|Faculty Member||Email:||Rank||Department||Research/Scholarly Interest||Representative Publications|
|Ian Binns||Ian.Binns@uncc.edu||Assistant Professor||REEL||My current research interests include the relationship between science and religion, teachers' and students' views of the nature of science, scientific inquiry, and scientists, the use of trade books to integrate science and ELA, and science education policy related to teaching socioscientific issues||Binns, I. C., Koehler, C. M., & Bloom, M. A. (2015). Dispositions of scientists in mainstream films: The extraordinary person called a scientist. In K. D. Finson & J. E. Pedersen (Eds.), Application of visual data in K-16 science classrooms (pp. 27-49). Charlotte, NC: Information Age Publishing.
Shane, J. W., Binns, I. C., Meadows, L., Hermann, R. S., & Benus, M. J. (2016). Beyond evolution: Addressing broad interactions between science and religion in science teacher education. Journal of Science Teacher Education, 27, 165-181. doi:10.1007/s10972-016-9449-4
Binns, I. C., & Bell, R. L. (2015). Representation of scientific methodology in secondary science textbooks. Science & Education, 24, 913-936. doi:10.1007/s11191-015-9765-7
Bloom, M., Binns, I. C., & Koehler, C. M. (2015). Multifaceted NOS instruction: Contextualizing nature of science with documentary films. International Journal of Environmental and Science Education, 10(3), 405-428. doi:10.12973/ijese.2015.252a
|Bettie Ray Butler||Bettie.Butler@uncc.edu||Assistant Professor||MDSK||My research focuses on the issues of equity, representation, and achievement among vulnerable populations situated in urban settings. I am also interested in school displine, analyzing patterns of disproportionality.||Butler, B. R., Robinson, D., & Walton, C. (2014) A perfect storm: How pose, perception and threat converge to perpetuate discriminatory discipline practices. In C. Lewis & J. Moore (Eds.), African American male students in PreK-12 schools: Informing research, policy, and practice (pp. 151-175). Bradford, United Kingdom: Emerald Group Publishing. (Invited Book Chapter)
Blake, J., Butler, B. R., & Smith, D. (2015). Challenging middle class notions of femininity: The cause of Black females disproportionate suspension rates. In D. Losen (Ed.),Closing the school discipline gap: Equitable remedies for excessive exclusion (pp.75-88). New York: Teachers College Press. (Invited Book Chapter)
Blake, J. J., Butler, B. A., Lewis, C. L., & Darensbourg, A. (2011). Unmasking the inequitable discipline experiences of urban Black girls: Implications for urban stakeholders. Urban Review, 43, 90-106.
Butler, B., Lewis, C., Moore, J., & Scott, M. (2012). Assessing the odds: Disproportional discipline practices and implications for educational stakeholders. Journal of Negro Education, 81(1), 11-24.
|Erik Bykerfirstname.lastname@example.org||Assistant Professor||REEL||My research focuses on the meanings and uses of educational technology among elementary school teachers and students. I am also interested in cognition and technology, digital storytelling, global competencies, global education, girls' education in developing nations, and participatory democracy in educational contexts.||Byker, E.J. (2015). Teaching for "global telephony": A case study of a community school for India's 21st century. Policy Futures in Education, 13(2), 234-246.
Byker, E.J. (2014) Needing TPACK without knowing it: Integrating educational technology in social studies. Social Studies Research and Practice, 9(3), 106-117.
Byker, E. J. (2014). ICT oriented toward nyaya: Community computing in India's slums. International Journal of Education and Development using ICT, 10(2), 19-28.
|Anne Cash||AnneHCash@uncc.edu||Assistant Professor||REEL||My research focuses on the measurement and improvement of teachers' practice and knowledge, with an emphasis on interactions between teachers and students. I am also interested in measuring teachers' practice of effective teacher-student interactions through observations, measuring teachers' knowledge of effective interactions related to observed teacher practice and to student outcomes, and identifingy processes that improve teachers' practice and knowledge of effective teacher-student interactions in school contexts.||Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children;s language and literacy development. Teaching and Teacher Education, 48, 97-105. doi:10.1016/j.tate.2015.02.003
Cash, A. H. & Pianta, R. C. (2014). The role of scheduling in observation protocols for rating teacher-child interactions in pre-kindergarten classrooms. School Psychology Review, 43(4), 428-449.
