Hot Off the Press

2008 Publications

2005 - 2007 Publications

2002 - 2004 Publications

Institute for Literacy Studies Publications

NEW! The Scholarship of Teaching: Faculty Development through Cross-Campus Collaboration
The Scholarship of Teaching: Faculty Development Through Cross-Campus Collaboration (PDF)

Our faculty made substantial contributions to a new monograph from The Center for Teaching Excellence sponsored by Bronx Community and Lehman Colleges of the City University of New York under a Title V Cooperative Grant.

Overview from Co-Editors (p. 6)
Susan Polirstok, Acting Dean of Education

Education Courses (p. 26)
Andrea Zakin, Abigail McNamee, and Mia Mecurio,
Early Childhood and Childhood Education Department

Developing Inquiry and Assessing Aesthetic Education (p. 36)
Marietta Saravia-Shore, Early Childhood and Childhood Education Department

Instructor Prompts and Student Responses in an Online Course (p. 62)
Rogelio Fernandez, Early Childhood and Childhood Education Department

Metamorphosis of an Idea: The Aesthetic Education Action research Faculty Development Seminar (p. 85)
Amanda Nicole Gulla, Middle and High School Education Department
Holly Fairbank, Assistant Director-Teacher Education Collaborative
Lincoln Center Institute for the Arts in Education

Faculty Updates

Announcing Dr. Deborah Eldridge as Dean, Division of Education
Dr. Deborah B. Eldridge of Montclair State University (N.J.) has been named Dean of Education at Lehman College. Her appointment, began August 18, 2008, and was approved on April 28, 2008 by the CUNY Board of Trustees.

Dr. Eldridge was chairperson of the Department of Curriculum and Teaching at Montclair State and previously served as chairperson of the Department of Curriculum and Teaching at Hunter College. She is also a former Assistant Dean of Education and NCATE coordinator at Hunter. NCATE (National Council on the Accreditation of Teacher Education) is the national accrediting agency for teacher education programs.

Dr. Eldridge holds a bachelor's degree in human development from the University of Massachusetts at Amherst, an M.A. in foreign language education from the University of Texas at Austin, and an Ed.D. in language, literacy, and cultural studies from Boston University.

"Dr. Eldridge brings to Lehman more than 30 years of experience in education, ranging from classroom teaching to higher-education administration," said Lehman President Ricardo R. Fernández, in announcing the appointment. "We are confident that her commitment to excellence will build on the strength of Lehman's Education Division." (Full text)

Literacy Professor, Gaoyin Qian, will continue as the Acting Associate Dean of Division of Education. Professor Qian has been the coordinator of the Graduate Program in Literacy Studies for the past 14 years. He has authored many publications in this area and has also served as Editor of two journals in the field of Literacy.

Dr. Qian’s honors and awards include:

Doctoral Faculty of the Graduate School and University Center's Ph.D. Educational Psychology (2001-present).

Editorial Review Board for Reading Research Quarterly (2001- present).

Associate Editor of Reading and Writing Quarterly: Overcoming Learning Difficulties (1998-present).

Guest Editor of the Mini-Theme on "Conceptual change learning: A multidimensional lens" for Reading and Writing Quarterly, 1997-98.

The Editorial Review Board for the Journal of Literary Research (formerly JRB). (1995-present).

Recipient of Lehman College Foundation Faculty Advancement Award (1997).

Recipient of the College Reading Association Outstanding Dissertation Award of the Year 1993.

Recipient of Shanghai Institute of Education's Outstanding Teaching Award (1986).

Dr. Susan Polirstok former Acting Dean of the Division of Education at Lehman College accepted a position as the College of Education Dean at Kean University, Union, New Jersey. Faculty and staff of our Division of Education wish her continued success in her new position.

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In Press

Chen-Hayes, S. F. (2009, in press). Oppression. In B. T. Erford, (Ed.), American Counseling Association encyclopedia of counseling. Alexandria, VA: American Counseling Association.

Chen-Hayes, S. F. (2008, in press). Rainbow gay dads: Diapering was a piece of cake compared to challenging familyism, heterosexism, immigrationism, linguicism, racism, and religionism. In R. Epstein, (ed.), Queer parenting. Toronto: Demeter Press.

