FELLOW NOTABLES

Bianca J. Baldridge (Postdoctoral 2016) was the recipient of the American Educational Studies Association’s Critic’s Choice Award for her book, Reclaiming Community: Race and the Uncertain Future of Youth Work (Stanford University Press). Dr. Baldridge is also one of ten finalists for the William T. Grant Foundation’s Scholars Award.

Robert Bayley (Postdoctoral 1997) has a number of new publications: “Coronal stop deletion in a rural south Texas community” (with D. Villarreal), in E. Thomas (Ed.), Mexican American English: Substrate Influence and the Birth of an Ethnolect, Cambridge University Press, 2019; “Frequency and syntactic variation: Subject pronoun variation in Mandarin Chinese” (with X. Li), in Asia-Pacific Language Variation, 4, 135–160, 2018; “Variationist sociolinguistics” (with R. Cameron), in M. Aranoff (Ed.), Oxford Bibliographies in Linguistics, Oxford University Press, 2019; “Relating performance on written assessments to features of mathematics discussion” (with L. C. Banes et al.), International Journal of Science and Mathematics Education (published online before print, 2019); “The sociolinguistic ramifications of social injustice: The case of Black ASL,” in R. Blake & I. Buchstaller (Eds.), The Routledge Companion to the Work of John R. Rickford. Routledge, 2020. In addition, Gallaudet University Press published a paperback edition of his earlier book with C. Lucas and C. Valli, What’s Your Sign for PIZZA? An Introduction to Variation in ASL, 2019. The video produced to accompany the book is now freely available on Youtube: https://www.youtube.com/watch?v=uYbgz6BXpaA.

Gwendolyn Baxley (Dissertation 2018) joined the department of Organization and Leadership at Teachers College, Columbia University as the Minority Postdoctoral Fellow for the 2019-2020 school year. Baxley also published a piece entitled “Black Magic,” in the International Journal of Qualitative Studies in Education.

John Bell‘s (Dissertation 2016) article “Confronting Colorism: Interracial Abolition and the Consequences of Complexion” was published in the Journal of the Early Republic. In August, he started a new position as Assistant Professor of History at Assumption College in Worcester, Massachusetts.

Nolan L. Cabrera (Postdoctoral 2014) was awarded the “Book of Year” at the annual meeting of the Association for the Study of Higher Education for his text White Guys on Campus (Rutgers University Press, 2019). 

Jinfa Cai (Postdoctoral 1996) has been serving as the Editor-in-Chief for the Journal for Research on Mathematics Education.  Recently, he has been appointed as Katherine and David Hollowell Chair Professor of Mathematics Education at the University of Delaware.

Angela Calabrese Barton (Postdoctoral 1996) joined the School of Education at the University of Michigan as a Professor of Educational Studies. She also joined the editorial team of the American Educational Research Journal as Co-Editor.

Toni Cela (Dissertation 2014) was awarded a National Institutes of Health/National Institute on Drug Abuse (NIH/NIDA) Diversity fellowship In June 2019. The NIH/NIDA fellowship provides mentorship, research capacity development and the opportunity to develop one’s own line of scientific inquiry under an NIH/NIDA parent grant.  As a post-doctoral fellow, she is working on the Haitian Family and Adolescent Intervention Study (PI: Louis Herns Marcelin), a pilot study and Clinical Trial testing a family based therapeutic model with juvenile justice involved youth of Haitian descent in South Florida. Her research project entails conducting an ethnographic study of the social and cultural processes that serve as risk and protective factors among 40 Haitian and Haitian-American adolescents aged 13-17 and their families in Miami-Dade County. 

This year, Dr. Cela co-published two peer-reviewed research articles. In June 2019, Internal Brain Drain: Foreign Aid, Hiring Practices, and International Migration, was published in the Disasters journal with Nicolas Lemay-Hebert, Louis Herns Marcelin and Stephane Pallage. In October 2019, she co-authored Justice and Rule of Law Failure in Haiti: A View from the Shanties, in the Journal of Community Psychology with Louis Herns Marcelin. 

Maia Cucchiara (Postdoctoral 2012) whose project was a multi-year, multi-site ethnographic study of low-income mothers’ experiences with parenting education, recently published an article in Sociology of Education based upon data collected during her postdoc. The article, which was written with two graduate students, is called “‘I just need a job!’ Behavioral solutions, structural problems, and the hidden curriculum of parenting education.” She is extremely grateful for Spencer and the National Academy’s support for her project.

