supporting emergent bilingual students. In M. G. Adams, S. C. Rodriguez, & K. Zimmer (Eds.), Cultural relevance across teaching: Models of inclusive practices across disciplines (pp. 61-72). Rowman & Littlefield.

    Russell, F. A., & Richey, A. B. (2016). Supporting inservice teachers of English learners and their development of an asset-based framework through community asset maps and oral histories in the U.S. In I. Hussein Amzat, & N. P. Valdez (Eds.), Teacher professional knowledge and development for reflective and inclusive practices (pp. 115-125). Routledge.

    Taliaferro, D., Brandon, L., Guillory, N., & Salaam, T.K. (2016). Four/For colored girls who do curriculum theory. (2016). In D. T. Baszile, K. T. Edwards, & N. Guillory (Eds.), Race, gender, and curriculum theorizing: Working in womanish ways (pp. 147-170). Lexington Books, Rowman & Littlefield.

    Thompson, W., & Coffey, D. (2017). Accentuating social and cultural connections to revitalize literacy achievement. In E. Ortlieb, & E. H. Cheek, Jr. (Eds.), Addressing diversity in literacy instruction (pp. 155-170). Emerald Group Publishing Limited.

    Whitlock, R. U. (2016). The practice of radical love: Understanding curriculum as queer theological text. In honor of William F. Pinar, M. A. Doll, (Ed.), The reconceptualization of curriculum studies: A Festschrift (pp. 179-186). Routledge.

    Zimmer, K. (2017). Enhancing social development for preschool students with autism: A teacher’s guide. Teaching exceptional children. In M. G. Adams, S. C. Rodriguez, & K. Zimmer (Eds.), Culturally relevant teaching: Preparing teachers to include all learners (pp. 3-13). Rowman & Littlefield.

    Zong, G. (2017). Which half of the sky? A critical analysis of representation of women in Chinese middle school history textbooks. In E. Brown & G. Zong (Eds.), Global perspectives on gender and sexuality in education: Raising awareness, fostering equity, and advancing justice (pp. 129-146). Information Age Publishing Inc.

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  • Adams, M. G., Rodriguez, S. C., & Zimmer, K. E. (2017). Culturally relevant teaching: Preparing teachers to include all learners. Rowman & Littlefield.

    Croft, S. J., & Pogue, T. (2018). Living the legacy of African American education: A model for university and school engagement. Rowman & Littlefield.

    Taliaferro Baszile, D., Edwards, K., & Guillory, N. A. (2016). Race, gender, and curriculum theorizing: Working in womanish ways. Rowman & Littlefield.

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  • Adams, M. G. (2017). Fostering success: Stories from four recent college graduates. Negro Educational Review, 68, 109-130.

    An, S. (2016). Asian Americans in American history: An AsianCrit perspective on Asian-American representation in U.S. history curriculum standards. Theory and Research in Social Education, 44(2), 244-276.

    An, S. (2016). Possibilities and limitations of elementary social studies methods course to prepare elementary teachers as global citizenship educators. Journal of Research in Curriculum & Instruction, 20(3), 276-286.

    An, S. (2017). AsianCrit perspective on social studies. Journal of Social Studies Research, 41(2), 131-139.

    An, S. (2017). Teaching race through AsianCrit-informed counterstories of school segregation. Social Studies Research and Practice, 12(2), 210-231.

    An, S. (2018). Beyond a single story of Brown. Social Studies Research and Practice, 13(2), 199-223.

    Braden, E. & Rodriguez, S. C. (2016). Beyond mirrors and windows: A critical content analysis of Latino children’s books. Journal of Language & Literacy Education, 12(2), 56-83.

    Bennett, J., Driver, M. K., & Trent, S. C. (2017). Real or ideal? A narrative literature review addressing white privilege in teacher education. Urban Education, 54(7), 891-918.

    Coffey, D., & Elsawy, I. (2017). Exploring the invitational impact of participation in an inclusive post-secondary academy. Journal of Invitational Theory and Practice, 23, 27-34.

    Cruz, J., Okoh, O., Gooden, A., Spates, K., Elue, C., & Rousseau, N. (2016). The evolution of Black feminist thought. Departures in Critical Qualitative Research, 5(3), 77-100.

    Driver, M. K., & Powell, S. R. (2015). Symbolic and nonsymbolic equivalence tasks: The influence of symbols on students with mathematics difficulty. Learning Disabilities Research & Practice, 30(3), 127-134.

    Driver, M. K., & Powell, S. R. (2016). Culturally and linguistically responsive schema intervention: Improving word-problem solving for English language learners with mathematics difficulty. Learning Disability Quarterly, 40(1), 41-53.

    Ellerbrock, C., Vásquez, A., Cruz, B., & Howes, E. (2016). Preparing culturally responsive teachers: Effective practices in teacher education. Action in Teacher Education, 38(3), 226-239.

    Flint, A., Allen, E., Nason, M., Rodriguez, S., Thornton, N. A., & Wynter-Hoyte, L. (2015). It happened to me: Third graders writing toward critical perspectives. Journal of Language and Literacy in Education, 11(2), 23-43.

    Gambrell, J. A. (2017). Is culturally responsive pedagogy enough? Toward culturally “real”-evant curriculum. Democracy and Education, 25(1), 1-7.

    Gillis, B. (2018). Looking beyond the classroom: Accessing our students’ funds of knowledge through young adult literature. The ALAN Review, 45(2), 67-73.

    Gillis, B. (2018). Understanding and connecting our ways of being in the world: Promoting sensitivity and understanding in classrooms with undocumented Latinx students. The ALAN Review, 45(3), 82-89.

    Glassmeyer, D. M., & Hays, M. (2018). Incorporating social justice in mathematics: An example using statistical concepts. New England Mathematics Journal, 50(1), 32-49.

