Alexandra Leavell

Associate Professor, Teacher Education and Administration, Associate Dean for Educator Preparation Programs
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Office: 
Matthews Hall 119-J
Phone: 
940-369-8549
Email: 
alexandra.leavell@unt.edu

Alexandra G. Leavell, PhD, is an Associate Professor in the Language and Literacy Studies Program in the Department of Teacher Education and Administration. She holds a PhD in Reading and Learning Disabilities from the University of Miami (FL). Dr. Leavell joined the faculty of UNT in 1992. Her professional and research interests include making learning accessible for all learners through increased literacy skills, and helping teacher candidates understand and develop academic identity and disciplinary literacy skills in themselves and their future students.

 

She came to the , and  Her professional and research interests include content literacy for adolescents, making learning accessible for all learners, and the use of English for Academic Purposes for English Language Learners from high school through graduate school. Dr. Leavell's international experience includes work in Thailand, where she taught a literacy learning workshop for university professors at Kasetsart University.

Courses Taught

EDRE 4820 - Reading and Writing in Grades 4-8

EDRE 5370 - Advanced Reading Theory/Practice

EDSE 4060 - Content Area Reading in Secondary Schools

EDSE 5004 - Literacy for All

EDRE 4870 - Cross-curricular Literacy Materials and Resources

Janelle B. Mathis

Professor, Teacher Education and Administration
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Office: 
Matthews Hall 206-P
Phone: 
940-565-2754
Email: 
janelle.mathis@unt.edu

As a literacy educator at UNT since 1997, Janelle Mathis focuses her teaching and research on children’s and adolescent literature, especially works that are multicultural and international. She teaches courses at all levels that either focus on literature in the classroom or are undergirded by children's and adolescent literature. Her research interests, which often focus on response to literature and critical content analysis, are in the areas of the transactional theory of reader response, socio-cultural contexts for literacy teaching and learning, and critical literacy. She received her doctorate at the University of Arizona in the Department of Language, Reading, and Culture in 1994. She was a teaching assistant and adjunct at UA, and she also taught at Northern Illinois University prior to coming to UNT.

Selected Publications

Mathis, J. (2011) Multicultural Literature: Reading and responding within contemporary literacy contexts. In L. Albright & A. Bedford, A master class in teaching children's literature: Trends and issues in an evolving field (pp. 93-108). Urbana, IL: National Council of Teachers of English.

Mathis, J. (2011). Bringing the global society into our classrooms: Insights into English language learners through children's and adolescent literature. In M.T. Cowart, & P, Dam (Eds.). Linguistic and cultural considerations for English language learners. Denton, TX: The Federation of North Texas Universities.

Mathis, J. (2010). The garden still grows. Journal of Children's Literature, 36 (2).

Day, D., Austin, P., Levin, S., Mathis, J., McNair, J., Short, K., & Sullivan, E. (2009). Notable books for the English language arts. Journal of Children's Literature, 34 (2).

Ernst, S., & Mathis, J. (2008). Multicultural literature: Reading, writing, and responding within a “new” literacy context. Journal of Children's Literature, 34 (1),10-14.

Mathis, J. (2008). Nurturing a love of language through children's literature. In P. Dam & M. T. Cowart (Eds.), Current Issues and best practice in bilingual and ESL education (pp.35-53). Denton, TX: The Federation of North Texas Universities.

Mathis, J. A (2008) Review of Shattering the looking glass: Challenge, risk, and controversy in children's literature by S. Lehr. Journal of Children's Literature 34(2), 70.

Mathis, J., (2008). Critical reviews in on-line journal WOW Reviews (wowlit.org) of these international books:Sweetgrass Basket, Shin's Canoe, The Poet Slave of Cuba, A Biography of Juan Francesco Manzano, When I Grow Up I Will Win the Nobel Peace Prize,.Memories of Survival. (The column also includes my Introduction and Editor's Note,)

Giorgis, C., Mathis, J., Bedford, A. (2007). Finding our stories through her stories: Strong females in the global tapestry. In N. Hadaway & M. McKenna (Eds.), Breaking boundaries with global literature, Celebrating diversity in K-12 classrooms (pp. 55-72). Newark, DE: International Reading Association.

Mathis, J., & Albright, L. (2007). Keeping the love of literature alive in this high-stakes testing environment. Journal of Children's Literature, 33(1), 14-19.

Mathis, J. (2007). Contemplating community through multicultural children's literature. In P. Dam & M. T. Cowart (Eds.), Intercultural understanding (pp. 92-113). Denton, TX: The Federation of North Texas Universities.

Mathis, J. (2006). Children's literature: Valuing and validating language and culture. In P. Dam & M. T. Cowart, (Eds.), Cultural and linguistic issues for English language learners (pp. 142-166). Denton, TX: Texas Woman's University.

Mathis, J., Blackburn, S., Johnson, S., Sarker, A.,Taliaferro, C., & Walker, K. (2006). Professional resources: Instruction that invites involvement in the local community. Journal of Children's Literature, 30(2), 88-91.

Mathis, J. (2006). Shortening the path between theory and practice. Journal of Children's Literature, 30(1).

Mathis, J., & Patterson, L. (2005). Literacy to Inform and transform: Empowering lessons from children's literature. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 53rd Yearbook of the National Reading Conference (pp. 264-280). Oak Creek, WI: National Reading Conference.

Recent Conference Presentations

Mathis, J. (2012). Forced journeys: A conceptual framework to contemplate migration. Bi-Annual Congress of the International Board on Book for Young People, London, UK.

Mathis, J. (2011). Demonstrations of agency in international children's and adolescent literature: A critical content analysis across personal, social, and cultural dimensions. Literacy Research Society Conference, Jacksonville, FL.

Mathis, J. & Shearer, R. (2011). Global perspectives enriched through international children's literature in middle school Spanish language classrooms. Literacy Research Society Conference, Jacksonville, FL.

Mathis, J. (2011). Notable books for a global society: Critically engaging readers. 17th European Reading Conference, Mons, Belgium.

Mathis, J. (2011). Safe spaces in times of conflict: The Sweethearts of Rhythm at the intersection of music, poetry and the visual arts. Meeting of the International Research Society in Children's Literature, Brisbane, Australia.

Mathis, J. (2011). Insights into our diverse world through poets and poetry. Convention of the National Council of Teachers of English, Chicago, IL.

Mathis, J. (2011). Joyful teaching - joyful learning: Discovering the pleasures and powers of language with notable children's and adolescent books. Meeting of the Association of Literacy Educators and Researchers, Richmond, VA.

Mathis, J. & Shearer, R. (2011). Artistic response to Latino/a literature: Exploring cultural transactions with text. Convention of the National Council of Teachers of English, Chicago, IL.

Mathis, J. Knezick, L., Morton, T., Sanders, A., Shearer, R., & Stewart, M. (2010, December). Teachers as first responders in selecting literature for classroom use: Rosenblatt invites understandings into literature selections for contemporary classrooms. National Reading Conference/Literacy Research Association Conference, Ft. Worth, TX.

Mathis, J. & Shearer, R. (2010, September). Resilient children in international literature: Lessons in strength and agency. International Board on Books for Young People World Congress, Santiago, Spain.