Christina de Bellaigue (Postdoctoral 2004) co-edited with Eve Worth and Helena Mills a Special Issue of Cultural and Social History (16/1, 2019) entitled ‘Rags to Riches? New Histories of Social Mobility in Modern Britain’. The articles include three pieces which shed significant new light on unexplored aspects of the relationship between education and social mobility, including ‘Great Expectations? childhood, family and middle-class social mobility’ by Christina de Bellaigue, which touches on the role of education in the intergenerational transmission of advantage in the mid-nineteenth century; a piece by Michelle Johansen entitled ‘The Supposed Paradise of Pen and Ink’: self-education and social mobility in the London Public Library (1880-1930)’ which challenges the existing scholarship analysing self-education exclusively through the lens of genteel aspiration; and ‘Women, Education and Social Mobility in Britain during the Long 1970s’ which uses an innovative life-course oral history approach to uncover the significance of opportunities for mature learning for women’s social mobility and identity in the 1970s.

Fabienne Doucet (Postdoctoral 2002) is pleased to announce that starting in January 2019, she started a 3-year exceptional leave from her faculty position at NYU to serve as a Program Officer at the William T. Grant Foundation. In spring 2019, Doucet’s co-edited book with Christine McWayne and Susan Sheridan, Ethnocultural Diversity and the Home-to-School Link was published by Springer. Other recent publications include:

• Adair, J. K., & Doucet, F. (Eds). (2018). Supporting Young Children of Immigrants in PreK-3 (Themed issue for the Bank Street Occasional Paper Series, 39).
• Doucet, F., & Adair, J. K. (2018). Introduction: A vision for transforming early childhood research and practice for young children of immigrants and their families. Supporting Young Children of Immigrants in PreK-3. (Themed issue for the Bank Street Occasional Paper Series), 39, 5-16.
• Doucet, F., Banerjee, & M., Parade, S. (2018). What should young Black children know about race? Parents of preschoolers, preparation for bias, and promoting egalitarianism. Journal of Early Childhood Research, 16(1), 65-79. Online First April 20, 2016, doi:10.1177/1476718X16630763.
• Doucet, F. (2017). What does a culturally sustaining learning climate look like? Theory into Practice [Special issue on Racial Disproportionality in Special Education: When Beliefs, Policies, and Practices Collide in the Pursuit of Equity], 56(3), 195-204.
• Grayman-Simpson, N., Doucet, F., & Burgos-López, L. (2019). Critical Whiteness education and cognitive frame of reference elaboration: An in-depth descriptive case of transformation. Journal of Transformative Education, 17(3), 269-286.

Sarah Dryden-Peterson (Postdoctoral 2015) recently published work with Elizabeth Adelman (Dissertation 2017), Michelle Bellino (Postdoctoral 2016), and Vidur Chopra that analyzes how the purposes of refugee education are understood and acted upon by actors occupying diverse positions at global levels, across 14 refugee-hosting nation-states, within schools, and over time, in Sociology of Education. She discussed findings from this work on a recent episode of FreshEd. She also published an article with Bethany Mulimbi (Dissertation 2015) on long-term work in Botswana that examines how redistribution to address resources-based inequalities is addressed through standardization in education, yet in the absence of recognition in teaching and learning to address identity-based inequalities there are weakening possibilities of full participation by all, in Anthropology & Education Quarterly. Dryden-Peterson worked with the United Nations High Commissioner for Refugees to draft their new Education Strategy, Refugee Education 2030: A Strategy for Refugee Inclusion. This month marks the launch of her new initiative, Refugee REACH, which aims to foster welcoming communities and quality education in settings of migration and displacement through collaborative research, education, and action.

Begona Echeverria (Postdoctoral 2005) with the collaboration of UC Riverside’s Department of Theater, Film and Digital Production, co-produced a staged reading of her play, “Picasso Presents Gernika” at Chino Community Theatre.  She also submitted her manuscript “‘Witches’ and Wily Women: Saving ‘Noka’ through Basque Folklore and Song” which will be published by the University of Nevada Reno’s Center for Basque Studies in 2020. 

Jason Ellis (Postdoctoral 2017) was promoted July 1st, 2019, to the rank of Associate Professor and granted tenure in the Department of Educational Studies at the University of British Columbia.

Clare Buckley Flack (Dissertation 2018) co-authored a practitioner-facing workbook published by CPRE in July 2019. The publication, titled Managing networks for school improvement: Seven lessons from the field, highlights actionable findings from a three-year Spencer-funded study of the implementation of the Common Core State Standards in New York City. 