    GuramatunhuCooper, N. M., Purcell, J. W., NguyenVoges, S., Worthy, R., & Myers, M. (2018). Student perceptions of millennial faculty. Currents in Teaching and Learning, 10(1), 5-18.

    Harman, R., & Khote, N. (2018). Critical SFL praxis with bilingual youth: Disciplinary instruction in a third space. Critical Inquiry in Language Studies, 15(1), 63-83.

    Hinnant-Crawford, B. N., Faison, M. Z., Chang, M.–L. (2016). Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement. Journal for Multicultural Education, 10(3), 274-293.

    Jarrett, P., Tran, H., & Buckman, D. G. (2018). The effects of gender and professional experience on superintendent selection decisions by school board chairpersons. AASA Journal of Scholarship and Practice, 15(1), 7-21.

    Jean-Sigur, R., Bell, D., & Kim, Y. (2016). Building global awareness in early childhood teacher preparation programs, Childhood Education, 92(1), 3-9.

    Jimenez, A., Nixon, C., & Zepeda, S. (2017). The impact of graphical aids on mathematics standardized testing of ELLs in elementary schools evening the playing field. Bilingual Research Journal, 40(3), 262-273.

    Kim, J., Wee, S., & Kim, K. (2018). Walking the roads as immigrant mothers and teacher educators: A collaborative self-study of three Korean immigrant early childhood educators. Studying Teacher Education,14(1), 1-17.

    Lim, W., Kim, H., Stallings, L., & Son, J. (2015). Celebrating diversity by sharing multiple methods. Mathematics Teacher, 109(4), 290-297.

    Myers, M., Sztajn, P., Wilson, P. H., & Edington, C. (2015). From implicit to explicit: Articulating equitable learning trajectories based instruction. Journal of Urban Mathematics Education, 8(2), 11-22.

    Rodriguez, S. C., & Braden, E. G. (2016). Beyond mirrors and windows: A critical content analysis of Latino children's books. Journal of Language and Literacy Education, 12(2), 56-83.

    Rodriguez, S. (2017). Becoming a writer: Emergent bilinguals use of language resources in an English only kindergarten writing workshop. Perspectives and Provocations, 6(1), 37.

    Russell, F. A. (2015). Learning to teach English learners: Instructional coaching and developing novice high school teacher capacity. Teacher Education Quarterly, 42(1), 27-47.

    Wynter-Hoyte, K., Braden, E. G., Rodriguez, S., & Thornton, N. (2017). Disrupting the status quo: Exploring culturally relevant and sustaining pedagogies for young diverse learners. Race Ethnicity and Education, 22(3), 428-447.

    Yi, Y, & Angay-Crowder, T. (2016). Multimodal practices for ESOL teacher education in TESOL. TESOL Quarterly, 50(4), 988-998.

    Zimmer, K. (2015). Enhancing interactions with children with autism through storybook reading: A caregiver’s guide. Young Exceptional Children, 18(3), 1-12.

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  • Bennett, J. S., Driver, M. K., & Trent, S. C. (2017). Real or ideal?: How White privilege is addressed in teacher education. Urban Education.

    Culp, B. & Strong, J. (2015). Better together than apart. Physical & Health Education America.

    Culp, B. (2017). “Illegitimate” bodies in legitimate times: Life, liberty, and the pursuit of movement. Quest, 69(2).

    Ellerbrock, C., Vásquez, A., Cruz, B., & Howes, E. (2016). Preparing culturally responsive teachers: Effective practices in teacher education. Action in Teacher Education, 38(3), 226-229.

    Flint, A. S., Allen, E., Nason, M., Rodriguez, S., Thornton, N. A., & Wynter-Hoyte, K. (2015). ‘It happened to me’: Third grade students write towards critical perspectives. Journal of Language and Literacy Education, 11(2), 23-43.

    Ford, J. C. (2016). Very simple. I just don't lie: The role of honesty in Black lesbian teacher discourse. Journal of Lesbian Studies, 21(4).

    Guerra, P. P., & An, S. (2016). Possibilities and challenges of teaching integrated math and social studies for social justice: Two teacher educators’ collaborative self-study. Georgia Educational Researcher, 13(2), 1-32.

    Harman, R., & Khote, N. (2017). Critical SFL Praxis with bilingual youth: Disciplinary instruction in a third space. Critical Inquiry in Language Studies, 14(1), 1-27.

    Jean-Sigur, R. (2018). Advancing the educational opportunities of African American early care providers: Understanding culture, climate and providing support (p. 48-51). Being black is not a risk factor: Statistics and strengths-based solutions in the state of Georgia. 2017 National Black Child Development Institute Annual Report. Washington, DC: NBCDI.

    Kim, Y., An, S., Kim, H., & Kim, J. (2016). Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach. The Journal of Education Research.

    Kim, J., & An, S. (2017). Rethinking stereotypes about Asian American students through learning history. Childhood Explorer, Summer. Association for Childhood Education International.

    Kuhel, K., Montalvo, M., Webb, E. (2015). ESOL/TKES crosswalk. ESOL best practices aligned with TKES. Georgia Department of Education: English to Speakers of Other Languages (ESOL).

    Kuhel, K., Montalvo, M., Webb, E. (2015). ESOL/TKES learning walk. Georgia Department of Education: English to Speakers of Other Languages (ESOL).

    Moran, C. M. (2016). Telling our story: Using digital scrapbooks to celebrate cultural capital. International Journal of Designs for Learning, 7(3), 88-94.

    Stephens, C., Westmaas, L., Kim, J., Cannady, R., & Stein, K. (2016). Gender differences in associations between cancer-related problems and relationship dissolution among cancer survivors. Journal of Cancer Survivorship: Research and Practice.

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  • Bennett, A. M. (2017). An invisible disability in an able-bodied world: The reality of living with Type 1 Diabetes - TEDxKennesawStateUniversity.