Cash, A. H., Bradshaw, C. P., & Leaf, P. J. (2014). Observations of student behavior problems in nonclassroom settings: A multilevel examination of location, density, and school context. The Journal of Early Adolescence, online, 1-31. doi: 10.1177/0272431614562835
|Heather Coffeyemail@example.com||Assistant Professor||MDSK||My research focuses on the issues of social justice in urban education. Currently, I am using service learning with pre-service teachers to create opportunities for them to develop cultural competence and observe the role of the community in the public school setting. I am also interested in the areas of critical pedagogy, especially the intersections of digital and critical literacy with practicing English educators.||Fitchett, P., Merriweather, L., & Coffey, H. (2015). It's not a pretty picture": How preservice history teachers make meaning of America's racialized past through lynching imagery. The History Teacher, 48(2), 245-269.
Coffey, H. & Fitchett, P., & Farinde, A. (2015) It takes courage: Fostering the development of critical, social justice oriented teachers using museum and project-based instruction. Action in Teacher Education, 37(1), 9-22.
Coffey, H. (2010). "They taught me": The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26, 335-342.
|Hilary Dackfirstname.lastname@example.org||Assistant Professor||MDSK||My research focuses on the instructional practices of K-12 teachers. I'm also interested in how preservice and early career teachers think and respond to academic diversity and the instructional decision-making of teachers in high-stakes testing contexts.||Dack, H., van Hover, S., & Hicks, D. (2016). “Try Not to Giggle if You Can Help It”: The implementation of experiential instructional techniques in social studies classrooms. The Journal of Social Studies Research, 40(1), 39-52.
Dack, H. (2015). Novice Teachers' Conceptions of Differentiated Instruction and Related Practice (Unpublished doctoral dissertation). University of Virginia.
|Paul Fitchett||Paul.Fitchett@uncc.edu||Associate Professor||MDSK||My research focuses on the intersections between educational policy, teacher practice, and student learning outcomes with an emphasis in the social studies. Currently, I am examining the relationship among opportunity to learn factors and student achievement. I am also interested in how teachers' perceived working conditions contribute to risk for occupational stress and professional mobility.||Fitchett, P.G., Heafner, T.L. & Lambert, R.G. (2014). Assessment, autonomy, and social studies instructional time. Teachers College Record, 116(10), 1-34.
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Examining social studies marginalization: A multilevel analysis. Education Policy, 28(1), 40-68.
Heafner, T.L. & Fitchett, P.G. (2015). An opportunity to learn US History: What NAEP data suggest regarding the opportunity gap. The High School Journal, 98(3), 226-249.
Lambert, R. G., McCarthy, C., Fitchett, P. G., Lineback, S., & Reiser, J. (2015). Identification of elementary teachers' risk for stress and vocational concerns using the national schools and staffing survey. Education Policy Analysis Archives, 23(43), 1-37. Retrieved from http://dx.doi.org/10.14507/epaa.v23.1792.
|Tehia Starker Glassemail@example.com||Associate Professor||REEL||My research focuses on preparing preservice and inservice teachers' teaching self-efficacy, examining motivational factors that influence teachers' behavior and classroom management with an emphasis on diverse culture. I am also interested in teacher education and instructional design at Historically Black Colleges and Universities (HBCUs).||Siwatu, K. O., & Starker, T. V. (2014). Preparing culturally responsive teachers: The role of educational psychology. In G. S. Goodman (Ed.) Educational psychology reader: The art and science of how people learn. (pp. 193-202). New York: Peter Lang.
Siwatu, K. O., Putman, S. M., Starker-Glass, T. V., & Lewis, C. W. (2015). The Culturally Responsive Classroom Management Self-Efficacy Scale Development and Initial Validation. Urban Education, 0042085915602534.