Alexandra Freidus (Dissertation 2017) published a new article “Modes of Belonging: Debating School Demographics in Gentrifying New York” in the American Educational Research Journal.  The article (available here: https://journals.sagepub.com/doi/10.3102/0002831219863372) argues that many debates about school demographics are rooted in questions of who belongs in a school and to whom a school belongs. A second article based on her dissertation research, “‘I Didn’t Have a Lesson’: Politics and Pedagogy in a Diversifying Middle School” is forthcoming in Teachers College Record. Alex joined the Department of Educational Leadership, Management, and Policy at Seton Hall University this fall.

Kevin Gee (Postdoctoral 2015) published his article “Maltreatment Profiles of Child Welfare–Involved Children in Special Education: Classification and Behavioral Consequences” in the journal Exceptional Children.

J. Bryan Henderson (Postdoctoral 2018) was the lead author for chapters in two different books in 2019. In Argumentation in Chemistry Education: Research, Policy, and Practice published by the Royal Society of Chemistry, Henderson describes how freely-available technology can be used to support the learning of chemistry through evidence-based argumentation. In the upcoming Springer book, Active Learning in College Science: The Case for Evidence-Based Practice, Henderson again promotes the affordances of digital technologies to make argumentation more frequent and more critical in science classrooms. Henderson presented at five different national and international science education research conferences in 2019, as well as having five first-author articles accepted for publication in the year. This includes a sole author piece in the Harvard Educational Review. Henderson was elected in 2019 to serve as Program Chair of the AERA Science Teaching and Learning SIG, where he has organized the science education portion of the conference program for the upcoming 2020 AERA meeting in San Francisco. Finally, Henderson has been selected to serve as an Associate Editor for the Journal of Research in Science Teaching (JRST), which is the most prestigious academic journal for science education.

Soo Hong (Postdoctoral 2014) recently published her second book, Natural Allies: Hope and Possibility in Teacher-Family Partnerships (Harvard Education Press, 2019). The book explores the narratives of five teachers in Boston and DC whose relationships with students’ families are central to their practice and encourage us to consider a more holistic and family-centered understanding of culturally sustaining pedagogies. 

Gregory Kelly (Postdoctoral 1998), Distinguished Professor of Science Education and Senior Associate Dean in the College of Education at Penn State University, gave invited presentations at Stockholm University, Universidade de Santiago de Compostela, and the SMU Caruth Institute for Engineering Education. His research continues to examine issues of discourse and epistemic practices especially for diverse learners—this year his publications focused on epistemic tools, translanguaging in science classrooms, affordances of engineering for English learners, and the impact of inclusive curricular design principles on students’ science and engineering learning.

Matthew Kraft (Dissertation 2012), with coauthors John Papay (Postdoctoral 2016) and Olivia Chi, recently had their article entitled “Teacher skill development: Evidence from performance ratings by principals” accepted for publication in the Journal of Policy Analysis and Management.  The paper examines the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Using a within-teacher returns to experience framework, they find, on average, large and rapid improvements in teachers’ instructional practices throughout their first ten years on the job as well as substantial differences in improvement rates across individual teachers. They also document that subjective performance ratings contain important information about teacher effectiveness. 

Kathryn Lanouette (Dissertation 2017) recently published an article with co-authors in The Journal of Learning Sciences, entitled “Scripts and Counterscripts in Community-Based Data Science: Participatory Digital Mapping and the Pursuit of a Third Space”

Kathryn has also recently presented a talk on her dissertation research at the College of WIlliam and Mary. 

Adam Laats (Postdoctoral 2009) recently completed his most recent book manuscript, Creationism USA: Bridging the Impasse on Teaching Evolution. It will be published by Oxford University Press in late 2020. Laats also offered some commentary from his current research in the Washington Post, May 16, 2019: “Betsy DeVos Wants to Resurrect an Old—and Failed—Model of Public Education.”

Francine Menashy (Postdoctoral 2013) published her new book, International Aid to Education: Power Dynamics in an Era of Partnership, with Teachers College Press.  

Judit Moschkovich (Dissertation 1991 , Postdoctoral 1995) was inducted as an American Educational Research Association (AERA) Fellow in April 2018 and received the 2019 Distinguished Scholar Award from the Special Interest Group for Research in Mathematics Education (SIG-RME) in AERA. She was a member of the Consensus Committee that wrote the volume “English Learners in STEM subjects: Transforming classrooms, schools, and lives: A report from the National Academies of Science, Engineering, and Medicine published in 2019 (D. Francis Ed.). NRC: Washington, DC.