    Jean-Sigur, R. (2018). Advancing the educational opportunities of African American early care providers. National Black Child Development Institute (NBCDI) Webinar Series.

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  • Hoyt, K. (2016). Developing and evaluating learners’ intercultural competence: Cultivating perspective-taking. In P. Garret-Rucks & A. Fantini (Eds.), Dimension 2016: Special Issue: Focus on Intercultural Competence, (pp. 75-102).

    Myers, M. (2015). The unintended consequences of a learning trajectories approach. In T. G. Bartell, K. N. Bieda, R. T. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the Psychology of the International Group for the Psychology of Mathematics Education (pp. 756-773). Michigan State University.

    Myers, M. (2017). Identifying critical topics for teaching mathematics for social justice in K-5 settings: Connections and tensions. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 921-924). Hoosier.

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Research: Presentations (2015-2018)

  • Allen, E., Jones, S., Rodriguez, S., Thornton, N., & Wynter-Hoyte, K. (2015, December). Emerging scholars of color: Navigating researcher positionalities and subjectivities. Literacy Research Association Annual Conference, Carlsbad, CA.

    Allen, J., Adams, M. G., Braden, E., Rodriguez, S., Thornton, N., & Wynter-Hoyte, K. (2017, December). Moving from deficit-based to meaningful literacies: Five case studies. Literacy Research Association Annual Conference, Tampa, FL.

    An, S. (2016, April). Asian American representation in U.S. history curriculum standards. American Educational Research Association Annual Meeting, Washington, DC.

    An, S. (2016, April). Race and identity in social studies education. American Educational Research Association Annual Meeting, Washington, DC.

    An, S. (2019, April). AsianCrit as a theoretical lens to trouble and transform white supremacy. American Educational Research Association Annual Meeting, Toronto, Canada.

    An, S. (2019, April). Beyond a single story of Brown: Teaching Brown through counterstories of varied groups of color. American Educational Research Association Annual Meeting, Toronto, Canada.

    An, S. (2019, April). "Would we be slaves if we were alive back then?": An Asian-American child's navigation of US History. American Educational Research Association Annual Meeting, Toronto, Canada.

    Angay-Crowder, T. (2017, March). Multilingual doctoral students’ intertextuality and academic literacies at web seminars. TESOL International Convention, Seattle, WA.

    Bennett, A. M. (2015, December). (Re)Positioning the objects of research: Empowering children to challenge deficit discourses through photography. Literacy Research Association Annual Conference, Carlsbad, CA.

    Bennett, A. M. (2016, April). Participant as researcher: (Re)positioning and empowering Black children as a challenge to deficit educational discourses. American Educational Research Association Annual Meeting, Washington, DC.

    Bennett, A. M. (2016, May). Respecting their power and story: Using photovoice to privilege participants as co-researchers. International Congress of Qualitative Inquiry, Champaign-Urbana, IL.

    Braden, E., & Rodriguez, S. C. (2017, April). A critical content analysis of Latina/o children’s books. American Educational Research Association Annual Meeting, San Antonio, TX.

    Braden, E., Rodriguez, S., & Thornton, N. (2018, April). Critical analysis of children’s and young adult literature: Uncovering discourses of power and representation about Latinx communities. American Educational Research Association Annual Meeting, New York, NY.

    Carter Hicks, J., Knowles, K., & Brown, P. (2017, December). Designing a universal design for learning lab, lessons learned for P-20 inclusion. TASH Annual Conference, Atlanta, GA.

    Cervantes-Soon, C., Gambrell, J. A., & Kasun, K. (2018, April). Dual-language education in the Southeast: Paths, tensions, and opportunities in the construction of neoliberal, multilingual subjects. American Educational Research Association Annual Meeting, New York, NY.

    Chang, M.-L., Keller, M. M., Ricketts, S. N., Faison, M. Z., & Vela, P. (2016, April). Identify profiles of at-risk middle grade students in mathematics in an urban school. American Educational Research Association Annual Meeting, Washington, DC.

    Choi, J. (2018, May). Promoting multilingualism for multicultural society: A study of trilingual preschoolers’ language practices. International Conference of the Korean Association for Multicultural Education, Seoul National University, Seoul, Korea.

    Croft, S. (2017, April). Reconstructing pre-Brown principals’ leadership paradigms to inform and expand contemporary principals’ leadership paradigms. American Educational Research Association Annual Meeting, San Antonio, TX.

    Delacruz, S., & Howrey, S. T. (2016, July). Building digital literacy bridges: Connecting cultures and promoting cultural competencies through school-based virtual field trips. The Organization of Teacher Educators in Reading, International Literacy Association Annual Conference, Boston, MA.

    Delacruz, S. (2017, November). Building digital literacy bridges: Connecting cultures and promoting global competencies through school-based virtual field trips. Literacy Research Association Annual Conference, Tampa, FL.

    Delacruz, S. (2017, November). Utilizing school-based virtual field trips for global learning. The Global Education Conference (online event).

    Evans, L.S. (2016, May). In their own words: Story-sharing as a prism to illuminate language, learning and life perspectives. International Congress of Qualitative Inquiry, Urbana-Champaign, IL.

    Ford, J. (2016, May). “Mental illness” as a diasporic response to contemporary colonialism.  International Congress of Qualitative Inquiry, Champaign-Urbana, IL.

    Ford, J. (2018, April). Stronger together: Origins of the black and brown future teacher project. American Educational Research Association Annual Meeting, New York, NY.

    Freire, J., Gambrell, J. A., & Kasun, S. (2017, November). Re-imagining dual language instruction in anxious times: Examining curricular, pedagogic, and policy supports for English language learners. National Association for Multicultural Education Annual Conference, Salt Lake City, UT.

    Freire, J. A., & Gambrell, J. A. (2018, April). National gentrification and policy expropriation of DL education: Deconstructing neoliberal impacts. American Educational Research Association Annual Meeting, New York, NY.