Hutchison, C. B., Wiggan, G. & Starker, T. (2014). Curriculum violence and its reverse: The under-education of teachers in a pluralistic society and its implications for the education of minority students. Insights on Learning Disabilities, 11(1), 85-110.
|Michael Greenfirstname.lastname@example.org||Associate Professor||REEL||My research focuses on constructivist theory and research. I am also interested in instructional strategies for Teaching Elementary Mathematics.||Green, M., Piel, J. A., & Flowers, C. (2008). Reversing education majors' arithmetic misconceptions with short-term instruction using manipulatives. Journal of Educational Research, 101, 234-242.
Green, M., & Piel, J. A. (2012). Math CAMMP: A constructivist summer camp for teachers and students. Journal of Instructional Pedagogies, 7, 100-105.
Rathgeb-Schnierer, E., & Green, M. (2015). Cognitive flexibility and reasoning patterns in American and German elementary students when sorting addition and subtraction problems. Proceedings of the 9th Congress of the European Society for Research in Mathematics Education.
|Stephen Hancockemail@example.com||Associate Professor||REEL||My research focuses on the development of constructive academic relationships among white teachers and black students and double consciousness among white teachers. I am also interested in autoethnographic research methodology and cross cultural competence in inter(national) contexts.||Hancock, S. D. (2015). Your inquiry is not like mine: An Anti-racist approach to autoethnographic research. In Hancock, Allen, & Lewis (Eds.) Autoethnography as a lighthouse: Race, research, and the politics of schooling. Charlotte, NC: Information Age Publishing.
Hancock, S. & Starker, T.V. (2013). Teacher initiated communication: Engaging parents responsively in an urban school context. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field. 16(4), 1-10.
Siedl, B. & Hancock, S. (2011). Acquiring double Images: White Preservice Teachers Locating Themselves in a Raced World. Harvard Educational Review, 81(40) 687-709.
|Susan Hardenfirstname.lastname@example.org||Assistant Professor||MDSK||My research focuses on engaged scholarship, first year higher education student success and philosophical or social justice issues in education.||Harden, S.B., McDaniel, P.N., Smith, H.A., Zimmern, E. & Brown, K.E. (2015). Speaking of Change in Charlotte, North Carolina: How museums can shape immigrant receptivity in a community navigating rapid cultural change. Museums and Social Issues, 10(2), 1-17.
Harden, S.B. & Loving, K.A. (2015). Outreach and engagement staff and communities of practice: A journey from practice to theory for an emerging professional identity and community [Special issue]. Journal of Community Engagement and Scholarship, 8(1).
Harden, S.B. & Hartsell, R. (2014). Transitional disruption or end times: Community engagement 2.0 and the apocalyptic possibilities of MOOCs in higher education. In S. Crabill & D. Butin (Eds.), Civic Engagement 2.0? Provocations and Dialogues on the Future of the Civic in the Disrupted University. New York: Palgrave Macmillan.
Harden, S.B. & Witt, R. (Fall/Winter 2015). Interview theatre and the Dream Act: Activism through raising community voices. . In S. Wong & A.M. Foerster Luu (Eds.), DREAM Act Activists & Teacher Allies: Are You Listening? Teachers College Press.
Coffey, H., Harden, S.B., Brown, K.E. & Williams, M. (2015). Civic minor in urban youth and communities: A new service-learning curriculum disrupts traditional teacher education. In C. Crosby & F. Brockmeier (Eds.), Handbook of Research on Community Engagement in 21st Century Education. New York: IGI Global.
|Charles Hutchisonemail@example.com||Associate Professor||MDSK||My research focuses on international, cross-cultural, and urban issues in education.||Hutchison, C. B. (Ed.) (In press). Experiences of Immigrant Professors: Cross-Cultural Differences and Challenges, and Lessons for Success. NY: Routledge.
Hutchison, C. B. (2011). Understanding diverse learners: Theory and practice. Acton, MA: Copley Custom Textbooks.
Hutchison, C. B., & Bailey, L. (2006). Cross-cultural perceptions of assessment of international teachers in U. S. high schools. Cultural Studies in Science Education, 1(4), 657-680.
|Jeanneine Jonesfirstname.lastname@example.org||Professor||MDSK||My research focuses on all aspects of middle grades, teacher prep (especially for mdlg), adolescents (all aspects of development, and especially social) and literacy (especially writing development early to mid adolescents). I am also interested in partnerships between middle/high schools and teacher prep programs.||Howell, P., Carpenter, J., and Jones, J.P. (March 2013). School partnerships and clinical preparation at the middle level. Columbus, OH: AMLE Journal.