In 2018, Dr. Moschkovich published an article with Bill Zahner “Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions” in ZDM The International Journal on Mathematics Education. She co-edited a volume with D. Wagner, A. Bose, J. Rodrigues, & M. Schütte “Language and communication in mathematics education: International perspectives,” contributed the chapter “Talking to learn mathematics: Supporting academic literacy in mathematics for English learners,” to the volume edited by Bailey, Maher, & Wilkinson (Eds.), Language, Literacy, and Learning in the STEM Disciplines published by Routledge.

Michele S. Moses (Dissertation 1998; Postdoctoral 2004) gave the Kneller Lecture at the annual meeting of the American Educational Studies Association, entitled “‘Very Fine People on Both Sides:’ Diverse Viewpoints, Truth, and Free Speech on Campus” and she published (with Kathryn E. Wiley, Dissertation 2016) “Social Context Matters: Bridging Philosophy and Sociology to Strengthen Conceptual Foundations for College Access Research” (https://doi.org/10.3102/0002831219883587) in the American Educational Research Journal in October 2019. Professor Moses recently became the Vice Provost and Associate Vice Chancellor for Faculty Affairs for the University Colorado Boulder.

Margaret Nash published “Entangled Pasts: Land-Grant Colleges and American Indian Dispossession” in the November issue of History of Education Quarterly. She also published “The Dark History of Land-Grant Universities” in The Washington Post‘s series “Made By History” in November. 

Sharon Nelson-Barber (Postdoctoral 1986) is section editor and contributor to the Springer 2019 Handbook of Indigenous Education, edited by Elizabeth McKinley and Linda Tuhiwai Smith. Her chapter, The Importance of Locally Researching Innovations and Interventions in Indigenous Learning Communities,  coauthored with Zanette Johnson, provides interpretations and perspectives about many of the unique features, contours, and needs of Indigenous communities that go  largely unrecognized and unaddressed in mainstream education. It also raises awareness of how mainstream research findings can be appropriately interpreted when generalizing and implementing innovations. She also continues work in the  Pacific region as the evaluator for the National Science Foundation funded project:  Developing a Collective Impact Model with and for Native Hawaiian and Pacific Islander  Girls to Persist in Computer Science.

Philip Nichols (Dissertation 2017) was selected as a finalist for the International Literacy Association’s Timothy and Cynthia Shanahan Outstanding Dissertation Award for his study, “Making Innovation: Literacy and Technoscience in Urban Public School Reform. His article, “Building Spaces for Literacy in Schools: Mapping the Emergence of a High School Literacy Makerspace,” (co-authored with Amy Stornaiuolo (Postdoctoral 2017) and Veena Vasudevan) published in English Teaching: Practice and Critique, was awarded an Emerald Publishing Literati Award. He also published “The Racializing Forces of/in AI Educational Technologies” (co-authored with Ezekiel Dixon-Román and Ama Nyame-Mensah) in Learning, Media, and Technology and “Assembling ‘digital literacy’: Contingent Pasts, Possible Futures” (co-authored with Amy Stornaiuolo) in Media and Communication. His chapter “Worldbuilding for Mutual Flourishing: A Cosmopolitics for the English Classroom” (co-authored with classroom teacher Brianne O’Sullivan) also appeared in Affect, Embodiment, and Place in Critical Literacy: Assembling Theory and Practice, edited by Kimberly Lenters and Mairi McDermott (Routledge, 2019).

Janet Njelesani (Postdoctoral 2018) PhD, OTR/L, and Assistant Professor of Occupational Therapy at NYU has received one of the highest awards in her field, the American Occupational Therapy Association (AOTA) International Service Award for her significant contributions to the profession. The award recognizes occupational therapists who demonstrate a sustained and outstanding commitment to international occupational therapy work that promotes a globally connected community and addresses global issues. Her current funded NAEd/Spencer study on school violence against students with disabilities in Zambia was critical to enabling her to carry out this recognized work.

Laura Novick (Postdoctoral 1990) had a manuscript published in the journal Cognition in November of 2019 on the role of Gestalt perceptual principles in students’ understanding of and ability to reason with the information depicted in evolutionary trees: Novick, L. R., & Fuselier, L. C. (2019). Perception and conception in understanding evolutionary trees. Cognition, 192. https://doi.org/10.1016/j.cognition.2019.06.013. In addition, her collaborative research on sexual selection was presented at a Gordon Conference on biology education: Fuselier, L., Spaulding, S., & Novick, L. R. (2019, June). Gender stereotypes emerge in student explanations of sexual selection. Gordon Research Conference on Undergraduate Biology Education Research. Bates College, Lewiston, ME.