    Gambrell, J. A., & Freire, J. (2017, July). Una contextualización lingüística, racial y política de evaluación en los programas de magisterio en Estados Unidos [Evaluation in United States teacher preparation programs: Exploring linguistic, racial, and political contexts]. VI Simposio de la Asociación Iberoamericana de Docencia Universitaria en México, Puebla, México.

    Gokee, R., Jimenez, A., Portes, P., & Straubhaar, R. (2016, April). Understanding the impact of the instructional conversation on the cognitive/affective domain of English learners. American Educational Research Association Annual Meeting, Washington, DC.

    Howrey, S. T. (2016, December). Critical discourse analysis as a method to analyze pre-service teachers’ changing views of undocumented Mexican immigration in a month-long online literature discussion group. Literacy Research Association Annual Conference, Nashville, TN.

    Howrey, S. (2017, July). The role of story in pre-service teachers’ developing understandings of children’s diverse cultural and personal assets. International Literacy Association Annual Conference, Orlando, FL.

    Howrey, S. (2017, November). Constructing an immigrant pedagogy in teacher education. Literacy Research Association Annual Conference, Tampa, FL.

    Hoyt, K., Kearney, E., Catalano, T., & Palpacuer, C. (2016, January). Exploring interculturality development in candidates’ narrative writing with instructor mediation. International Conference on the Development and Assessment of Intercultural Competence, Tucson, AZ.

    Jimenez, A., & Nixon, C. (2016, April). Graphical aids in middle school mathematics: Impacting the achievement gap for English learners. American Educational Research Association Annual Meeting, Washington, DC.

    Kelly-Jackson, C., Daniel, K., Szwec, C., & Williams, K. (2016, November). Preparing preservice teachers for diversity: Sustaining a PDS partnership in an urban school context. International Conference on Urban Education, San Juan, Puerto Rico. 

    Kim, J. (2018, April). Reimagine ‘home’ in early childhood education through analysis of pre-service teachers’ discourses of home-lessness. American Educational Research Association Annual Meeting, New York, NY.

    Kim, J., Wee, S., & Kim, K. (2018, April). A collaborative self-study: Examining intersectional experiences in immigrant mothering and teaching in higher education. American Educational Research Association Annual Meeting, New York, NY.

    Kim, Y., Moore, L., Ro, Y., Rentzou, K., Slutsky, R., & Watts, A. (2016, March). Definition of parental involvement from various countries: Commonalities and differences. Association for Childhood Education International Global Summit on Childhood, San Jose, Costa Rica.

    Kim, Y. A., An, S., Kim, H., & Kim, J. (2017, April). Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach. American Educational Research Association Annual Meeting, San Antonio, TX.

    Kim, Y., Kim, H., An, S., & Kim, J. (2018, April). What Korean immigrant parents ask for: Transformative library upholding native language and supporting parental involvement. American Education Research Association Annual Meeting, New York, NY.

    Kim Y., Kim, J., & Jo, Y-J. (2018, April). Importance of teachers' perception on minority parents’ efficacy: Mediating factor between teaching efficacy and views on minority children's future success. American Educational Research Association Annual Meeting, New York, NY.

    Kim, Y. (2018, June). School barriers to minority parental involvement in their child's schooling in Taiwan, S. Korea and the U. S. Organisation Mondiale pour l’Education Préscolaire World Assembly and Conference, Prague, Czech.

    Myers, M. (2016, November). Critical mathematics for elementary schools: Preparing pre-service teachers to meet the demands of global classrooms. International Conference on Urban Education, San Juan, Puerto Rico.

    Richey, A. B. (2016, April). “Hunting for our lives”: TEFL and urban refugee education in Amman, Jordan. Comparative and International Education Society Annual Conference, Vancouver, BC, Canada.

    Richey, A. B., An, S., Guerra, P., Richards, A., & Diop, O. (2017, March). Islamophobia and higher education: Developing pedagogy and advocacy as an interdisciplinary faculty learning community. Comparative and International Education Society Annual Conference, Atlanta, GA.

    Ritchie, S. (2015, December). Imagining a more equitable world: First graders interrogate disability through critical literacy. Literacy Research Association Annual Conference, Carlsbad, CA.

    Ritchie, S. (2016, July). Troubling the gender binary: A conversation about gender in children’s picture books. International Whole Language Umbrella’s Literacies for All Summer Institute, St. Louis, MO.

    Ritchie, S. (2016, December). Troubling transnormativity: An analysis of children’s picture books. Literacy Research Association Annual Conference, Nashville, TN.

    Rodriguez, S. (2016, April). Power and agency: Identity construction of emergent bilingual students in a kindergarten writing workshop. American Educational Research Association Annual Meeting, Washington, DC.

    Roman, S. (2018, March). Beliefs, experiences and practices of pre-service science teachers in racially and ethnically diverse classrooms. National Association for Research in Science Teaching Annual Conference, Atlanta, GA.

    Russell, F. A. (2015, October). “There’s the ideal, and then there’s the reality”: ESOL and mainstream teacher sensemaking and collaboration. National Association for Multicultural Education Annual Conference, New Orleans, LA.

    Sutton-Brown-Fox, C. A., & McAlpine, C. G. (2017, January). Photovoice: Cultivating social justice in education via critical photography. Hawaii International Conference on Education, Honolulu, HI.

    Thornton, N., Rodriguez, S. C., & Wynter-Hoyte, K. (2017, April). Multicultural literature circles: Promoting teacher candidates’ cultural awareness and understanding. American Educational Research Association Annual Meeting, San Antonio, TX.

    Vásquez, A. (2017, October). Teacher candidates’ experiences teaching diverse students. International Society for the Scholarship of Teaching and Learning Annual Conference, Calgary, Canada.

    Whitlock, R. U. (2016, April). Currere and radical love: Understanding curriculum as queer theological text [Keynote]. International Association for the Advancement of Curriculum Studies Annual Conference, Ottawa, ON, Canada.