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2008 Publications

DelliCarpini, M. (2008). Can TESOL educators take an alternate route to certification? TEIS News: TESOL’s Teacher Education Interest Section, 23(1). Available electronically at: http://www.tesol.org//s_tesol/article.asp?vid=167&DID=10704&sid=1&cid=738&iid=10699&nid=3091

DelliCarpini, M. (2008). Enhancing cooperative learning in TESOL teacher education, ELT Journal (Oxford Journals). Advance Access published on March 5, 2008 doi:10.1093/elt/ccn016. Available electronically at: http://eltj.oxfordjournals.org/papbyrecent.dtl

Gulla, A.N., Fairbank, H., & Polirstok, S. (2008, June). Places of Learning/Places of Research: The Aesthetic Education Action Research Faculty Development Seminar at Lehman and Bronx Community Colleges. Online publication, Lincoln Center Institute, www.lcinstitute.org and Queens College Equity Studies Research Center, 11 pages.

Kelly, A.M., & Sheppard, K. (2008). Newton in the Big Apple: Access to high school physics in New York City. The Physics Teacher, 46(5), 280-283.

Harushimana, I. (2008). Motivating teenage readers with magazines. Academic Exchange Quarterly, 12(1), 93-100.

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2005 - 2007 Publications

Bahadourian, A.J., Tam, K.Y., Greer, R.D., & Rousseau, M.K. (2006). The effects of learn units on student performance in two college courses. International Journal of Behavioral and Consultation Therapy, 2(2), 246-265.

Bailey, D. F., Getch, Y. Q., & Chen-Hayes, S. F. (2007). Achievement advocacy for all students through transformative school counseling programs. In B. T. Erford, (Ed). Transforming the school counseling profession (2nd ed) (pp. 74-97). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

[Bayne] Martin, S., Bayne, G., & Lehner, E. (2007). Unraveling the power of creolized ontologies to strengthen science learning. Cultural Studies of Science Education, 2, 461-473.

Bellacero, J. (2006). Victory lap. E-Voice: The National Writing Project Newsletter.
Available at: http://www.writingproject.org/

Chen-Hayes, S. F. (2007). The ACCESS Questionnaire: Assessing K-12 school counseling programs and interventions to ensure equity and success for every student. Counseling and Human Development 39(6), 1-10.

[Chen-Hayes] Ratts, M., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA Advocacy Competencies: A social justice advocacy framework for professional school counselors. Professional School Counseling 11(2), 90-97.

Chen-Hayes, S. F. (2005). Response to L. J. Gilleran, "Counseling addicted gay, lesbian, bisexual, and transgendered persons," In V. A. Kelly & G. A. Juhnke, (Eds.). Critical incidents in addictions counseling (pp. 57-60). Alexandria, VA: American Counseling Association.

DelliCarpini, M., & Englemann, S. (2007). Changing with the times: Are we meeting the needs of adult ESL students in their literacy classes? Literacy Update May/Summer 2007. Available electronically at: http://www.lacnyc.org/resources/publications/update/Update2006-7/ESOL.pdf

DelliCarpini, M. (2007). Planting the seeds of collaboration in secondary level teacher education programs. Excelsior: Leadership in Teaching and Learning, 1 (2), 49-61. DelliCarpini, M (2006). Early reading development in adult ELLs. Academic Exchange Quarterly. 11(1). 192-196

DelliCarpini, M. (2006). Avoiding the trap of teaching to the NYSESLAT Test. IDIOM, 36 (1) 14-15

DelliCarpini, M. (2006). Scaffolding and differentiating instruction in mixed ability esl classes using a round robin activity. The Internet TESL Journal, 12(3).
Available at: http://iteslj.org/

DelliCarpini, M. (in press). Working with literacy level English language learners in correctional education settings: Issues, challenges and best practices. Journal of Correctional Education

DelliCarpini, M., & Gulla, A.N. (2006): Sharing stories and developing multiple perspectives in post-9/11 classrooms. The English Journal.

DeSimone, J. R., & Parmar, R. S. (2006). Middle school mathematics teachers' beliefs about inclusion of students with learning disabilities. Learning Disabilities Research & Practice, 21, 98-110.

Parmar, R. S., & DeSimone, J. R. (2006). Facilitating teacher collaboration in middle school mathematics classrooms with special-needs students. In M. Montague and A. K. Jitendra (Eds.), Teaching Mathematics to Middle School Students With Learning Difficulties, NY: Guilford.