Ann Owens (Postdoctoral 2016) (University of Southern California) was selected as a William T. Grant Scholar, one of four recipients for the 2024 cohort. Her Scholars award research will focus on programs and policies to help low-income families with children move to higher opportunity neighborhoods, with a focus on place-based housing policies. See news release here.

Along with Kendra Bischoff (Postdoctoral 2016) (Cornell University), Owens recently published a co-authored article in Demography. Bischoff and Owens use multiple data sources on school districts in the U.S. to provide a rich longitudinal portrait of the social and financial resources available in high- and low-income students’ school districts from 1990 to 2014. They demonstrate how income segregation exacerbates social resource gaps between high- and low-income students (using more nuanced student income data than prior research), while school finance reform has been fairly effective in reducing per-pupil funding inequalities due to segregation between school districts, though funding is likely not sufficiently compensatory. 

Aaron M. Pallas (Postdoctoral 1988) and Anna Neumann (NAEd member) have just published Convergent Teaching: Tools to Spark Deeper Learning in College (Johns Hopkins University Press, 2019). The book draws on research on K-12 teaching and learning to develop the concept of convergent teaching, and illustrates its three key principles of targeting, surfacing and navigating. In arguing for the centrality of teaching to the mission of higher education, the authors consider how campus leaders, policymakers, and foundation leaders can support college teaching improvement.

Caitlin Patler (Postdoctoral 2018) co-authored an amicus brief in the Supreme Court case surrounding the rescinding of the DACA program:

Smith, Robert C., Caitlin Patler, Cecilia Menjívar, Douglas S. Massey, James D. Bachmeier, Elizabeth Aranda, Mary C. Waters, Frank D. Bean, Susan K. Brown, Catalina Amuedo-Dorantes, Leisy J. Abrego, Joanna Dreby, Francesc Ortega, Amy Hsin. 2019. “Amici Curiae Brief of Empirical Scholars in Support of Respondents” Amicus Brief to the Supreme Court of the United States in Nos. 18-587, 18-588, and 18-589 (DACA rescinding case).

Fabian T. Pfeffer (Dissertation 2009; Postdoctoral 2011) has been promoted to Associate Professor in the Department of Sociology and Research Associate Professor in the Institute for Social Research at the University of Michigan. He also received the 2019 Doris Entwisle Early Career Award from the American Sociological Association’s Section on Sociology of Education. Fabian will be building a new research center dedicated to the study of social and educational inequality, the Center for Inequality Dynamics (CID) at the University of Michigan over the next years.

Sarah Powell (2014 Postdoctoral) was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE). She received the PECASE award at a ceremony in Washington, DC in July of 2019. Dr. Powell was nominated for the PECASE from the Institute of Education Sciences for her research focused on improving mathematics outcomes for students experiencing mathematics difficulty. 

Emily Rauscher (Dissertation 2011, Postdoctoral 2017) was recently promoted to Associate Professor with tenure in the Sociology Department at Brown University in 2019. She has a paper forthcoming in Sociology of Education called “Delayed Benefits: Effects of California School District Bond Elections on Achievement by Socioeconomic Status.”

Frank Reichert (Postdoctoral 2016) received the Faculty Early Career Output Award from the Faculty of Education at the University of Hong Kong for his 2018 article entitled “Profiles of adolescents’ perceptions of democratic classroom climate and students’ influence: The effect of school and community contexts”, published in the Journal of Youth and Adolescence and co-authored by Dr. Jiaxin Chen and Prof. Em. Judith Torney-Purta (NAEd Member) (DOI: 10.1007/s10964-018-0831-8). Together with Prof. Murray Print, he also published a new article entitled “Participatory practices and political knowledge: How motivational inequality moderates the effects of formal political knowledge” in Social Psychology of Education (DOI: 10.1007/s11218-019-09514-5).

David Lindsay Roberts (Postdoctoral 1999) spoke on “A Tale of Two Textbooks,” at the Midwest Section meeting of the American Mathematical Society held at the University of Wisconsin-Madison in September. In October, he published Republic of Numbers: Unexpected Stories of Mathematical Americans through History (Baltimore: Johns Hopkins University Press).