    Whitlock, R. U. (2017, April). The gifts of the sacred: Engaging theology to address educational disparities. American Educational Research Association Annual Meeting, San Antonio, TX.

    Zimmer, K. (2018, January). Enhancing social interaction through play: A teacher’s guide. International Conference on Autism, Intellectual Disability, and Developmental Disabilities, Clearwater, FL.

    Zimmer, K., Bennett, K. E., & Ennis, J. (2018, January). Increasing joint attention through storybooks: A classroom tale. International Conference on Autism, Intellectual Disability, and Developmental Disabilities, Clearwater, FL.

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  • Adams, E. (2016, November). Check-cashing, buying socks, and work-study: Preservice social studies teachers talk about socioeconomics in social studies teacher education. College and University Faculty Association of the National Council for the Social Studies Annual Meeting, Washington, DC. 

    Adams, M. G., Rodriguez, S., & Zimmer, K. (2015, December). Incorporating culturally relevant pedagogy into online courses. American Reading Forum Annual Conference, Sanibel Island, FL.

    Adams, M. G., Rodriguez, S. C., & Zimmer, K. E. (2016, December). Fostering diverse praxis: Meaningful field experiences to increase pre-service teachers’ perceptions of efficacy. American Reading Forum Annual Conference, Sanibel, FL.

    Allen, E., Rodriguez, S., Thornton, N., & Wynter-Hoyte, K. (2015, December). Spaces and possibilities: Promoting the art of language with diverse teachers and students. National Council of Teachers of English Annual Conference, Minneapolis, MN.

    An, S. (2016, December). An AsianCrit perspective on Asian American inclusion in U.S. history curriculum standards. College and University Faculty Association of the National Council for the Social Studies Annual Meeting, Washington, DC.

    An, S. (2017, November). Beyond the great men: Building civic agency through exploring four young girls who changed America. College and University Faculty Association of the National Council for the Social Studies Annual Meeting, San Francisco, CA.

    An, S. (2017, November). Beyond the white/black binary: Teaching brown through counterstories of varied groups of color. College and University Faculty Association of the National Council for the Social Studies Annual Meeting, San Francisco, CA.

    An, S. (2018, April). Positionality, possibility, powerful pedagogy: Teaching and researching as foreign faculty of color [Keynote]. Korean American Education Research Association Annual Meeting, New York, NY.

    An, S. (2019, June). Asian American and US History curriculum [Invited]. The Spencer Foundation's Racial Literacy in the History Classroom Conference, New York, NY.

    An, S. (2019, June). Teaching critical patriotism in elementary social studies teacher education [Keynote]. Elementary Social Studies Education Summit, Wilmington, NC.

    Baildon, M. C., Alviar-Martin, T., Bott, S., & Lam, H.-W. (2017, November). A comparative case study of international schools in Singapore and Hong Kong: Studying global issues as ethical/political practice. College and University Faculty Association of the National Council for the Social Studies Annual Meeting, San Francisco, CA.

    Boske, C., & Elue, C. (2016, November). Not convinced 'these' students meet our “criteria”: Exclusive graduate education in educational administration programs. University Council for Educational Administration Annual Conference, Detroit, MI.

    Bryant, D. A., & Alviar-Martin, T. (2017, November). From “minority” to “international”: A study of Hong Kong school leaders’ mediation of global education. College and University Faculty Association of the National Council for the Social Studies Annual Meeting, San Francisco, CA.

    Choi, J. (2018, March). Translanguaging practices of a preschooler in a multilingual home: Korean, Persian, and English. National Association of Bilingual Education Annual Conference, Albuquerque, NM.

    Coffey, D. (2015, November). Collaborative literacy instruction in a diverse community tutorial program. Association of Literacy Educators and Researchers Annual Conference, Costa Mesa, CA.

    Coffey, D. (2017, November). Explorations of literacy, language, and culture in the tutorial process. Association of Literacy Educators and Researchers Annual Conference, St. Petersburg, FL.

    Culp, B. (2017, March). Theory to practice: Diversity and inclusiveness in health and physical education. Society of Health and Physical Education America Annual Convention, Boston, MA.

    Driver, M. K. (2015, November). Preparing teachers for culturally and linguistically responsive mathematics instruction: Understanding critical actions and beliefs. Council for Exceptional Children Annual Conference, Tempe, AZ.

    Driver, M. K. (2015, November). Word-problem solving and English learners: Considerations for teacher preparation. Council for Exceptional Children Annual Conference, Tempe, AZ.

    Driver, M. K., & Powell, S. R. (2016, April). Word-problem instruction for English learners with mathematics difficulty. Council for Exceptional Children Annual Conference, St. Louis, MO.

    Driver, M. K., & Myers, M. (2017, March). Teacher candidate perceptions of working with students with disabilities: Implications for general and special education preparation programs. American Association of Colleges for Teacher Education Annual Meeting, Tampa, FL.

    Driver, M. K., & Zimmer, K. (2017, June). Using virtual simulation to prepare preservice special education teachers for inclusive settings. TeachLive™ Annual Conference, Orlando, FL.

    Driver, M. K., & Zimmer, K. (2017, November). Learning to collaborate: Using virtual simulations to prepare preservice special education teachers. Council for Exceptional Children Annual Conference, Savannah, GA.

    Elue, C. (2016, November). Who has access to the public good? The financial implications to college for rural low income students. Association for the Study of Higher Education Annual Conference, Columbus, OH.

    Ford, J. C. (2016, November). The metaphysics of decoloniality: Transmuting energy for self-liberation. National Women's Studies Association Annual Convening, Montreál, Québec.

    Ford, J. C. (2017, February). Mixed magic maker madness. Critical Mixed Race Studies Annual Conference, Los Angeles, CA.