Mathis, J. (2009, August). Insights into the global society through literacy events in children's literature. Meeting of the International Research Society for Children's Literature. Frankfurt, Germany.

Mathis, J. and members of the Committee on Notable Books for a Global Society (2009, May). Exploring the global society through reading, writing, and sharing children's and adolescent literature. Convention of the International Reading Association, Minneapolis, MN.

Mathis, J. (2009, February). Multiple pathways to global literacy: Breaking boundaries with literature. Convention of the International Reading Association, Phoenix, AZ.

Mathis, J. (2008, November). Preparing to teach citizens of the global community. Meeting of the National Reading Conference, Orlando, FL.

Mathis, J. (2008, November). Notable books for the English language arts. Conference of the National Council of Teachers of English, San Antonio, TX.

Mathis, J. (2008, October). Creating and positioning readers as democratic community members. Meeting of the College Reading Association, Sarasota, FL.

Mathis, J. (2008, October). Alternate perspectives on representations of the past in recent children's/ adolescent literature. Meeting of the College Reading Association, Sarasota, FL.

Mathis, J. (2008, September). Recent perspectives of historical events and social issues in children's and adolescent literature. Meeting of the International Board on Books for Young People, Copenhagen, Denmark.

Mathis, J. (2008, July). Insights into our diverse world through poets and poetry. World Congress on Reading, San Jose, Costa Rica.

Mathis, J. et al. (2008, May). Engaging literacy learners with a global view. Children's Literature SIG, Convention of the International Reading Association, Atlanta, GA.

Mathis, J. et al. (2008, May). Children's literature and literacy: Side by side by side. Convention of International Reading Association, Atlanta, GA.

Current Activities in Professional Organizations

Vice President, US Board on Books for Young People

Board Member, US Board on Books for Young People

Past President, Children's Literature Special Interest Group of the International Reading Association

Memberships

National Reading Conference

National Council of Teachers of English

International Reading Association

United States Board on Books for Young People

Association of Literacy Educators and Researchers

Children's Literature Assembly

Garry Mayes

IT Specialist III, Teacher Education and Administration
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Office: 
Matthews Hall, 218-Q
Phone: 
940-565-4744
Email: 
Garry.Mayes@unt.edu

Garry supports faculty and students as the director of the Teacher Education and Administration department's Macintosh Computer Laboratory. Dr. Mayes receivied his doctorate from UNT.

Sarah Pratt

Assistant Professor, Teacher Education and Administration
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Office: 
Matthews Hall 204-J
Phone: 
940-565-2030
Email: 
Sarah.Pratt@unt.edu

Sarah Smitherman Pratt, Ph.D. joined the Department of Teacher Education and Administration as an assistant professor in the fall of 2011. Her research and teaching focus on the intersection of mathematics education and curriculum theory, and her special interest is in complexity theories as they relate to complex conversations in education. Her bachelor’s degree is from Texas A&M University, and her master’s and doctoral degrees are from Louisiana State University. She has five years of teaching experience in the Texas public schools, and she has also served on the faculty of the University of North Carolina at Greensboro.

Selected Articles and Chapters

Pratt, S. (In Press). Area models to image integer and binomial multiplication. Investigations in Mathematics Learning.

Kuehnert, E., Eddy, C., Miller, D., Pratt, S., & Senawongsa, C. (In Press). Bansho: Visually sequencing mathematical ideas Teaching Children Mathematics.

Ng-A-Fook, N., Pratt, S., Smith, B., & Radford, L. (Eds.). (In Press). Hacking education in a digital age: Teacher education, curriculum, and literacies. Information Age. Est. December 2016.

Pratt, S., & Eddy, C. (2016). Area models for integer and binomial multiplication. Link: Online Journal of the Association of Mathematics Teacher Educators of Texas, 6(3), 6-8.

Pratt, S., Lupton, T., & Richardson, K. (2015). Division quilts: A Measurement model. Teaching Children Mathematics, 22(2), 102-109.

Pratt, S., & Tennyson, A. (2015). Understanding integer and binomial multiplication. In M. Che & K. Adolphson (Eds.), Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning. Las Vegas, NV.

Eddy, C.M., Quintanilla, J., Pratt, S., Frank, I., & Bush, B. (2015). UNT Secondary NCTM CAEP SPA Report. Result: National Recognition with Conditions

Pratt, S., Matney, G., Kadroon, T., Changsri, N., Saengpun, J., & Sudejamnong, A. (2015). Choosing appropriate measures of Mathematical Knowledge for Teaching (MKT) for research studies across international boundaries. Proceedings for the 13th Annual Hawaii International Conference on Education, Honolulu, HI.

Lupton, T., Pratt, S., & Richardson, K. (2014). Exploring long division through Division Quilts. Centroid, 40 (1), 3-8.

Pratt, S. (2014). Connection points. Intersection Points: The Newsletter of the Research Council on Mathematics Learning, 39(1), 13-14.

Pratt, S. (2013). Foreword. In D. Loveless & B. Griffith (Eds.), Academic Knowledge Construction and Multimodal Curriculum Development. Hershey, PA: IGI Global.

Representative Conference Paper

Quinn, M., Jewett, L., Triche, S., Pratt, S., Egéa, D., & Hendry, P. (2017). Heeding the wisdom and way of the King of Chaos: Reflections on the rich legacy of William E. Doll, Jr. to curriculum studies. Paper accepted for the annual meeting of theAmerican Association for the Advancement of Curriculum Studies, San Antonio, TX.

Kuehnert, E., Eddy, C., & Pratt, S. (2017). Professional development focusing on listening and questioning. Paper presented at the Research Conference of the National Council of Teachers of Mathematics, San Antonio, TX.

Eddy, C., Pratt, S., & Green, C. (2017). Google Maps and Desmos for solving systems of linear inequalities. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, San Antonio, TX.

Pratt, S., Eddy, C., & Kuehnert, E. (2017). Assessment FOR learning: Teachers’ questioning and listening strategies. Paper presented at the annual meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Eddy, C., Pratt, S., Kuehnert, E., & Wu, M. (2017). Building teachers’ capacity for anticipating student responses. Paper presented at the annual meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Kuehnert, E., Eddy, C., & Pratt, S. (2017). Re-Presenting distributive property and multiplication facts. Paper presented at the annual meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Pratt, S., Eddy, C., Matney, G., Wilkerson, T., Inprasitha, M., Inprasitha, N., Srichompoo, S., Changsri, N., Kadroon, T., & Moonpoo, P. (2016, July). Facilitating teachers’ instruction to elicit student processes in thinking of mathematics. Paper presented at the 13th International Congress on Mathematical Education 2016, Hamburg, Germany.

Eddy, C., Pratt, S., Thinwiangthong, S., Suttiamporn, W., Wilkerson, T., Matney, G., Saengpun, J., Sudejamnong, A., & Premprayoon, K. (2016, July). Common observation tool for math teacher’s use of formative assessment in U.S. and Thailand. Paper presented at the 13th International Congress on Mathematical Education 2016, Hamburg, Germany.

Pratt, S., Colvin, R., Waks, L., Seltzer-Kelly, D., & Cunningham, C. (2016, April). Education for diverse democracy: A Deweyan complexity-based vision of schools. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

Pratt, S., Eddy, C., & Kuehnert, E. (2016, February). Algeblocks to image integer and binomial multiplication. Paper presented at the annual meeting of the Research Council on Mathematics Learning, Orlando, FL.