John L. Rudolph’s (Postdoctoral 2004) book, How We Teach Science: What’s Changed, and Why It Matters, published in June by Harvard University Press has been selected as a Choice Outstanding Academic Title for 2019. The book, supported by funds from the Spencer Foundation and the National Science Foundation, traces the way the process of science has been taught in American schools from the middle of the nineteenth century to the present. Rudolph is currently completing his second term as chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison.

John Rury (Postdoctoral 1986) co-edited (with Eileen Tamura) a volume, The Oxford Handbook of the History of Education​, was published by Oxford University Press.  It features 36 chapters in 632 pages, dealing with education around the world, extending from ancient times to the present and covering a wide range of topics in educational history.  The sixth edition of his book Education and Social Change: Contours in the History of American Education was published by Routledge in August.  And he contributed a chapter titled “School Choice in American History” to the Handbook of Research on School Choice, Second Edition, edited by Mark Berends, Anne Primus and Matthew Springer and published by Routledge in June.

Scott Seider (Postdoctoral 2013) and co-author Daren Graves recently published Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). The book is the culmination of a five-year longitudinal research study that launched with funding support from Seider’s 2013 NAEd/Spencer postdoctoral fellowship and then additional support from the Spencer Foundation and John Templeton Foundation. 

Alexander Sidorkin (Postdoctoral 1997) published Sidorkin A.M. “Baumol’s Cost Disease and the Trinitarian Pedagogy.” Studies in Philosophy and Education 38 no. 6 (2019): 591-600. He has also organized a new scholar-practitioner Relation-Centered Education Network, see http://rcen.net

Elizabeth Todd-Breland (Postdoctoral 2016) in June was appointed to the Board of Education of the City of Chicago. This fall, her book A Political Education: Black Politics and Education Reform in Chicago Since the 1960s (University of North Carolina Press, 2018) was named a co-winner of the 2018 Kenneth Jackson Award for Best Book (North American) from the Urban History Association. She worked on this book during her time as a NAEd/Spencer Postdoctoral Fellow.

Kate Vieira’s (Postdoctoral 2015) monograph (on which she worked during her Spencer/NAEd Postdoctoral Fellowship), Writing for Love and Money: How Migration Drives Literacy Learning in Transnational Families was published this year by Oxford University Press. https://global.oup.com/academic/product/writing-for-love-and-money-9780190877323?lang=en&cc=us

Her co-edited collection and board game with Jhoana Patiño Lopez (and 14 community co-authors including high school students, teachers, activists, writers, an artist, a child psychologist, an editor, and an adult literacy educator) on writing for peace in Colombia was published this year as well: Paz: Escribiendo un Corazón Común. Manizales, Colombia: Ojo con la Gota de TINta Press. She is grateful to Fulbright, ICETEX, a Baldwin Seed Grant, and Susan Cellmer for funding this project. It is available for download here: www.escribiendolapaz.com

And people writing poetry for peace may publish their poetry here (in whichever language they choose): https://www.escribiendolapaz.com/new-index And here you can see the “pedagogical tour” during which the book and game were distributed: https://www.escribiendolapaz.com/ccblog

She also published an article that reflects back on three transnational ethnographic projects to examine the shifting relationship between literacy, texts, and politics.  “What Happens When Texts Fly.” College English, Special Issue on Texts, 82.1 (2019): 77-95.

Nicholas A. Wright (Dissertation 2018) has joined the faculty at Florida Gulf Coast University as an Assistant Professor in the Department of Economics and Finance. He has a new article in press which examines the impact of public recognition (Dean’s list) and written reprimand (academic probation) on students’ behavior.

Wright, N. “Perform Better, or Else: Academic Probation, Public Praise, and Students Decision-Making”. Labour Economics, Forthcoming.

Chenyi Zhang (Postdoctoral 2016) has published the following:

• Zhang, C. & Bingham, E.G. (2019). Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI): A professional development model of early writing skills. Early Childhood Research Quarterly, https://doi.org/10.1016/j.ecresq.2019.06.003
• Zhang, C. & J. Cook, C. (2019). A reflective professional development intervention model of early writing instruction. Journal of Early Childhood Teacher Education, https://doi.org/10.1080/10901027.2018.1536903
• Zhang, C., & Dobbs-Oates, J. (2019). The relations between American children’s Head Start experience and pre-academic skills: A comparison with children from a community group. Journal of Research in Childhood Education, https://doi.org/10.1080/02568543.2019.1649769

A manuscript from a Spencer small grant is currently in the status of revise and resubmit.