    Ford, J. (2018, March). The multiracial experience as people of color in academia. Critical Mixed Race Studies Annual Conference, College Park, MD.

    Gambrell, J. A. (2017, November). Violence, healing, and critical consciousness: Re-envisioning education as a praxis of proleptic hope. American Educational Studies Association Annual Conference, Pittsburgh, PA.

    Gillis, B., Vásquez, A., & Wood, C. (2016, November). Teaching and modeling action for social justice in university teacher education programs and the communities they serve. National Council of Teachers of English Annual Conference, Atlanta, GA.

    Glenn, T. L., & Smith, M. D. (2016, November). Cultivating spaces for critical conversations about race and gender. Council for Exceptional Children Annual Conference, Lexington, KY.

    Glenn, T. L., & Smith, M. D. (2017, March). Framing theory and culturally responsive teacher preparation: (Re)imagining diversity discourse in educator preparation. American Association of Colleges for Teacher Education Annual Meeting, Tampa, FL.

    Howrey, S. T. (2016, November). Rethinking the American dream: A discourse analysis of pre-service teachers’ changing views on undocumented Mexican immigrants throughout a month-long literature circle experience. National Council of Teachers of English Annual Conference, Atlanta, GA.

    Hoyt, K. (2015, November). Ethno-cultural identity and culturally-responsive pedagogy. American Council on the Teaching of Foreign Languages Annual Convention, San Diego, CA.

    Jean-Sigur, R., & Johnson, M. (2017, October). Effective child development teaching strategies with teacher candidates and the impact on teacher preparation programs. National Black Child Development Institute Annual Conference, Atlanta, GA.

    Kelly-Jackson, C., Alexander, H., & Rogers, K. (2016, March). Utilizing students’ funds of knowledge to inform teaching and learning: Voices from teacher candidates in an urban education program. National edTPA Implementation Conference, Savannah, GA.

    Kelly-Jackson, C., & Jean-Sigur, R. (2017, October). Plenary session: Promoting STEM in early care environments: Preparing teachers for tomorrow’s promise. National Black Child Development Institute Annual Conference, Atlanta, GA.

    Khote, N., & Tian, Z. (2018, March). Translanguaging in culturally sustaining systemic functional linguistics: Developing a heteroglossic space with multilingual learners. American Association of Applied Linguistics Annual Conference, Chicago, IL.

    Kim, J., & Wee, S. (2017, November). Homelessness in children’s picture books published in the United States. National Association for the Education of Young Children Annual Conference, Atlanta, GA.

    Kim, J., Wee, S., & Kim, K. (2017, November). Rethinking culturally responsive teaching in early childhood classrooms: Through the eyes of immigrant early childhood teacher educators. National Association for the Education of Young Children Annual Conference, Atlanta, GA.

    Myers, M. (2016, January). Prospective teachers’ attempts to use students’ funds of knowledge in lesson planning. Association of Mathematics Teacher Educators Annual Conference, Irvine, CA.

    Myers, M. (2017, February). Funds of knowledge and ‘critical tasks’ in elementary mathematics PST preparation: A robust approach. Association of Mathematics Teacher Educators Annual Conference, Orlando, FL.

    Myers, M. (2018, March). Preparing preservice teachers to teach K-5 mathematics for social justice: Examples, connections, and tensions. American Association of Colleges of Teacher Education Annual Meeting, Baltimore, MD.

    Ritchie, S. (2015, July). Deconstructing how masculinities are performed by male-identified characters in children’s picture books: A workshop for teachers and teacher educators. Whole Language Umbrella Summer Institute, National Council of Teachers of English, Atlanta, GA.

    Ritchie, S. (2015, November). Equity, social justice, and advocacy for literacy. National Council of Teachers of English Annual Conference, Minneapolis, MN.

    Ritchie, S., & Zsilavetz, C. (2016, November). Advocacy through teacher and community development: Lessons from Pride School Atlanta. National Council of Teachers of English Annual Conference, Atlanta, GA.

    Roberts, C., Vásquez, A., Edge, C., Greathouse, P., Atkins, H., & Higdon, K. (2016, November). Advocacy in teacher preparation: Preparing teachers for what is or for what could be? National Council of Teachers of English Annual Conference, Atlanta, GA.

    Rodriguez, S. C., & Thornton, N. (2016, December). Examining teacher candidates’ perspectives about multicultural literature. American Reading Forum Annual Conference, Sanibel, FL.

    Rodriguez, S., & Thornton, N. (2017, November). Preparing preservice teachers for a diverse society: Using multimodal projects for cultural awareness. National Council of Teachers of English Annual Conference, St. Louis, MO.

    Smith, M. D., & Glenn, T. L. (2017, March). (Re)framing (un)safe spaces: Challenges and opportunities for diversity dialogue in educator preparation programs. American Association of Colleges for Teacher Education Annual Conference, Tampa, FL.

    Thompson, W., & Coffey, D. (2017, November). Explorations of literacy, language, and culture in Navajo literature circles. Association of Literacy Educators and Researchers Annual Conference, St. Petersburg, FL.

    Thornton, N., Ritchie, S., & Rodriguez, S. (2016, March). Disrupting deficit thinking in elementary edTPA: Strategies for getting to know students’ personal, cultural, and community assets. National edTPA Implementation Conference, Savannah, GA.

    Thornton, N., Rodriguez, S. C., & Wynter-Hoyte, K. (2016, November). Preparing preservice teachers for diverse classrooms: Critical encounters with multicultural literature. National Council of Teachers of English Annual Conference, Atlanta, GA.

    Vásquez, A., Roberts C., Edge, C.. Greathouse, P., Adkins, H., & Higdon, K. (2016, November). Advocacy in teacher preparation: Preparing teachers for what is or for what could be? National Council of Teachers of English Annual Conference, Atlanta, GA.

    Wee, S., & Kim, J. (2017, November). Pursuit of Japanese cultural authenticity in young children’s picture books published in the United States. National Association for the Education of Young Children Annual Conference, Atlanta, GA.