Kuehnert, E., & Pratt, S. (2016, February). Structural connections of base-10 numbers and binomials using an area model. Paper presented at the annual meeting of the Research Council on Mathematics Learning, Orlando, FL.

Eddy, C., Inprasitha, M., Pratt, S., Matney, G., & Wilkerson, T. (2015, May). The FALS Project: Informing lesson study outcomes through innovative assessment to address Mathematical Knowledge for Teaching. Paper presented at the 7th ICMI-East Asia Regional Conference on Mathematics Education, Cebu, Philippines.

Pratt, S., & Tennyson, A. (2015, February). Understanding integer and binomial multiplication. Paper presented at the annual meeting of the Research Council on Mathematics Learning. Las Vegas, NV.

Kuehnert, E., & Pratt, S. (2015, February). Teacher application of questioning in contextualizing algebraic functions. Paper presented at the annual meeting of the Research Council on Mathematics Learning. Las Vegas, NV.

Pratt, S. (2014, November). Area models to understand multiplication & division/factoring of integers & polynomials. Paper presented at the Western Regional Noyce Conference, San Francisco, CA.

Pratt, S., Kadroon, Y., Eddy, C., & Wilkerson, T.  (2015, January). Choosing appropriate measures of Mathematical Knowledge for Teaching for research studies. Paper presented at the Hawaii International Conference on Education, Honolulu, HI.

Eddy, C., Harrell, P., Inprasitha, M., Pratt, S., & Wilkerson, T. (2015, January). Workshop on the use of short cycle formative assessment observation protocol. Paper presented the Hawaii International Conference on Education, Honolulu, HI.

Waks, L., Seltzer-Kelly, D., Doll, W., Pratt, S., & Trueit, D. (2014, April). School as a complex organization. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Jewett, L., Pratt, S., Esparza, J., & Barshes, D. (2014, April). Praxising Complexity. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Pratt, S., Matney, G., & Richardson, K. (2014, February). Conceptual tasks in secondary mathematics. Paper presented at the annual meeting of the Research Council on Mathematics Learning. San Antonio, TX.

Pratt, S., Eddy, C., Matney, G., Kuehnert, E., Moonpoo, P., Wilkerson, T., & Olson, M. (2014, February). A Bilateral, international research network for algebraic reasoning. Paper presented at the annual meeting of the Research Council on Mathematics Learning. San Antonio, TX.

Jewett, L., Pratt, S., Esparza, J., & Appelbaum, P. (2013, November). Practicing chaos and complexity as curricular and pedagogical praxis. Paper presented at the Curriculum & Pedagogy Conference. New Orleans, LA.

Presentations for Teachers

Presentations for Louisiana Resource Center for Educators

Professional Development for XTreem Algebra Teachers

Presentations Associated with North Carolina Council of Teachers of Mathematics

Workshops for PT.NET Grant, Baton Rouge, LA

Current Activity in Professional Organizations

Research Council on Mathematics Learning, 2018 Annual Meeting Program Chair
Research Council on Mathematics Learning, Secretary, 2015-2017
Research Council on Mathematics Learning, Member Coordinator, 2014-2016
Section Editor: Book Review, Journal: Complicity, 2014 – present
Reviewer, Journal: Review of Educational Research, 2017 – present
Reviewer, Journal: Investigations in Mathematics Learning, 2016 – present
Reviewer, Journal: Mathematics Teaching in the Middle School, 2013 – present
Reviewer, Journal: Complicity, 2007 – present
Chair, Chaos and Complexity Theories AERA SIG, 2011-2014
Association of Mathematics Teacher Educators-Texas (AMTE-TX), Board Member-At-Large, 2013-2016

Memberships in National and International Organizations

American Educational Research Association

International Association for the Advancement of Curriculum Studies

Research Council on Mathematics Learning

National Council for Teachers of Mathematics

Association of Mathematics Teacher Educators-Texas (AMTE-TX)

Texas Council for Teachers of Mathematics (TCTM)

Angela Randall

Visiting Assistant Professor, Teacher Education and Administration
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Office: 
Matthews Hall 204-D
Phone: 
940-565-2065
Email: 
Angela.Randall@unt.edu

Angela M. Randall, who is a new faculty member in Teacher Education and Administration, earned her Ph.D. in Reading Education at Auburn University. Dr. Randall's research interests include teachers' and students' knowledge of current high-quality children's books and the influence of teachers' attitudes toward reading on their students' attitudes. She has a profound love for children's books and is enthusiastic about exposing her students to the wonderful children's books available. Her elementary teaching experience inlcudes teaching in grades 1 through 3 in Virginia, Texas, and Belgium.

Courses Presently Taught

EDRE 4450: Reading and Writing Birth through Grade 4
EDRE 4850: Assessment and Evaluation in Reading

Publications and Presentations

Randall, A. & Nix, N. (2011). What causes reading difficulties? The Reading Paradigm, 5(1), 28-31.

Randall, A., & Nix, N. (2010). Think-alouds: An effective comprehension strategy, The Reading Paradigm, 4(1), 14-17.

Buskist, C., Randall, A., Nix, N., Johnson, L., & Tharpe, M. (2010, December). Examining pre-service teachers' use of conversation scaffold during instructional conversations. National Reading Conference, Fort Worth, TX.

Nix, N., & Randall, A. (2009, November). Young authors program. Alabama Reading Association Conference, Birmingham, AL.

Membership in Professional Organizations

International Reading Association
National Reading Conference
Alabama Reading Association
Golden Key International Honour Society
Teacher Education Council
Clinical Practice Advisory Council

Linda Stromberg

Principal Lecturer, Teacher Education and Administration
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Office: 
Matthews Hall 218-P
Phone: 
940-565-3274
Email: 
linda.stromberg@unt.edu

Linda Stromberg, Ph.D., is the Program Chair of the Educational Administration Program, and she serves as Lead Advisor for the Master's In Educational Administration and the Principal Certification Programs. She teaches Introduction to Educational Administration, Instructional Leadership, and Professional Development and Supervision. Her interests include developing and implementing online and hybrid/blended courses. She is a certified trainer for Instructional Leadership Development (ILD) and Professional Development and Appraisal System of Texas (PDAS) appraiser training. She works with area Regional Service Centers and School Districts to coordinate off-campus courses for the doctoral and master's program. She serves on the advisory council for the Region 11 Ne Principals' Academy. Her prior experience includes work as a teacher, reading specialist, and instructional facilitator in the Dallas Independent School District and as a curriculum coordinator, and principal in the Carrollton Farmers Branch Independent School District. Her bachelor's degree is from West Texas State University (now Texas A & M University at Canyon), and her master's and doctoral degrees are from the University of North Texas.

Recent Presentations

2010, "Enhancing Field-Based Learning with Online Interaction," Society for Information Technology and Teacher Education (SITE) Conference, San Diego, CA.

2008, “Enhancing Teacher Immediacy in Online Instruction,” Interactive Computer Aided Learning International Conference, Villach, Austria.

2006, “Communication and Feedback in a WebCT Course,” WebCT Users Conference, College Station, TX.