DeSimone, J. R., & Parmar, R. S. (2006). Issues and challenges for middle school mathematics teachers in inclusion classrooms. School Science and Mathematics, 106(8), 338-348.

Deveaux, F. (2007). [Review of Family Behavioral Issues in Health and Illness], The Family Journal: Counseling and Therapy for Couples and Families (Accepted)

Deveaux, F. (2005). [Review of communications among grandmothers, mothers, and adult daughters: A qualitative study of maternal relationships], The Family Journal: Counseling and Therapy for Couples and Families, 13, 510-511.

Deveaux, F. (2004). [Review of Journal of Intergenerational Relationships: Programs, Policy, and Research, 1,1], The Family Journal: Counseling and Therapy for Couples and Families, 12, 213-214.

Eschenauer, R., & Chen-Hayes, S. F. (2005). The transformative individual school counseling model: An accountability model for urban school counselors. Professional School Counseling 8(3), pp. 244-248.

Espinosa, C. (2006). Finding memorable moments: Images and identities in autobiographical writing. Language Arts, 84 (2), 136-144.

Espinosa, C., Kesson, K., & Vereline, L. (2006). Descriptive Inquiry as Transformative Teacher Preparation. In J. Milam, S. Springgay, K. Sloan, B. S. Carpenter (eds.) Curriculum for a Progressive, Provocative, Poetic + Public Pedagogy. Papers from the 6th Curriculum and Pedagogy Annual Conference, Oxford, Ohio 2005. Troy, NY: Educators International Press.

Espinosa, C., Hudelson, S. Poynor, L., & Haas, E. (2006). Los maestros al centro de su propio desarrollo profesional (Teachers at the center of their professional development.) Lectura y Vida – Spanish Language Journal for International Reading Association IRA, 27, (2), 34-43.

Espinosa, C. (2005). For assessment to be of value. Bilingual Basics: The Newsletter of TESOL Bilingual Education Interest Section, (7) 1.

Smith, K., & Espinosa, C. (2005). Patricia Carini and Descriptive Processes [side bar]. Language Arts, 82 (6,) 459.

Espinosa, C. (2005) For assessment to be of value. Bilingual Basics: The Newsletter of TESOL Bilingual Education Interest Section, 7(1).

Hudelson, S., Smith K., & Espinosa, C. (2004). Language study: Is there a place for it in the elementary curriculum? English Quarterly, Canadian Council of Teachers of English Language Arts, Special Issue, 24-31.

Folsom, C. (2006). Making conceptual connections between the fields of gifted and general education: Teaching for Intellectual and Emotional Learning (TIEL). Roeper Review.

Folsom, C. (2006). Moving teacher education forward: A model for a new pedagogy. Teacher Education and Practice.

Folsom, C. (2005). Exploring a new pedagogy: Teaching for Intellectual and Emotional Learning (TIEL).Issues in Teacher Education, 14(2), 75-94.

Folsom, C. (in press). A model for preparing 21st century teachers: Teaching for Intellectual and Emotional Learning (TIEL). Teacher Education and Practice.

Gottlieb, J., & Polirstok, S. (2005). A school-wide professional development program to reduce behavioral infractions and referrals to special education in three inner-city elementary schools. Children and Schools, 27 (1), 53-57.

Gottlieb, J., & Polirstok, S. (Fall 2005). Program to reduce behavioral infractions and referrals to special education. In Lopez, M. (ed.). A Cross Section of Educational Research: Journal Articles for Discussion and Evaluation, Los Angeles, CA: Pyrczak Publishing.

Gulla, A.N. (2007, winter). Thirteen ways of looking at a blackboard: Nurturing creativity and developing voice in preparing English teachers. The New Educator, 3, 335-350.

Gulla, A.N. & Fairbank, H. (2007). Metamorphosis of an idea: The aesthetic education action research faculty development seminar. The scholarship of teaching: Faculty development through cross-campus collaboration. Bronx. NY: Center for Teaching Excellence. pp. 85-91. Gulla, A.N. (2005). Developing teacher efficacy through shared stories. Academic Exchange Quarterly. Vol. 9 Issue 4, (pp. 1-5).

Harushimana, I. (2007). Educational needs of linguistically and culturally underrepresented immigrant youths: The case of African-born immigrant youths in United States urban schools. Journal of Border Education Research, 6, (2), 69-83.