    Whitlock, R. U. (2016, February). The practice of radical love: Queer theology as pushing methodological boundaries in qualitative educational research. Association of Teacher Educators Annual Meeting, Chicago, IL.

    Zimmer, K. (2015, October). Increasing emergent literacy skills in preschool: Read alouds to engage all children. Council for Exceptional Children Annual Conference, Atlanta, GA.

    Zimmer, K., & Alvarez-McHatton, P. (2015, November). Creating an effective online special education preparation program: Lessons learned. Council for Exceptional Children Annual Conference, Tempe, AZ.

    Zimmer, K. E., & Alvarez McHatton, P. (2016, November). Developing interdisciplinary teacher preparation programs: Effectively instructing teacher candidates to educate diverse populations. Council for Exceptional Children Annual Conference, Lexington, KY.

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  • Adams, M. G. (2015, October). Empowered youth from a marginalized school: Stories of four recent college graduates. Georgia Educational Research Association Annual Meeting, Savannah, GA.

    Adams, M. G., Rodriguez, S. C., & Zimmer, K. E. (2016, October). Studying cultural relevance in online courses: A case study. Georgia Educational Research Association Annual Meeting, Augusta, GA.

    Banks, M., Croft, S., & Stenhouse, V. (2016, October). It’s clobberin’ time!!! Educational stakeholders beating a perfect storm of neoliberalism in the urban U.S. Sources of Urban Educational Excellence Conference, Georgia State University, Atlanta, GA.

    Basch, K. (2017, March). Culture matters: Using literature to explore and celebrate diversity. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA.

    Bennett, A. M. (2017, March). An invisible disability in an able-bodied world: The reality of living with Type 1 Diabetes. TEDxKennesawStateUniversity, Kennesaw, GA.

    Bessette, H. J. (2016, August). Paraprofessionals as partners: Providing equitable experiences for students with exceptionalities. Massachusetts Title 1 Dissemination Project, Massachusetts Title I Annual Conference, Marlborough, MA.

    Chang, M., -L. (2017, November). Sociocultural and emotional factors in shaping teacher motivation and student engagement. Bagwell College of Education Dean's Speaker Series, Kennesaw State University, Kennesaw, GA.

    Choi, J., Heimlich, M., & Bell, S. (2017, October). Translanguaging in content classes: A study of a trilingual preschooler. Georgia Teachers of English for Speakers of Other Languages Annual Conference, Macon, GA.

    Choi, J., & Phillips, T. (2018, March). Reimagining the role of bilingual children’s literature: Translanguaging approaches. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA.

    Coffey, D. (2017, October). Exploring cultural insights with strategic collaborative learning. Center for Excellence in Teaching and Learning Summit, Kennesaw State University, Kennesaw, GA.

    Coffey, D., & Elsawy, I. (2017, October). Exploring the impact of participating in an inclusive post-secondary learning opportunity. Georgia Educational Research Association Annual Meeting, Augusta, GA.

    Croft, S. (2016, October). Reconstructing a historical principal leadership paradigm: An exemplar student-centered and democratically motivated principal leadership. Georgia Educational Research Association Annual Meeting, Augusta, GA.

    Croft, S., Pogue, T., & Willis, V. (2016, October). Disrupting silos and establishing authentic relationships: Analysis of a university-school collaboration in the urban South. Sources of Urban Educational Excellence Conference, Georgia State University, Atlanta, GA.

    Croft, S. (2017, September). Bridging the divide: Building community, culture, and cooperation. 40 + Years in education and I still see the light [Invited]. Albany State Educators Summit, Albany State University, Albany, GA.

    Culp, B. (2016, July). Academic rank and identity politics. National Association for Kinesiology in Higher Education Leadership Development Workshop, Georgia State University, Atlanta, GA.

    Dail, J., Vásquez, A., Bailey, K., Holt, M., & Smith, K. (2017, February). Connected classrooms: Using Google Drive and applications to create online learning spaces. Georgia Council of Teachers of English Annual Conference, Atlanta, GA.

    Davis, A., Gordon, E., Guglielmo, L., McNamara, C., Ritchie, S., & Ryan, E. (2017, March). #MISOGYNY. Southeastern Women’s Studies Association Annual Conference, Atlanta, GA.

    Driver, M. K., Zimmer, K., & Bennett, K. (2018, April). Using mixed reality simulations to prepare teacher candidates for inclusive settings. University System of Georgia Teaching & Learning Annual Conference, Athens, GA.

    Ford, J. C. (2017, March). A mindful journey into teaching. Southeast Women’s Studies Association Annual Conference. Atlanta, GA.

    Ford, J. C. (2017, April). On honoring our humanity: A womanist analysis of the film Moonlight. Circling the Elements Hip Hop Conference: Hip Hop in Diaspora, Albany, GA.

    Gambrell, J. A., & Rodriguez, S. (2018, February). More than language: Incorporating funds of identity for recruiting bilingual teacher candidates. Kennesaw State University ESOL Conference, Kennesaw, GA.

    Gillis, B. (2018, February). Promoting sensitivity and understanding in classrooms with undocumented Latinx students. Kennesaw State University ESOL Conference, Kennesaw, GA.

    Hayes, M., & Glassmeyer, D. M. (2017, October). Incorporating social justice in mathematics: An example using statistical concepts. Georgia Council of Teachers of Mathematics Annual Conference, Rock Eagle, GA.

    Hicks, J. C. (2016, October). Assistive technology: Strategies for facilitating transition services across the P-20 trajectory. Georgia Educational Research Association Meeting, Augusta, GA.

    Hicks, J. C., Maddox, H., & Satterfield, P. (2016, December). Hands-on Universal Design for learning model classroom: KSU experience. Georgia Institute of Technology, Atlanta, GA.