2006, “Creating and Constructing Lively Online Discussions” with J. Hudson, WebCT Users Conference, College Station, TX.

2002-2010, “Professional Development and Appraisal Certification Training,” Region 10 Education Service Center, Richardson, TX.

2002-2010, “Instructional Leadership Development Training for Administrators,” Region 10 Education Service Center, Richardson, TX.

Karthigeyan Subramaniam

Associate Professor, Teacher Education and Administration
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Office: 
Matthews Hall 218-S
Phone: 
(940) 565 3596
Email: 
Karthigeyan.Subramaniam@unt.edu

Karthigeyan Subramaniam, PhD, is Assistant Professor of Science Education in the Department of Teacher Education and Administration at the University of North Texas where he teaches graduate and undergraduate courses focused on science teacher education. His scholarship focuses on preparation of elementary and secondary science teachers as well as on educational technology and qualitative research methodology. Before coming to UNT in 2009, he was on the faculty of Penn State University-Harrisburg, where his position was in Elementary Teacher Education and Teaching and in the Curriculum Master’s Graduate Program. He has also been on the faculty of Adelphi University. His bachelor's degree is from the National University of Singapore, Republic of Singapore, his master's degree is from University of Florida, at Gainesville, and his doctoral degree is from the University of Otago, Dunedin, New Zealand.

Books

Subramaniam, K. (2002). Question and answer modules (1 to 10) for Exploring life science, Volumes 1-10. Republic of Singapore: Singapore STP Distributors.

Selected Articles and Chapters

Subramaniam, K. (in press). Student teachers' conceptions of teaching biology. Journal of Biological Education.

Subramaniam, K., & Harrell, P. (August, 2013). Framing prospective elementary teachers' conceptions of dissolving as a ladder of explanations. Journal of Science Teacher Education. DOI: 10.1007/s10972-013-9356-x.

Subramaniam, K. (2013). Minority pre-service teachers’ conceptions of teaching science: Sources of science teaching strategies. Research in Science Education, 43, 687-709. DOI: 10.1007/s11165-012-9284-3.

Subramaniam, K., Harrell, P., & Wojnowski, D. (2013). Analyzing prospective teachers' images of scientists using positive, negative, and stereotypical images of scientists. Research in Science and Technological Education, 31(1), 66-89.

Subramaniam, K. (2012). Examining the content of preservice teachers' reflections of early field experiences. Research in Science Education, 43(5), 1851-1872.

Subramaniam, K. (2012) Minority preservice teachers' conceptions of teaching science: Sources of science teaching strategies. Research in Science Education. DOI: 10.1007/s11165-012-9284-3

Subramaniam, K. (2012) How webquests can enhance science learning principles in the classroom. The Clearing House: Journal of Educational Strategies, Issues, and Ideas. 85(6), 237-242.

Bullock, P.L., Subramaniam, K., Buenventura, L. & Lee, I. (2010). Looking below the surface: An analysis of an elementary teacher education program diversity transformation. International Journal for Cross Disciplinary Subjects in Education, 1(3), 233-242.

Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. Journal of Science Teacher Education, 21(8), 937-951.

Subramaniam, K. (2010). Integrating writing frameworks into inquiry-based instruction. Science Educator, 19(2), 31-34.

Recent Conference Papers

Eddy, C., Wojnowski, D., Harrell, P., Subramaniam, K., & Pratt, S. (2012). Using concept mapping to assess a large-scale project. In A. J. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept maps: Theory, methodology, technology: Vol 2. Proceedings of the Fifth International Conference on Concept Mapping. (pp. 446-451). Msida, Malta: Veritas Press.

Subramaniam, K., Wojnowski, D., Harrell, P., Eddy, C., Pratt, S., & Shaker, Z. (2012). Prospective teachers' knowledge of constructing concept maps. In A. J. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept maps: Theory, methodology, technology: Vol 2. Proceedings of the Fifth International Conference on Concept Mapping. (pp. 377-381). Msida, Malta: Veritas Press.

Harrell, P., Subramaniam, K., Shaker, Z., Wojnowski, D., Eddy, C., & Pratt, S. (2012). Using concept maps to assess and categorize elementary preservice teachers' misconceptions. In A. J. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept maps: Theory, methodology, technology: Vol 2. Proceedings of the Fifth International Conference on Concept Mapping. (pp. 452-459). Msida, Malta: Veritas Press.

Subramaniam, K., & Bush, B. (2012, April). Identifying minority teachers' sources of teaching strategies. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.

Subramaniam, K. Harrell, P., & Wojnowski, D. (2012, March). A study of secondary science teachers' conceptions of heat transfer. Paper presented at the meeting of the National Association of Research in Science Teaching Conference, Indianapolis, IN.

Service to Professional Organizations

Program Reviewer, National Science Teachers Association/ National Council for the Accreditation of Teacher Education, 2006-present

Reviewer, American Biology Teacher, 2005-present

Reviewer, Journal of Science Teacher Education, 2006-present

Memberships

American Educational Research Association

National Association of Biology Teachers

Association of Science Teacher Education

National Science Teachers Association

National Association for Research in Science Teaching

Jeanne L. Tunks

Associate Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-N
Phone: 
940-565-3284
Email: 
tunks@coe.unt.edu

Dr. Jeanne Tunks, Associate Professor, coordinated the Denton ISD/UNT Professional Development School program from 2000-2010. During that time, she pursued several research agendas, which included such issues as the effects of tutoring in mathematics by PDS interns on student achievement, the influence of certain planned activities on the perceptions of students as mathematics learners, and the nature of action research. Recently she began a five-year research agenda on the success or failure of immigrant students in the area of mathematics. To that end, she spent six months in Antigua, Guatemala, and in other parts of Guatemala, studying how children in Central America are taught mathematics in the elementary schools. The study continues into U.S. schools, particularly in Texas, to determine the relationship between methods in Guatemala and the U.S. She has also created an exchange program between U.S. and Guatemalan mathematics teachers.

Dr. Tunks teaches graduate and undergraduate courses in Curriculum and Instruction, including a doctoral-level course addressing change management in schools.

Selected Publications

Tunks, J. (2012). Tutoring mathematics: Effect on professional development school (PDS) candidates' perception of teaching mathematics and effect on student achievement. In J. Ferrara (Ed.) Professional Development School Research Book Series, Volume 5. Charlotte, NC: Information Age Publishing.

Tunks, J. (2012). Applying theory, practice, and Research: The key to the development of future elementary teachers in the PDS. Eagle Feather, Volume 10.

Tunks, J. (2012). Fiesta math night/noche de fiesta de matimática: The initiation of social justice for PDS candidates. In K. Zenkov (Ed.). Social Justice in the PDS. Lanham, MD: Lexington Press.

Tunks, J. (2011). Action research as primary vehicle for inquiry in the professional development school. In J. Neopolitan (Ed.). National Society for the Study of Education, Volume 110, Issue 2. (111-122).  New York: Teachers College Press.

Tunks, J., & Weller, K. (2009). Changing practice, changing minds, From arithmetical to algebraic thinking: An application of the Concerns Based Adoption Model (CBAM). Educational Studies in Mathematics; ISSN0013-1954 (Print) 1573-0816 (Online) DOI10.1007/s10649-009-9189-x.