Howell, P., Carpenter, J., and Jones, J.P. (expected October 2015). School partnerships at the middle level: Practices and possibilities. Research Handbook Series. Charlotte, NC: Information Age Press.
Strahan, D., Jones, JP, and L'Esperance, M. (expected October 2016). Promoting Harmony: Young Adolescent Development and School Practices, 4th ed. Columbus, OH: AMLE.
|Scott Kissauemail@example.com||Associate Professor||Middle, Secondary, & K-12 Education||My research focuses on gender and language learning, computer-assisted language instruction, and the beliefs and practices of foreign language teachers.||Kissau, S., Adams, M. J., & Algozzine, B. (2015). Middle school foreign language instruction: A missed opportunity? Foreign Language Annals, 2, 284-303.
Kissau, S. (2015). The impact of mode of instructional delivery on second language teacher self-Efficacy. ReCALL. DOI: http://dx.doi.org/10.1017/S0958344014000391
Kissau, S. P., & Salas, S. (2013). Motivating Male Language Learners: The Need for" More Than Just Good Teaching". Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 16(1), 88-111.
|Brian Kisselfirstname.lastname@example.org||Associate Professor||Reading and Elementary Education||I study the socio-cultural influences that occur in classrooms as students engage in writing. Specifically, I focus on what students do as they engage in their writing process. Other research interests include: writing pedagogy, early writing development, digital literacy, and literacy coaching.||Kissel, B. & Miller, E. (2015). Reclaiming power in the writer's workshop: Defending curricula, countering narratives, and changing identities in pre-kindergarten classrooms. The Reading Teacher, 69(1), 77-86.
Kissel, B., Hansen, J., Conti, H., Lawrence, J. (2011). The influential interactions of pre-kindergarten writers. Journal of Early Childhood Literacy, 11(4) 425â€“452.
Stover, K., Kissel, B., Wood, K., Putman, M. (2015). Examining teachers' use of VoiceThread in an elementary, middle school, and high school classroom: Perceptions, benefits, and barriers. Literacy Research and Instruction. 54(4), 341-362.
|Lan Kolano||Lan.Kolano@uncc.edu||Professor||Middle, Secondary, & K12 Education||My research focuses on the methods to explore the academic, language, and identity development of English Language Learners (ELLs). I am also interested in the ways that purposeful field-based experiences can influence multicultural teacher efficacy; and how critical practices in teacher education can promote productive discourse on race, language, and power. Currently, I am working examining the ways in which Southeast Asian immigrants with limited formal education negotiate language, race, gender, culture and school within the racialized urban context of North Carolina.||Kolano, L. Smartness as cultural wealth: An AsianCrit counter-narrative. (submitted to Race, Ethnicity, and Education, special issue)
Urrieta, L. Jr., Kolano, L., & Jo, J.O. (2015). What we can learn about, and from the testimony of a "successful" undocumented Latino student in North Carolina. In E. Hamann, E. Murillo, & S. Wortham (Eds.), Revisiting education in the new Latino diaspora. Charlotte, NC: InfoAge Publishing.
Kolano, L., & Childers-McKee, C. (2014). Designing authentic field-based experiences with immigrant students through one university and urban school partnership. In D. Polly, T. L. Heafner, M. Chapman, & M. Spooner (2014). Professional development schools and transformative partnerships. Hershey, PA: IGI Global.
Kolano, L., Lewis, E., & Kissau, S. (2012). "Little by little": Classroom practices that can silence Latino Kindergartners. California Teaching English as a Second Language (CATESOL) Journal, 23(1), 110-131.
|Adriana Medina||AdrianaLMedina@uncc.edu||Associate Professor||REEL||My research focuses on adolescent literacy, teacher education, and educational program evaluation. Currently, I am examining the Leadership program and I am providing professional development in literacy to urban elementary school teachers and to high school teachers of English Language Learners.||Medina, A. L., Hathaway, J. I., & Pilonieta, P. (2015). How preservice teachers' study abroad experiences lead to changes in perceptions of English Language Learners. Frontiers: The International Journal of Study Abroad, 25, 73-90.