    Howrey, S. (2015, October). Developing cross-cultural competencies amongst undergraduate students through transformative learning experiences. Center for Excellence in Teaching and Learning Summit, Kennesaw State University, Kennesaw, GA.

    Howrey, S. T. (2017, March). The hero’s journey in multicultural picture books. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA.

    Hoyt, K. (2016, March). Developing and evaluating learners’ intercultural competence: Cultivating perspective-taking. Southern Conference on Language Teaching, Atlanta, GA.

    Jean-Sigur, R. E. (2016, October). Understanding culture and advancing the higher education opportunities of early care providers. National Black Child Development Institute Annual Conference, Orlando, FL.

    Kelly-Jackson, C. (2016, March). Where my girls at? Highlighting women in science. If I Ruled the World: Lyrical and Visual Reflections on Injustice, Love, Loss, and New Possibilities Conference, Marietta, GA.

    Kelly-Jackson, C., Alexander, H., & Theodore, O. (2015, October). Fostering agents of change through action research in an urban education program. Southeastern Regional Association of Teacher Educators Conference, Jekyll Island, GA. 

    Khote, N. (2017, June). Culturally sustaining pedagogies for supporting Els’ literacies workshop. Professional development for ESOL Teachers Las Cruces Public Schools, Las Cruces Public Schools, NM, Las Cruces, NM.  

    Khote, N., & Simmons, A. (2017, October) Applications of SFL in language classroom to support emergent writers. Teacher professional development presentations at the Language and Literacy Department, University of Georgia, Athens, GA.

    Kim, Y., An, S., & Kim, H. C. (2015, October). Exploring Korean immigrant parents' different meaning of parental involvement. Georgia Educational Research Association Annual Meeting, Savannah, GA.

    Kim, Y. (2018, March). Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach. School of Education & Urban Studies, Community College Leadership Doctoral Program, Morgan State University, Baltimore, MD.

    Kim, Y., Kim, H. C., An, S., & Kim, J. (2017, October). Korean immigrant parents’ perceptions of library service in support of their own and their children’s learning. Georgia Educational Research Association Annual Meeting, Augusta, GA.

    Kuhel, K., & Montalvo, M. (2015, October). Empowering teachers and evaluators to have meaningful conversations about the learning and engagement practices of English learners. Georgia Teachers of English for Speakers of Other Languages Annual Conference, Atlanta, GA.

    Langub, L. W. (2017, April). Ensuring accessibility: Online/Blended learning best practices. University System of Georgia Board of Regents Teaching and Learning Conference, Athens, GA.

    Myers, M., & Sanchez, W. (2016, October). “In my shoes”…Preparing pre-service teachers to advocate for social justice in mathematics education. Georgia Council of Teachers of Mathematics Annual Conference, Rock Eagle, GA.

    O'Hara-Rosa, K., & Jean-Sigur, R. E. (2016, October). FAME - Family Achievement Makes Excellence. Georgia Teachers of English for Speakers of Other Languages Annual Conference, Atlanta, GA.

    Rodriguez, S., & Bennecke, A. (2016, February). Oral language strategies to engage English language learners. Kennesaw State University ESOL Conference, Kennesaw, GA.

    Russell, F. A., Richey, A., Anglade, J., & Wichterman, R. (2016, February). Using community asset maps and oral histories in your teaching. Kennesaw State University ESOL Conference, Kennesaw, GA.

    Russell, F. A., & Richey, A. B. (2017, February). The possibilities of community engagement through asset maps and oral history assessments in an online program for in-service teachers of multilingual learners. Journal of Language and Literacy Education Annual Conference, University of Georgia, Athens, GA.

    Thompson, W., & Coffey, D. (2018, February). Cultivating cultural heritage through strategic literacy instruction. Texas Association for Literacy Conference, Canyon, TX.

    Thornton, N., Jackson, V., & Carillo, F. (2017, October). Brick by brick: Building literacy curriculum around students’ lives. Georgia Educational Research Association Annual Meeting, Augusta, GA.

    Vásquez, A., & Maddox, H. (2016, October). Celebrating diversity/Exploring identity. Georgia Association of Teacher Educators Annual Conference, Young Harris, GA.

    Vásquez, A., & Maddox, H. (2017, March). Adolescent literature: Exploring identity through diversity, technology, and critical literacy. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA.

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Service

#BlackTeachersMatter

Under the guidance of Dr. Jillian Ford, Associate Professor of Social Studies Education, and Dr. Natasha Thornton, Assistant Professor of Elementary and Early Childhood Education, students within the BCOE formed #BlackTeachersMatter. The purpose of this Registered Student Organization (RSO) is to support and enrich the experiences of undergraduate Black students in the BCOE. This supports begins at matriculation and continues all the way through graduation. Learning about and engaging in research is one primary avenue for student enrichment. After studying critical theory and research methods in the summer of 2018, the students submitted proposals to one local and two national conferences during the 2018-2019 academic year. It is the hope that the students will be able to build networks and engage in dialogues that will benefit them well beyond graduation. For more information on #BlackTeachersMatter, contact the organization directly at btm.pr.ksu@gmail.com.

The College Diabetes Network at Kennesaw State University

With a strong focus on combating ableism and raising awareness regarding invisible disabilities and chronic illnesses, students with Type 1 Diabetes and Dr. Ann M. Bennett, Assistant Professor of Reading Education and a Type 1 Diabetic herself, formed The College Diabetes Network at Kennesaw State University, or The CDN at KSU. This RSO exists as a local chapter of the national organization known as The College Diabetes Network. This mission of The CDN at KSU is to provide students with peer support and connections as they transition into college life and independence while living with Type 1 Diabetes. Additionally, the organization seeks to provide students with both resources and experts to navigate the stigmas surrounding disability and chronic illness and to address any accompanying mental health needs. For more information on The CDN at KSU, contact the organization directly at ksu@collegediabetesnetwork.org.

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