Tunks, J., & Neapolitan, J. (2007) Developmental framework for research on PDS. Lanham, MD: University Press of America.

Neapolitan, J., & Tunks, J. (2006) Developmental framework for research on PDS. In J. Neapolitan (Series Ed.), Where do we go from here? Issues in the sustainability of Professional Development School partnerships. New York: Peter Lang.

Recent Conference Presentations

Tunks, J. (2012). Research on early childhood mathematics and science research. Keynote address, Institute for the Promotion of Science and Technology, Bangkok, Thailand.

Tunks, J. (2012). Institutional to avoid inquiry: A historical study of a research-based professional development school partnership. Conference of the American Education Research Association, Vancouver, Canada.

Tunks, J. (2012). The mathematics and science of music for the early childhood teachers. Workshop, Institute for the Promotion of Science and Technology, Bangkok, Thailand.

Tunks, J. (2012). Bridging the gap: A study of Guatemalan primario mathematics education. Conference of the Comparative and International Education Society, San Juan, PR.

Tunks, J. (2011). The learning brain. Workshop, Colegio Boston, Antigua, Guatemala.

Tunks, J. and Ferri, A. (2009). The study of action research: A PDS candidate's action research plan. Conference of National Association for Professional Development Schools, Orlando, FL. (presentation with undergraduate students)

Tunks, J. (2009). The action of action research: The candidates' perspective. Conference of the American Educational Research Association, San Diego, CA.

Tunks, J. (2008). Teacher identity formation and the relationship to Maslow’s hierarchy of need. Conference of the American Educational Research Association, New York, NY.

Tunks, J., Anderson, A., & Olstowski, A. (2008). Fiesta de Noche de Matimatica: candidate transformation. Meeting of National Association for Professional Development Schools, Orlando, Florida. (presentation with undergraduate students)

Tunks, J. (2008). The Effect of tutoring in mathematics on student achievement. Meeting of the Holmes Partnership, Orlando, FL.

Tunks, J., & Neapolitan J. (2008). Connecting NCATE PDS standards to AERA research protocol. Meeting of the Holmes Partnership, Orlando, Fla.

Grants Awarded

2012 Charn Grant, Guatemala - U.S. Teacher Exchange, Principal Investigator

2009 TECERP, Hard-to-Staff Schools Grant, Texas Education Agency, Co-Principal Investigator

2009 Islamic Art and Geometry Project, UNT International Office, Principal Investigator

2008 Professional Development Schools, Principal Investigator

2008 American Association of Colleges of Teacher Education, Implementation of the NCATE PDS Standards, Principal Investigator

2008-2009 Action Research Grant, Community in Kind and Denton District Grant Funding, Principal Investigator

Current Activities in Professional Organizations

American Educational Research Association: Election Chair, PDS Research SIG; Member, Research Action Committee (Ad Hoc), PDS Research SIG

American Association of Teaching and Curriculum, Curriculum Dialogues, Review Board Member

National Association of Professional Development Schools, Member

Carol D. Wickstrom

Professor, Teacher Education and Administration
Profile Picture
Contact Info
Office: 
Matthews Hall, 204-A
Phone: 
940-565-4568
Email: 
Carol.Wickstrom@unt.edu

After teaching in K-12 public schools for 25 years, Dr. Carol Wickstrom became a university faculty member in 2000. At UNT, she teaches literacy courses at the graduate and undergraduate level in the Language, Literacy, Bilingual and ESL Program. As Director of the North Star of Texas Writing Project, she studies Culturally Mediated Writing Instruction in grades 6-12 English/Language Arts classrooms and supports teachers in these classrooms in their own teacher research. She received the 2009-2010 Faculty Teaching Excellence Award from the UNT College of Education, the 2011 Jean Greenlaw Literacy Award from the Texas Association for the Improvement of Reading, and the J.H. Shelton Excellence in Teaching Award in 2012.


Selected Publications

Wickstom, C., Patterson, L., & Isgitt, J. (2012). One teacher's implementation of culturally mediated writing instruction. In P.J. Dunston, L.B. Gambrell, C.C. Bates, S.K. Fullerton, V.R. Gillis, K. Headly, & P.M. Stecker (Eds.), 60th Literacy Research Association Yearbook. Oak Creek, WI: Literary Research Association.

Wickstrom, C., Araujo, J., Patterson, L., Hoki, C., & Roberts, J. (2012). Teachers prepare students for careers and college: "I see you," therefore I can teach you. In P.J. Dunson, L.B. Gambrell, C.C. Bates, S.K. Fullerton, V.R. Gillis, K. Headly, & P.M. Stecker (Eds.). 60th Literacy Research Association Yearbook. Oak Creek, WI: Literacy Research Association.

2010 Local Sites Research Initiative V-Culturally Mediated Writing Instruction. Technical Report for National Writing Project. www.nwp.org/research.

Patterson, L., Wickstrom, C.D., Roberts, J., Araujo, J., & Hoki, C. (2010). Deciding when to step in and when to back off: Culturally mediated writing instruction for adolescent English learners. The Tapestry Journal, 2(1), 1-18.

Wickstrom, C.D. (2009). "Powering Up:" Tools to connect teachers and students to text in the 21st century. In Leigh Van Horn (Ed.) Reading on the Edge: Enabling, Empowering, and Engaging Middle School Readers. Christopher-Gordon.

 

Selected Presentations

Swain, S., Vetter, C., Goss, A., & Wickstom, C.D. (2012) The AWC in Action. National Writing Project Annual Conference, Las Vegas, NV.

Patterson, L., & Wickstrom, C.D. (2012). Sustaining the good stuff: Using Human System Dynamics to build adaptive capacity. Texas Woman's University 2012 Billie Askew Reading Recovery and K-6 Literacy Institute, Dallas, TX.

Wickstom, C.D. (2012). Inquiry can be transformative: From "I will make him write" to "He will learn to write.". Presented at Association of Literacy Educators and Researchers Annual Conference, Grand Rapids, MI.

Wickstrom, C.D., & Patterson, L. (2011). The language of teaching and learning when teachers enact the principles and practices of Culturally Mediated Writing Instruction with English Language Learners. Presented at the 61st Annual Conference of the Literacy Research Association, Jacksonville, FL.

Wickstrom, C.D., Bauer, C. & Shearer, R. (2011). Cultivating empowering literacy experiences for all through global literature and their cultural identities. International Reading Association Annual Conference, Orlando, FL.

Wickstrom, C.D., Araujo, J., Patterson, L., Hoki, C. (2011). Culturally mediated writing instruction: Conversations of teaching to promote academic writing in adolescents. Writing Research Across Borders Conference. Arlington, VA.