Holcomb-McCoy, C. & Chen-Hayes, S. F. (2007). Multiculturally competent school counselors: Affirming diversity through challenging oppression. In B. T. Erford, (Ed). Transforming the school counseling profession (2nd ed) (pp. 98-120). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Ihde, T.W. (2005). Linguistic perceptions of the Irish-speaking districts: on-line versus in-person. In L. Ashley & W. Finke (Eds.), Language in the Era of Globalization. (pp. 91-96). East Rockaway, NY: Cummings & Hathaway Publishers.

Ihde, T.W. (2005). Irish Language Learning Textbooks Published in the United States: 1873-1904. New Hibernia Review, 9, 137-151.

Maldonado, N., & Rodriguez, M.V. (2006). Who are these people in my classroom? Reaching out to related services personnel. Childhood Education: FOCUS ON INCLUSION, 3(3),1-5.

Maldonado, N. (2006). Puzzles in the classroom: Setting the tables for learning. Texas Child Care Quarterly Journal, 30(1).

Maldonado, N., & Winick, M.P. (2006, Fall). Education: There are no shortcuts (Film/Videos/DVD Review). Childhood Education Journal, 82(3).

Maldonado, N., & Winick, M.P. (2006, Spring). Inclusion: Sharing responsibility, reaping big benefits (Film/Videos/DVD Review). Childhood Education Journal, 82(4).

Maldonado, N., & Winick, M.P. (2005, Fall). Quintessential character studies: Two master teachers (Film/Videos/DVD Review). Childhood Education Journal, 81(5).

Maldonado, N., & Winick, M.P. (2005,Spring). Visiting museums at home and in classrooms(Film/Videos/DVD Review). Childhood Education Journal, 81(3).

McNamee, A. & Mercurio, M. (in press). Who cares: How Teachers can scaffold children's ability to care. Early Childhood Reseach and Practice

McNamee, A. & Broder, J. (2006). Three-way conversation. In M. F. Holzer & S. Noppe-Brandon (eds.) Community in the making/Lincoln Center Institute, the arts, and teacher education. NY: Teachers College Press, pp. 145-159.

McNamee, A. & Mercurio, M. (2006). Picture books: Can they help create an "Illusion of Safety" for children in unsafe times? Perspectives on Urban Education, November, 2006. www.urbanedjournal.org

McNamee, A. & Mercurio, M. (2006). World event trauma enters the classroom: Can teachers support students when madmen are running the world? Book review accepted for publication in Excelsior: Leadership in Teaching and Learning,1, (1). pp. 51-56.

Mercurio, M. & McNamee, A. (in press). Monsters that eat people. Oh, my! Using children's literature to ease children's fears. Dimensions of Early Childhood

Peloso, J. & Mercurio, M. (2007). Nurturing an individual and collective sense of efficacy with the New York City Teaching Fellows. Teachers as Leaders, 7, 21-26.

Mercurio, M. & McNamee, A. (2006). Anna and Dorothy. Women's Studies Review. CUNY.

Mercurio, M. & McNamee, A. (2006, Spring). Healing words, healing hearts: Using children's literature to cope with the death of a pet. Childhood Education, 82. pp.153-160.

McNamee, A. & Mercurio, M. (2006). Picture books: Can they help create an "Illusion of Safety" for children in unsafe times? Perspectives on Urban Education, November, 2006. www.urbanedjournal.org

McNamee, A. & Mercurio, M. (2006). World event trauma enters the classroom: Can teachers support students when madmen are running the world? Book review accepted for publication in Excelsior: Leadership in Teaching and Learning,1, (1). pp. 51-56.

Parmar, R. S., & DeSimone, J. R. (2006). Facilitating teacher collaboration in middle school mathematics classrooms with special-needs students. In M. Montague and A. K. Jitendra (Eds.), Teaching Mathematics to Middle School Students With Learning Difficulties, NY: Guilford.

Pinhasi-Vittorio, L. (2007). A case description of the role of written language in the rehabilitation process of brain injury and aphasia: The memory of the movement in the re-acquisition of language. Topics in Stroke Rehabilitation. 14(1)

Qian, G., & Pan, J. (2006). Susanna’s way of becoming literate: A case study of literacy acquisition by a young girl from a Chinese immigrant family. Reading Horizons, 47(1), 75-96.