Pilonieta, P., Medina, A. L., & Hathaway, J. (Under Review). The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners. Teaching and Teacher Education.
Medina, A. L. (March 2015). A program evaluation of Union County Public Schools' Latino Outreach Services Living Room Meetings for Levine Cancer Institute. Proyecto ROSA/Project PINK.
Medina, A. L., & Scott, L. M. (February 2014), Implementing the Charlotte Teachers Institute Curriculum Unit: A Case Study.
Medina, A. L. (September 2013). Freedom School Partners Evaluation of Serving Level IV Scholars.
|Erin Milleremail@example.com||Assistant Professor||REEL||My research focuses on literacy practices in early childhood and elementary classrooms with an emphasis on how languages reinforce and/or interrupt racist practices.||Miller, E. (in press). From Being to Becoming: The Racialization of White Women. In Hancock, S. & Warren, C. (Eds). White Woman's Work: Examining the Intersectionality of Cultural Norms, Teaching, and Identity Formation in Urban Schools. Scottsdale, AZ: Information Age Publishing
Miller, E. (in press). Race as the Benu: Anti-whiteness strategies emerge out of a reborn consciousness in Early Childhood Education. Journal of Curriculum Theorizing.
Nash, K. & Miller, E. (2015). Reifying and resisting racism from early childhood to young adulthood: Implications for early childhood education. The Urban Review, 47(1), 184-208.
Miller, E. (2015). Discourses of whiteness and blackness: An ethnographic study of three young children learning to be white. Ethnography and Education, 10(2), 137-153.
|Maryann Mraz||Memraz@uncc.edu||Professor||REEL||My research focuses on literacy education, content area reading and professional development. I am also interested in literacy coaching and coaching across the content areas.||Vacca, R. T., Vacca, J. L., & Mraz, M. (in press). Content area reading: Literacy and learning across the curriculum. (12th ed.). Boston: Pearson. (publication expected in spring, 2016.)
Polly, D., Mraz, M., & Algozzine, B. (2013). Implications for developing and researching elementary school mathematics coaches. School Science and Math Journal, 113(6), 297-307.
Mraz, M., Vintinner, J., & Vacca, J. (2014). Professional development. In S. Wepner, D. Strickland, & D. Quatroche (Eds.). Administration and supervision of reading programs (5th ed.) (pp. 124-134). NY: Teachers College Press.
|Paola Pilonieta||Pilonieta@uncc.edu||Associate Professor||REEL||My research focuses on early literacy, with an emphasis on kindergarten through third grade. I am also interested in comprehension strategy instruction.||Hathaway, J. I., Pilonieta, P., Medina, A. L., & Hancock, S. (under review). The impact of explicit comprehension strategy instruction on first and second graders in an urban charter school. Reading and Writing Quarterly.
Pilonieta, P., Shue, P., & Kissel, B. (2014). Reading books, writing books: Bringing reading and writing together in a dual language pre-k classroom. Young Children, 69(3), 14-21.
Pilonieta, P., & Medina, A. (2009). Reciprocal teaching in the primary grades: "We can do it, too!" The Reading Teacher, 63(2), 120-129.
|Mike Putman||Michael.Putman@uncc.edu||Associate Professor||REEL||My research focuses on self-regulation, online inquiry (reading comprehension) and effective technology integration. I am also interested in affective constructs, e.g. self-efficacy (including teacher self-efficacy) and motivation.||Siwatu, K. O., Putman, S. M., Starker-Glass, T. V., & Lewis, C. W. (2015). The Culturally Responsive Classroom Management Self-Efficacy Scale Development and Initial Validation. Urban Education, 0042085915602534.
Coiro, J., & Putman, S. M. (2014). Teaching students to self-regulate during online inquiry. In K. Wood, J. Paratore, R. McCormack, & B. Kissel (Eds.) What's new in literacy teaching? IRA E-ssentials series. Newark, DE: International Reading Association.