 

Grants Awarded

National Writing Project, North Star of Texas Writing Project SEED High Needs School Grant

National Writing Project, North Star of Texas Writing Project, 2003 – present

National Writing Project, Local Sites Research Initiative V & VI, Culturally Mediated Writing Instruction for Adolescent English Learners

National Writing Project, Technology Liaison Network Mini-Grant, Site Development of Gaming to Promote Engagement for Adolescents

 

Awards

2012 - J.H. Shelton Excellence in Teaching Award

2011 - Jean Greenlaw Literacy Award

2009-2010 - College of Education Faculty, Teaching Excellence Award

Current Activities in Professional Organizations

National Writing Project of Texas, State Director, 2008-Present

Reviewer for Journal of Literacy Research, 2001-Present

Reviewer for Literacy Research, and Instruction, 2003-Present

North Texas Association for the Improvement of Reading, Program Chair, 2003-Present

Jemimah Young

Assistant Professor, Teacher Education and Administration
Profile Picture
Contact Info
Office: 
Matthews Hall, 218-D
Phone: 
940-565-4421
Email: 
jemimah.young@unt.edu

Jemimah L. Young, PhD is an Assistant Professor in Teacher Education and Administration. She holds a doctorate in Curriculum and Instruction from Texas A&M University. Her areas of expertise include Multicultural Education, Urban Education, and the Sociology of Education. Her research interests are (1) the academic achievement of students of color, (2) intersectional research of Black girls, (3) educational outcomes for marginalize populations, as well as (4) culturally responsive pedagogy. She teaches classes at both the undergraduate and graduate level related to culture, identity, diversity, social justice, foundations in education, and qualitative methodology.

Books

Ford, D. Y., Scott, M. T., Walters, N. M., & Young, J. L. (Eds.) (contracted). Gumbo for the soul II: Liberating memoirs and stories to inspire females of color. Charlotte, NC: Information Age.

Young, J. L., & Goings, R. B. (Eds.) (accepted). The every student succeeds act: Critical multicultural perspectives from the field. New York, NY: Teacher’s College Record Yearbook.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (Eds.). (2017). Cultivating achievement, respect, and empowerment (CARE) for African American girls in prek‐12 settings. Charlotte, NC: Information Age.

Articles & Chapters

Young, J. R., Fox, B., Young, J. L., & Levingston, E. (accepted). We would if we could: Examining culturally responsive teaching self-efficacy in middle school mathematics methods courses. Journal of Colorism Studies.

Ford, D. Y., Wright, B. L., & Young, J. L. (accepted). The evidence of things not seen: Five theoretical perspectives to support academically advanced Black students at PWIs and HBCUs. Journal of Negro Education.

Young, J. L., & Young, J. R. (accepted). BlackMaled: A 20-year content analysis of the Black male teacher empirical research. Race, Ethnicity, and Education.

Young, J. L., Young, J. R., & Butler, B. R. (accepted). A student saved is NOT a dollar earned: A meta-analysis of school disparities in discipline practices toward Black children. Taboo: The Journal of Culture and Education.

Ford, D. Y., Young, J. L., Wright, B. L., & Goings, R. B. (accepted). Honoring differences: Improving the representation of culturally different gifted students based on equity. In D. Sisk, B. Wallace, and J. Senior (Eds.), Sage Handbook on Gifted Education. Thousand Oaks, CA: Sage Publications.

Young, J. L. (accepted). Under-educated and over-adjudicated: A critical reflection on the teaching and policing of Black lives. In Broken Promise: Black Deaths and Blue Ribbons in Urban Centers.

Young, J. L., & Young, J. R. (accepted). Black parents as achievement socialization agents for Black girls: Building to mathematics. In Social Justice and Parent Partnerships in Multicultural Education.

Young, J. L., Young, J. R., & Capraro, R. M. (in-press). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review.

Young, J. L., Young, J. R., & Ford, D. Y. (in-press). Standing in the gaps: Examining the effects of early gifted education on Black girl achievement in STEM. Journal of Advanced Academics.

Young, J. L., Butler, B. R., Dolzhenko, I., & Ardrey, T. (in-press). Deconstructing teacher quality in urban early childhood education. Journal For Multicultural Education.

Young, J. L., Ero-Tolliver, I., Young, J. R., & Ford, D. Y. (in-press). Maximizing opportunities to enroll in advanced high school science courses: Examining the scientific dispositions of Black girls. Journal of Urban, Learning, Teaching, and Research.

Young, J. L., & Young, J. R. (in-press). Responding to culturally unresponsive teaching: A systematic review of culturally responsive teaching self-efficacy using confidence intervals. Journal of Praxis in Multicultural Education.

Dolzhenko, I., & Young, J. L. (in-press). Understanding teacher’s cultural competencies: Supporting the development of teacher’s self-awareness and social awareness. In The Handbook of Research on Pedagogies and Cultural Considerations of Young English Language Learners.

Ford, D. Y., & Young, J. L. (in-press). Under-identified culturally and linguistically diverse (CLD) gifted students: Recommendations for equitable recruitment and retention. In Rogers, (Ed.), Desegregating Gifted Education. Charlotte, NC: Information Age.

Foster, M. D., Young, J. R., & Young, J. L. (2017). Teacher perceptions of parental involvement and the achievement of diverse learners: A meta- analysis. Journal of Ethical Educational Leadership, 4(5), 1-17.

Young, J. L. (2017). Does digital curricula matter? An examination of online versus traditional multicultural education course delivery. Academic Perspectives in Higher Education, (3)1, 1-21.

Young, J. L., & Young, J. R. (2017). Opportunity knocks, will she answer: Dispositions and participation of girls of color in STEM enrichment. Journal of Expanded Learning Opportunities, 1(4), 12-25.

Young, J. L. (2017). Affective or effective? A Black female professor’s critical reflection on teaching effectiveness of multicultural courses. Professing Education, 6(1), 79-89.

Wright, B. L., Ford, D. Y., & Young, J. L. (2017). Ignorance or indifference?: Seeking excellence and equity for under-represented students of color in gifted education. Global Education Review, (4)1, 45-60.

Young, J. L., Feille, K., & Young, J. R. (2017). Black girls as learners and doers of science: A single-group summary of elementary science achievement. Electronic Journal of Science Education, 21(2), 1-20.

Young, J. L. (2017). Access, achievement, and academic resilience: The relationship between AVID and Black student participation in advanced placement courses. Journal of Multicultural Affairs, 1(2), 1-25.

Young, J. L., & Larke, P. J. (2017). One book and one girl at a time: Analyzing and explaining Black girl's reading achievement in elementary school. Literacy and Social Responsibility, 9(1), 3-10.

Young, J. L., Young, J. R., & Capraro, M. M. (2017). Black girl’s achievement in middle grades mathematics: How can socializing agents help?. The Clearing House, 90(3), 70-76.

Young, J. R., Ortiz, N., & Young, J. L. (2017). STEMulating interest: A meta-analysis of the effects of out-of-school time on student STEM interest. International Journal of Education in Mathematics, Science, and Technology, 5(1), 62-74. DOI:10.18404/ijemst.61149

Young, J. L., Young, J. R., & Paufler, N. A. (2017). Out of school and into STEM: Supporting girls of color through culturally relevant enrichment. Journal of Interdisciplinary Teacher Leadership, 2(1), 28-34.

Capraro, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y. S., Young, J. R., & Young, J. L. (2017). Developing a useful and integrative STEM disciplinary language. International Journal of Education in Mathematics, Science, and Technology, DOI: 10.18404/ijemst.31232.

Wright, B. L., Young, J. L., & Ford, D. Y. (2017). Will every child count? Exploring what early childhood and gifted children of color risk losing under a Trump administration (pp. 133-146). In D. T. Harris, (Ed.), Newschaser: The Rhetoric of Trump in Essays and Commentaries. New York, NY: Universal Write Publications.