Tao, L., Yuan, H., Zuo, L., Qian, G., & Murray, B. (2006). Teacher expectations of student reading in middle and high school: A Chinese perspective. Journal of Research in International Education, 5(1), 269-299.

Qian, G., & Tao, L. (2006). Understanding the paradoxical relationship between domain specificity of in-service literacy teachers’ epistemological beliefs and their instructional practices. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), 55th Yearbook of the National Reading Conference (pp. 249-263). Oak Creek, WI: National Reading Conference, Inc.

Qian, G., & Tao, L. (2005). In-service teachers and computer mediated discussions: Ranges and purposes of reflection. Reading Horizons, 46(2), 115-142.

Qian, G. (2005, April 24). Benefits from bedtime reading to young children. China Tribute, p.24.

Rodriguez, M. V.(2006). Language and literacy practices in Dominican families in New York City. Early Child Development and Care 176 (2), 171-182.

Rodriguez, M. V. (2006). Experiencias alfabetizadoras en el seno del hogar de ninos dominicanos en la ciudad de Nueva York. Proceedings of the I Reunion Cientifica Internacional sobre Etnografia y Educacion. Talavera de la Reina (Spain).

Rodriguez, M. V. (2005). Dominican children with special needs in New York City: Language and literacy practices. In A. C. Zentella, (Ed.) Building on strength. Language and literacy in Latino families and communities (pp.119-133). Teachers College Press.

Shiller, J. (2007) Educational Reform in the Global City: The Case of the Quality- Schools-for-the-Poor Initiative in New York City. Diaspora, Indigenous, and Minority Education, 1 (2) 127.

Smith, K., & Espinosa, C. (2005). Patricia Carini and descriptive processes [side bar]. Language Arts, 82, (6,) 459.

Stein, W.E., & Boyer, J.S. (2006). Evolution of land plant architecture: Beyond the telome theory. Paleobiology, 32: 450-482.

Stith, Ian, Scantlebury, Kathryn, LaVan, Sarah-Kate, Emdin, Christopher, Lehner, Ed & Kim, Mijung (2006, March). The ethics of cogenerative dialogue: A cogenerative dialogue [17 paragraphs]. ForumQualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 7(2), Art. 44.
http://www.qualitative-research.net/fqs-texte/2-06/06-2-44-e.htm

Tao, L., Yuan, H., Zuo, L., Qian, G., & Murray, B. (in press). Teacher expectations of student reading in middle and high school: A Chinese perspective. Journal of Research in International Education.

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2002 - 2004 Publications

Bailey, D. F., Getch, Y. Q., & Chen-Hayes, S. F. (2003). Professional school counselors as social and academic advocates. In B. T. Erford (Ed)., Transforming the school counseling profession (pp. 411-434). Upper Saddle River, NJ: Merrill Prentice-Hall.

Bernstein, Deena & Polirstok, Susan, Co-Editors. (2003). Topics in Language Disorders, 23 (2), 72-74. Issue devoted to Children and Young Adults with Autism Spectrum Disorder.

Chen-Hayes, S. F. (2004). Challenging multiple oppressions in counselor education. In J. M. Croteau, J. S. Lark, M. A. Lidderdale, & Y. B. Chung, (Eds.), Deconstructing heterosexism in the counseling professions: A narrative approach (pp. 53-57). Thousand Oaks, CA: Sage.

Chen-Hayes, S. F., & Ramos, I. G. (2004). The professional school counselor as resource and services broker. In B. T. Erford, (Ed.), Professional school counseling: A handbook of theories, programs, and practices (pp. 865-869). Austin, TX: Pro-Ed.

Chen-Hayes, S. F. (2003). Assimilation, queer pride, or in between: Personalizing GLBT relationships, sexual practices, and politics. In J. S. Whitman & C. J. Boyd (Eds.), The therapist's notebook for lesbian, gay, and bisexual clients: Homework, handouts, and activities for use in psychotherapy (pp. 85-91). Binghamton, NY: Haworth Clinical Practice Press.

Chen-Hayes, S. F. (2003). Challenging multiple oppressions with GLBT clients. In J. S. Whitman & C. J. Boyd (Eds.), The therapist's notebook for lesbian, gay, and bisexual clients: Homework, handouts, and activities for use in psychotherapy (pp. 174-178). Binghamton, NY: Haworth Clinical Practice Press.