Putman, S. M. (2014). Exploring dispositions towards online reading: Analyzing the Survey of Online Reading Attitudes and Behaviors. Reading Psychology, 35, 1-31.
|Spencer Salasfirstname.lastname@example.org||Associate Professor||MDSK||My research focuses on Latinos in the I-85 Corridor, teachers' negotiation of New South spaces, cultural-historical theory and ethnography.||Portes, P. R., Salas, S., Baquedano, P. & Mellom, P.J. (Eds.). (2014). U.S. Latinos and education policy: Research-based directions for change . NY: Routledge/Taylor & Francis Group
Portes, P. R., & Salas, S. (Eds.). (2011). Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities. New York: Peter Lang.
Salas, S. (2014). Tactics, resistance, and bad-ass teaching in a Generation 1.5 basic writing classroom. Journal of Curriculum Theorizing ,30(2)-56-70.
|Michelle Stephan||Michelle.Stephan@uncc.edu||Associate||MDSK||My research focuses on using the Design Research approach as a research methodology for long term curricular projects in mathematics education. I have mostly worked on creating, implementing and revising instructional materials for middle school mathematics and using the social constructivist approach to analyze students' learning. I have also published in the area of supporting students with mathematical disabilities as well as supporting communities of teachers who aim to shift their pedagogy towards inquiry teaching.||Stephan, M. (2014). Conducting classroom design research with teachers. ZDM, The International Journal of Mathematics Education. DOI 10.1007/s11858-014-0651-6.
Stephan, M. & Cobb, P. (2013). Teachers engaging in integer design research. In T. Plomp & N. Nieveen (Eds.), Educational design research: Introduction and illustrative cases (pp. 277-298). SLO (Netherlands institute for curriculum development), Enschede.
Stephan, M. & Smith, J. (2012 Spring/Summer). Teaching common core standards to students with disabilities. Journal of the American Academy of Special Education Professionals, pp. 162-175.
|Bruce VanSledrightemail@example.com||Professor||REEL||My research focuses on the historical thinking and understanding in the contexts of teaching and learning, from elementary school through college with an emphasis on urban school settings. Currently, I am examining epistemic beliefs about history and on classroom-based assessment in history.||VanSledright, B.A. (2014). Assessing historical thinking and understanding: Innovative ideas for new standards. New York: Routledge, Taylor and Francis Group.
VanSledright, B.A. (2011). The challenge of rethinking history education: On practices, theories, and policy. New York: Routledge, Taylor and Francis Group.
VanSledright, B.A. (2002). In search of America's past: Learning to read history in elementary school. New York: Teachers College Press.
|Greg Wigganfirstname.lastname@example.org||Associate professor||MDSK||My research focuses on school effects/processes that promote high achievement in minority students.||Wiggan, G. (2014). Student achievement for whom?: High-performing and still playing the game, the meaning of school achievement among African American students. Urban Review, 46(3), 476-492.
Hutchison, C. B., Wiggan, G. & Starker, T. (2014). Curriculum violence and its reverse: The under-education of teachers in a pluralistic society and its implications for the education of minority students. Insights on Learning Disabilities, 11(1), 85-110.
Wiggan, G., Scott, L. M., Watson, M., & Reynolds, R. (2014). Unshackled: Education for freedom, student achievement and personal emancipation. Rotterdam, Netherlands: Sense-Springer Publishers.
|Karen Woodemail@example.com||Professor||REEL||My research focuses on integrating digital applications across the subject areas. I am also interested in middle and secondary reading programs, content area/disciplinary literacy, vocabulary and comprehension instruction and LGBTQ research/Creating Safe Zones in the classroom.||Wood, K., Paratore, J., Kissel, B. & McCormack, R. (published in May 2015). What's new in literacy teaching? Weaving together time-honored practices with new research. Newark, DE: International Literacy Association.
Harmon, J., Wood, K., Smith, K., Zakaria, N., Ramadan, K., & Sykes, M. (2016). Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students. Reading Psychology, 1-33.
Wood, K., Taylor, D.B., & Stover, K.(in press) Smuggling writing in 4-12 classrooms. Thousand Oaks, CA:Corwin