Young, J. L., & Scott, C. (2016). Writing outside the margins: An exploratory analysis of Black girls achievement in middle grades writing. The National Journal of Urban Education & Practice, 9(2), 506-523.

Young, J. R., & Young, J. L. (2016). Young, Black, and anxious: Describing the Black student mathematics anxiety research using confidence intervals. Journal of Urban Mathematics Education, 9(1), 79-93.

Young, J. L., & Young, J. R. (2016). Closing the gap or reaching the ceiling: An exploratory trend analysis of the Black White achievement gap in Texas. Journal of Multicultural Affairs 1(1), 1-17.

Young, J. L., & Rideaux, K. (2016). Making it over: African American girls making space in unfamiliar suburbs. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK12 Settings (pp. 153‐166). Charlotte, NC: Information Age.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (2016). Hey google, include us... African American girls. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK- 12 Settings (pp. 3‐10). Charlotte, NC: Information Age.

Young, J. L. (2016). African American girl’s social studies achievement: Gazing beyond the gap. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK12 Settings (pp. 91-110). Charlotte, NC: Information Age.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (2016). Culturally sensitive investigation (CSI): State of education for African American girls. In P. Larke, G. Webb-Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK-12 Settings (pp. 17-42). Charlotte, NC: Information Age.

Young, J. L. (2016). Novice, not naïve: How R.A.C.E. mentoring helped a young, Black, female scholar level the playing field. In D. Ford, M. Trotman Scott, & R. Goings, T. Wingfield, and M. Henfield (Eds.), RACE Mentoring Through Social Media: Black and Hispanic Scholars Share Their Journey in The Academy. Charlotte, NC: Information Age.

Young, J. L. (2016). From special ed to higher ed: A Black girl’s journey in discovering her giftedness. In D. Ford, J. Davis, M. Trotman Scott, and Y. Sealey- Ruiz (Eds.), Gumbo for the Soul: Liberating stories to inspire Females of Color. Charlotte, NC: Information Age.

Young, J. R., & Young, J. L. (2015). Anxious for answers: A meta-analysis of the effects of anxiety on African American k-12 students’ mathematics achievement. Journal of Mathematics Education at Teachers College, 6(2). 1-8.

Young, J. R., & Young, J. L. (2014). African American female achievement in STEM: Can AP courses provide a different story. In B. Polnick, B. Irby, & J. Ballenger. (Eds.). Girls and women of color in STEM: Navigating the double bind. Charlotte, NC: Information Age Publishing Inc.

Young, J. R., Young, J. L., & Hamilton, C. (2013). The use of confidence intervals as a meta‐analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Journal of Research on Technology in Education, 46(2), 151-174.

Young, J. R., Young, J. L., & Hamilton, C. (2013). Culturally relevant project‐based learning for STEM education: Implications and examples for urban schools. In M. M. Capraro, R. Capraro, & C. W. Lewis (Eds.), Improving urban schools: Equity and access in K-16 STEM education (pp. 39‐65). Charlotte, NC: Information Age.

Young, J. L., & Young, J. R. (2013). Proceedings from Society for Information Technology & Teacher Education International Conference: STEMulations: Repurposing powerpoint technology for socially situated simulations. New Orleans, LA.

Young, J. R., Young , J. L., Shaker, Z. (2012). Technological pedagogical content knowledge (TPACK) literature using confidence intervals. TechTrends. 56(5), 25‐33.

Young, J. R., & Young, J. L. (2012). “But that’s not fair”: Teacher technology readiness and African American students’. The Journal of the Texas Alliance of Black School Educators, 4(1), 19‐32.

Larke, P.J., Larke, A., Jones, W., & Lea, J. V. (2012). Mentorship programs: Essentials for today’s urban African American youth. Journal of Education and Social Justice, 1(1), 140‐145.

Larke, P., Young, J. L., & Young, J. R. (2011). Making a case to LEARN: Linking emphasis on the achievement and reporting of the needs of African American Females on NAEP test results. In L. Howell, C. Lewis, and N. Carter (Eds.), Yes We Can! Improving Urban Schools Through Innovative Education Reform (pp. 145-168). Charlotte, NC: Information Age.

Ibrhim, E., Standish, H., Larke, P. J., Sullivan, E., Coston, W., Meloncon, B., Ruthinger, G. A., Saah, L., & Lea, J. V. (2010). The voices of seven doctoral students: Journeys toward becoming multicultural teacher educators. National FORUM of Multicultural Issues Journal, 7, 1-19.

Ferrara, M. M., Larke, P. J., & Lea, J. V. (2010) A case of seven preservice teachers' emerging philosophy about multicultural education. National FORUM of Multicultural Issues Journal, 7(1), 1-19.

Larke, P. J., Easterly, S., Irby, B., Jones, W. A., & Lea, J. V. (2009). The gifted African American student: What educators need to know. Journal of The Texas Alliance of Black School Educators, 2(1), 13‐17.

Conference Presentations

Young, J. L. & Young, J. R. (July, 2017). FUNctional formative assessments: Summing up success. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. R. & Young, J. L. (July, 2017). STEMulating performance through project-based learning. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. L., Ero-Trolliver, I., Young, J. R., & Ford, D. Y. (April, 2017). Maximizing opportunities to enroll in advanced science courses: Examining the scientific dispositions of Black girls. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. R., Young, J. L., (April, 2017). Single-group summaries using confidence intervals: An opportunity to inform gap Analysis in mathematics education. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. L. (April, 2017). #SchoolTheBlue: A multicultural educator’s response to police shootings in the United States. Paper presented at the 16th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Nacogdoches, TX.

Airen, O. E., Young, J. L. & Fox, B. L. (April, 2017). Do’s and don’ts in writing for publication: The editors’ tale. Paper presented at the 16th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Nacogdoches, TX.

Young, J. R. & Young J. L. (April, 2017) Single-group summaries using confidence intervals: An alternative to gap analysis. Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, San Antonio, TX.

Young, J. R. & Young, J. L. (March, 2017). Beyond gap gazing: Single-group summaries of using confidence intervals. Paper presented at the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Young, J. L. & Larke, P. J. (November, 2016). And that's she wrote: An examination of culturally responsive literacy exemplars for Black girls. Paper presented at the Annual Meeting of the National Association for Multicultural Education, Cleveland, OH.

Dolzhenko, I. & Young, J. L., (November 2016). Though she be little, she is fierce: An examination of Black girl's academic achievement in early childhood education. Paper presented at the Annual Meeting of the National Association for Multicultural Education, Cleveland, OH.

Young, J. L. & Young, J. R. (June, 2016). An exploratory analysis of 4th grade African American girls mathematics achievement: Can the NCTM curriculum focal points explain the difference? Paper presented at the Annual Meeting of the Center for the Advancement of Mathematics Teaching, San Antonio, TX.

Young, J. R. & Young, J. L. (June, 2016). Technology professional development for urban mathematics teachers: Using confidence intervals to characterize effectiveness. Paper presented at the Annual Meeting of the Center for the Advancement of Mathematics Teaching, San Antonio, TX.

Dolzhenko, I., & Young, J. L. (May, 2016). Teaching anti-bias multicultural curriculum in teacher education programs: Focus group interviews of preservice teachers' perceptions about goals of anti-bias education. Paper presented at the Annual Meeting of the Congress of Qualitative Inquiry, Urbana­Champaign, Illinois.