Chen-Hayes, S. F. (2003). Counselors advocating for academic success and equity in the Bronx. In R. L. Dingman & J. D. Weaver (Eds.), Days in the lives of counselors (pp. 168-176). Boston, MA: Allyn & Bacon/Pearson Education.

Chen-Hayes, S. F. (2003). The sexual orientation, gender identity, and gender expression continuum. In J. S. Whitman & C. J. Boyd (Eds.), The therapist's notebook for lesbian, gay, and bisexual clients: Homework, handouts, and activities for use in psychotherapy (pp. 159-165). Binghamton, NY: Haworth Clinical Practice Press.

Chen-Hayes, S. F. (2003). The sexual orientation, gender identity, and gender expression genogram. In J. S. Whitman & C. J. Boyd (Eds.), The therapist's notebook for lesbian, gay, and bisexual clients: Homework, handouts, and activities for use in psychotherapy (pp. 166-173). Binghamton, NY: Haworth Press.

Chen-Hayes, S. F., & Erford, B. T. (2003). Living the transformed role. In B. T. Erford (Ed.), transforming the school counseling profession (pp. 449-454). Upper Saddle River, NJ: Merrill Prentice-Hall.

Chen-Hayes, S. F. (2002). [Review of the book The erasure of transsexual and transgendered people]. Contemporary Sociology: A Journal of Reviews 31(4), 264-265

Collins, J., & Blot, Richard. (2003). Literacy and literacies: Texts, power, and identify. UK: Cambridge University Press.

Digby, Annette D., and Avani, Nathan (2003). Moving toward a research agenda: Key questions for teacher educators on the role and impact of the National Board for Professional Teaching Standards. Issues in Teacher Education, 12 (1), 9-17.

Dubetz, Nancy, Lawrence, Alexandria, & Gningue, Serigne (2002). Formalizing a process for identifying urban PDS partnerships. Issues in Education, 11 (2), 17-30.

Folsom, C. (2004). Complex teaching and learning: Connecting teacher education to student performance. In E. Guyton (Ed). ATE (Association of Teacher Educators) Yearbook, 205-231.

Golland, Jeffrey H. (2002). What do teachers want (from psychoanalysts)? Journal of Applied Psychoanalytic Studies, 4 (2), 22, 58-59.

Gulla, A.N. (Book Chapter, 2003). Poetic moments in the classroom: Poetry as a tool for teacher research and professional development. In Clarke, A and Erickson, G. (Eds.), Teacher Inquiry: Living the research in everyday practice, (pp. 154-163). London, England: RoutledgeFalmer.

Hindo, Claudia: Watson, B., Kim, J., McEneany, T., Moher, T., Hindo, C., Gomez, L. M., Fransen, S. (2004). StorySpace: Technology supporting reflection, expression, and discourse in classroom narrative. IEEE Computer Graphics and Applications 24(2): 13-15.

Hudelson, S., Smith K., & Espinosa, C. (2004). Language study: Is there a place for it in the elementary curriculum? English Quarterly, Canadian Council of Teachers of English Language Arts, Special Issue, 24-31.

Ihde, Thomas and Jian, Ming. (2003). Language learning and the on-line environment: The views of learners of Chinese. Journal of the Chinese Language Teachers Association, 38 (1), 25-50.

Maldonado, Nancy S. & Winick, M. P. (2002). Direct and virtual experience. Childhood Education, 78 (5), 316-317.

Maldonado, Nancy S. & Winick, M. P. (2002). Viewing babies/baby viewers. Childhood Education, 78 (3), 180-181.

McNamee, A. (2004). Hestian perspectives in child and family studies: The Development of caring in girls (Who May Become Scientists.) Women's Studies Review

McNamee, A. (2002). Children of two cultures: Puerto Rican children's development of a conceptual self/frequency of referencing cultural group domains and developing conceptualization of cultural group. Mongraph, The Bronx Institute.

McNamee, A. (2002). A hestian perspective on developmental psychology in child and family studies. In P. Thompson (Ed.) The ethics of care in the helping professions: A Hestian feminist systems perspective. NY: Peter Lang (invitation of editor; 12 pp.).

Qian, G. (2002). Conceptual learning and literacy. In B. J. Guzzetti (Ed), Literacy in America: An encyclopedia of history, theory, and practice (pp. 93-97). Santa Barbara: ABC-CLIO.

Qian, G., & Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology (pp.365-386). Mahwah, NJ: Erlbaum.

