Research, Reports, and Scholarship

Externally Funded Grants

Teacher Quality Partnership Grant

Peer-Reviewed Research

Casa, T. M., Cardetti, F., & Gilson, C. M. (2019).  An exploration of conferences between a preservice and inservice teacher about mathematical discourse. The Teacher Educator, 55, 66-87. 

Cash, A. H., Putman, S. M., Polly, D., & Byker, E. J. Candidate and program characteristics associated with edTPA performance. (2019).  Action in Teacher Education, 41(3). doi:10.1080/01626620.2019.1600602 - 

Dack, H. (2018). Structuring teacher candidate learning about differentiated instruction through coursework.  Teaching and Teacher Education, 69(1), 62-74.  doi: 10.1016/j.tate.2017.09.017. 

Dack, H. (2019). The role of teacher education program coherence in supporting candidate appropriation of the pedagogical tools of differentiated instruction.  Teaching and Teacher Education, 78(1), 125-140.  doi: 10.1016/j.tate.2018.11.011. 

Kissau, S., Hart, L. C., & Algozzine, B. (2019). Investigating the impact of edTPA professional development on classroom practice and student teaching experience. Journal of Teacher Education, 70(2), 102-114.

Matthews, M. S. & Hujar, J. (2020). Using gifted education research in the classroom. In J. L. Jolly, J. A. Robins, F. Karnes, & S. Bean (Eds.) Methods and Materials for Teaching the Gifted (5th Ed., pp. 423-437). Prufrock Press.

McCorkle, L.S., & Coogle, C.G. (2020). Technology-enhanced performance-based feedback in early childhood special education teacher preparation. The Teacher Educators’ Journal,    13, 105-123.

Miller, E., Murray, B., & Salas, S.  (2019) Applied Theater and Mixed-Status Families: A Collaborative Self-Study with Teacher Education Candidates, Studying Teacher Education, 15:2, 198-216, DOI: 10.1080/17425964.2018.1544120 

Pugach, M. C., Blanton, L. P., Mickelson, A., & Boveda, M. (2019). Curriculum theory: The missing perspective in teacher education for inclusion. Teacher Education and Special Education. Published ahead of print. 

Siefert, B., Salas, S., & D’Amico, M. M. (2018). Problematizing deficit representations of in-service teachers. TESOL Journal.9 (2), 397-400.

Wiens, P. D., LoCasale-Crouch, J., Cash, A. H., & Romo Escudero, F. (2020). Preservice Teachers’ skills to identify effective teaching interactions: Does it relate to their ability to implement them? Journal of Teacher Education.  

Technical and Internal Reports

Teacher Preparation Revision Report (October 2019)