Young, J. L., & Edwards, J. (April, 2016). She is ME: Culturally responsive literacy strategies for Black girls Paper presented at the 15th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Denton, TX.

Young, J. L., & Young, J. R., (January, 2016). African American females mathematics achievement: Lessons learned from NCTM curriculum focal points. Paper presented at the Annual Association of Mathematic Teacher Educators. Irvine, CA.

Young, J. R., & Young, J. L. (January, 2016). Using confidence intervals to evaluate the effects of professional development on urban mathematics teachers TPACK. Paper presented at the Annual Association of Mathematic Teacher Educators. Irvine, CA.

Young, J. L. (October, 2015). Designing an Undergraduate Course in Multicultural Education: Learning from the Past, Polishing the Present, and Projecting the future. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

Young, J. R., Fox, B., Young, J. L., Levingston, E., & Rideaux, K. (October, 2015). Noticing diversity, equity, and social justice in the mathematics classroom: Identifying culturally responsive teaching. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

Young, J. L., & Young, J. R., (April, 2015). African American Female Achievement on Advanced Placement Examinations: Implications for Success. Paper Presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Young, J. R., Young, J. L., Fox, B., Levingston, E. (March, 2015). Noticing diversity, equity, and social justice in the mathematics classroom: Connecting communities of practice, Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Lubbock, TX.

Young, J. L. (March, 2015). Multicultural education for social advocacy: Reflections on course design and syllabus construction. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Lubbock, TX.

Young, J. R., Young, J. L., Fox, B., Levingston, E. (November, 2014). Stimulating culturally responsive self-efficacy in mathematics teachers by dismantling ideas of culturally mismatch through video exemplars. Paper presented at the Annual Meeting of the National Association of Multicultural Education, Tuscan, Arizona.

Young, J.R. & Young, J. L. (June, 2014). Friends with benefits: Negotiating authorship and intellectual space among spouses and friends. Paper presented at the Annual Meeting of the American Association of University Professors, Washington, D.C.

Young, J. L., & Young, J. R. (March, 2014). ReVisioning Culturally Responsive Practice: Summarizing the Culturally Responsive Teaching-Efficacy Scale (CRTSE). Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., (March, 2014). How to Design an Undergraduate Course in Multicultural Education: ReVisioning Multicultural Education to Transcend Racial, Social, and Economic Barriers. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Rideaux, K., & Young, J. L. (March, 2014). Rethinking the Ideal: Microaggressions, Equity, and the Suburban School. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., & Young, J. R. (November, 2013). Misplaced advancements: A critical examination of African American female student access, participation, and achievement. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, Oakland, CA.

Young, J. L., Young, J. R., & Larke, P. J. (October, 2013), Making “ME” matter: A critical examination of gifted Black girl’s academic achievement in K-4 settings. Paper Presented at the Annual Meeting of the Research on Women and Education Conference, Las Cruces, NM.

Young, J. L., Larke, P.J., & Young, J.R. (May, 2013). Young, gifted, and held Black: Disparities among African American gifted female young. Paper Presented at The 19th Annual Meeting of the National Conference on Diversity, Race, and Learning, Columbus, Ohio.

Young, J. R., Young, J. L., & Hamilton, C. (May, 2013). The use of confidence intervals as a meta-analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Paper Presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

Young, J. L., & Young, J. R. (April, 2013). Critical race theory: Not just qualitative any more. Paper Presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, Texas.

Young, J. R., & Young, J. L. (April, 2013). Anxious for answers: Describing the African American student mathematics Anxiety Research Using Confidence Intervals. Paper Presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, Texas.

Young, J. L., & Young, J. R. (March, 2013). STEMulations: Purposefully repurposing powerpoint technology for socially situated simulations. Paper presented at the Annual Meeting of the Society for Information Technology and Teacher Education, New Orleans, Louisiana.

Young, J. L., & Young, J. Y. (February, 2011). Teacher technology efficacy and female Hispanic mathematics student Achievement. Paper to be presented at the 30th Annual Meeting of the Research Association of Minority Professors, Baltimore, Maryland.

Young, J. L., Larke, P. J., & Young, J. R., (February, 2011). African American females performance on state and national mathematics assessments. Paper to be presented at the 34th Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Young, J. R., Lea, J. V., & Larke, P. J. (November, 2010). That’s not fair: Technology equity and mathematics achievement. Presented at the Annual Meeting of the National Association of Multicultural Educators, Las Vegas, Nevada.

Larke, P. J., & Lea, J. V. (May, 2010). Stories of AfricanAmerican survivors of natural disasters. Paper presented at the Annual Meeting of the Congress of Qualitative Inquiry, Urbana­Champaign, Illinois.

Walter-Sullivan, E., Easton‐Brooks, D., Collins, D., Larke, P. J., Webb-Johnson, G. W., & Lea, J. V. (May, 2010). Applying critical race theory to examine Texas state mandated tests by race, class, and gender for the years 1993–2009. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, Colorado.

Young, J. L., Young, J. Y., Larke, P. J. (March, 2010). Scaling the wall of inequity: Resilience of female students of color in urban Texas school districts. Paper submitted to be presented at the 10th Annual Meeting of the Texas National Association of Multicultural Education, Mesquite, TX.

Young, J. R., Lea, J. V., & Larke, P. J. (March, 2010). Assessing the needs of the new non-­ traditional student of color: Implications for post-­ secondary educators. Paper presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Larke, P. J. & Lea, J. V. (March, 2010). African American female’s performance on state and national assessments: What is Their Story?. Paper presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Lea, J. V. & Young, J. R. (February, 2010). Reaching for the STARs: Technology and African American Achievement . Paper Presented at the 33nd Annual Meeting of the Southwest Educational Research Association, New Orleans, Louisiana.

Young, J. R. & Lea, J. V. (February, 2010). Teacher technology readiness and African American student mathematics achievement. Paper Presented at the 29th Annual Meeting of the Research Association of Minority Professor, Houston, Texas.

Lea, J. V., Young, J. R., & Larke, P. J. (November, 2009). Closing the gap or reaching the ceiling: The achievement gap in Texas from 1987 until the present. Paper Presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Lea, J. V. (2009, February). Examining the AVID program for students of color. Paper Presented at the 31st Annual Meeting of the Texas National Association of Multicultural Education, Prairie View, Texas.

Lea, J. V. (2009, February). Recruiting and retaining African American students in AVID. Paper presented at the 32nd Annual Meeting of the Southwest Educational Research Association, San Antonio, Texas.

Courses Taught

EDCI 6280 – Qualitative Methods

EDCI 6050 – Culture, Identity, and Education

EDSE 4070 - Teaching Diverse Populations

EDSE 4060 - Content Area Reading in Secondary Schools

EDME 3380 - Teaching and Learning in the Middle Grades

EDME 4340 - Social Studies in Grades 4-8

EDEE 2000 - Exploring Diversity Through Social Action

EDEE 3380 - Teaching and Learning in Grades EC-6

EDEE 3320 - Foundations of Education: The School Curriculum

EDEE 4340 - Social Studies in Grades EC-6

Pages