Qian, Gaoyin, & Pan, Junlin. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing (pp. 365-385). Eds. Hofer, Barbara K., & Pintrich, Paul R.. Lawrence Erlbaum Associates: New Jersey.

Rodriquez, Victoria M. (2002). Literacy experiences of young children 3 to 8 years of age. In L. Catelli and A. C. Diver-Stamnes (Eds.), Commitment to Excellence: Transforming Teaching and Teacher Education in Inner City and Urban Settings (pp. 191-210). N. J.: Hampton Press.

Schneider, G. & Chen-Hayes, S. F. (2004). College begins in pre-K: Creating academic access, equity, and success for at students and their families through a model pre-K developmental school counseling program. In B. T. Erford, (Ed.), Professional school counseling: A handbook of theories, programs, and practices (pp. 671-880). Austin, TX: Pro-Ed.

Silverman, Helene & Zakin, Andrea (2003). Circle time. New York State Mathematics Teachers' Journal, 53 (1), 41-45.

Silverman, Helene. & Zakin, Andrea. (2002). Playing with triangles. New York State Mathematics Teachers' Journal, 52(1), 9-19.

Silverman, Helene. & Zakin, Andrea. (2002). Math and art converge in a "Nostalgic Place". New York State Mathematics Teachers' Journal, 52(2), 84-93.

Smith, Joye. (2002). Best practices in teaching urban second-language learners. In L. Catelli and A. C. Diver-Stamnes (Eds.), Commitment to Excellence: Transforming Teaching and Teacher Education in Inner City and Urban Settings (pp. 211-228). N. J.: Hampton Press.

Smith, S. D., & Chen-Hayes, S. F. (2004). Leadership and advocacy strategies for lesbian, bisexual, gay, transgendered, and questioning (LBGTQ) students: Academic, career, and interpersonal success strategies. In R. Perusse and G. E. Goodnough (Eds.), Leadership, advocacy, and direct service strategies for professional school counselors (pp. 187-221). Belmont, CA: Brooks/Cole-Thomson Learning.

Thompson, Patricia. The Accidental Theorist: The Double Helix of Everyday Life. N.Y.; Peter Lang Publishing, Inc. 2002.

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Institute of Literacy Studies Publications

Batton, Barbara W. (2003). The parent-teacher learning collaborative at community elementary school 53: The story of a partnership. Family Literacy Forum, 1(1).

Bruni, J., Campos, A., & Durney, R. (2003). Teachers as Leaders in Mathematics: A New York City Professional Development Project in L.A.Catelli & A.C. Diver-Stamnes (Eds.). Commitment to Excellence: Transforming Teaching and Teacher Education in Inner-City and Urban Settings. NJ: Hampton Press, Inc.

Conason, J. (2003). Pandemic: Facing AIDS. Education Workbook and Teachers Guide. NY: Umbrage Editions.

Ellowitch, A.(2005). Authentic communication is key: a case study on the intersection of adult education and family literacy. Family Literacy Forum, National Even Start Association, 5 (3). http://www.lacnyc.org/resources/publications/harvest/harvestfall05.pdf

Mintz, N. (2002). Developing collaborative relationships in a school setting: taking an inquiry stance in professional development. On-Site Consulting: New York City Writing Project: Models of Inservice/National Writing Project at Work, 1 (2).

Mintz, N. (2002). Questions as places for further inquiry: A response. Point of View: Newsletter of the Long Island University Center for Urban Education, 1(2).

Schulten, K. (2003). Film in the literature classroom: A teacher's guide for public television. Boston: WGBH.

Schulten, K. (2004). (Ed). Literacy puzzles and games. New York: Scholastic, Inc.

Schulten, K. (2004). Teacher to teacher: Ideas that work from the New York City Writing Project. NY: Institute for Literacy Studies, 2004.

Schulten, K. (2002). The Road from Coorain, and The Hound of the Baskervilles, Teachers Guides for Public TV Station WGBH, Boston. MA.

Stein, A (2004). The use of protocols in helping to shape community. In B. August & M. Wolfe (Eds.). Facilitating Collaboration: Issues in High School/College Professional Development. NY: The City University of New York.

Stein, A. (2002). Whole-school reform: A collaboration between a teacher-consultant and a principal." On-Site Consulting: New York City Writing Project: Models of Inservice/National Writing Project at Work, 1 (2).

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