College of Education

Faculty Research

The Education faculty are committed to promoting the body of knowledge on learning, learners, and leadership. We consider scholarship to be a central role of the professorship at a research-comprehensive university of the caliber of Washington State University. The following is an abbreviated list of the funded research and current research published by the faculty at WSU Tri-Cities:

Funded Research

  • Acker-Hocevar, M., Bauman, S ., & Talbot, D. (2009). Tipping point: A strengths-based perspective for understanding and supporting traditionally underserved students. Washington State University Faculty Funding Awards.
  • Morrison, J. A. (2010). Science Alliance Partnership. Funded through ESD 123.
  • Morrison, J. A. (2010). Exploring teachers’ implementation of inquiry science. Faculty Research Award funded through WSU College of Education.
  • Morrison, J. A. (2009). Science Alliance Partnership. Funded through ESD 123.
  • Morrison, J. A. (2009). Teachers’ implementation of inquiry science. Faculty Research Award funded through WSU College of Education.
  • Nagel, E., Roth McDuffie, A., Morrison, J., Trevisan, M., & French, B. (2010). Delta High School research and evaluation plan. Proposal funded by the Paul G. Allen Family Foundation.
  • Roth McDuffie, A. (2010). Teachers Empowered to Advance CHange in Mathematics (TEACH MATH): Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. Project funded in collaboration with colleagues from five other universities from the Discovery Research K-12 Program of the National Science Foundation.

Publications

  • Acker-Hocevar, M., Cruz-Janzen, M.I., & Wilson, C.L. (in press). Leadership from the ground up: Sustainable school improvement in traditionally low performing schools. Charlotte, NC: Information Age Publishers.
  • Acker-Hocevar, M., & Touchton, D. (in press, 2011). A model of power as social relationships: Teacher leaders describe the phenomena of effective agency in practice. In Eleanor Blair Hilty (Ed.), Teacher leadership: The "new" foundations of education (pp. xx-xx). New York: Peter Lang Publishers.
  • Acker, M., Cruz-Janzen, M.I., & Wilson, C.L. (2009). The impact of two policies on principal and teacher preparation programs: No Child Left Behind and the Individuals with Disabilities Education Act. In J. Zajda (Ed.), 12 volume book series, Globalisation, Comparative Education and Policy Research. Dordrecht, The Netherlands: Springer Science + Business Media, B.V.
  • Bogotch, I., Townsend, A., & Acker-Hocevar (2009). Leadership in the implementation of innovations. In E. Baker, B. McGaw and P Peterson (Eds.). International Encyclopedia of Education, 3rd Ed., (pp. 128-134).Amsterdam, The Netherlands: Elsevier.
  • Schoorman, D. & Acker-Hocevar, M. (2010). Viewing faculty governance within a social justice framework: Struggles and possibilities for democratic decision–making in higher education. Equity & Excellence in Education, 43(3), 310-325. doi:org/10.1080/10665684.2010.494493
  • Acker-Hocevar, M., Miller, T., & Ivory, G. (Eds). (2009). The UCEA project on education leadership: Voices from the field, phase 3 [Special issue]. Educational Considerations, 36(2).
  • Acker-Hocevar, M., Miller, T. N., & Ivory, G. (2009). The UCEA project on education leadership: Voices from the field, phase 3. Educational Considerations, 36(2), 1-7.
  • Acker-Hocevar, M., Cruz-Janzen, M., & Wilson, C. (2009). The impact of two policies on principal and teacher preparation programs: No Child Left Behind and the Individual with Disabilities Education Act. Curriculum and Instruction. International Journal of Curriculum and Instruction, 24(1), 15-43.
  • Johnson, E.J.  (forthcoming). Peerlingual education: A socioeducational reaction to structured English immersion. For publication in Journal of Latinos and Education. Scheduled to appear 2011, Volume 10(2).
  • Johnson, E.J. (2009). (Re)defining freedom of speech: Language policy, education, and linguistic rights in the United States. Journal of Applied Language Studies, 3(1), 2-23.
  • Johnson, E.J., & Brandt, E.A. (2009). Targeting diversity: A critical description of language policy and public education in the United States. Harvard Journal of Hispanic Policy, 21, 59-68.
  • Haenn, N., & Johnson, E.J. (2009). The teaching road map: A pocket guide for high school and college teachers. Lanham, MD: Rowman & Littlefield Education.
  • Johnson, E.J. (forthcoming). Review of Lipski, J.M. (2010). Varieties of Spanish in the United States, for publication in the Journal of Linguistic Anthropology, Scheduled to appear summer 2011.
  • Johnson, E.J. (2010). Review of Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited. International Journal of Multicultural Education, 12(2), 1-3.
  • Morrison, J., & Roth McDuffie, A. (2009). Connecting science and mathematics: Using inquiry investigations to learn about data collection, analysis, and display. School Science and Mathematics, 109 (1), 31-44.
  • Morrison, J. A., Raab, F. J., & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views of the nature of science. Journal of Research in Science Teaching, 46(4), 384-403.
  • Morrison, J. A. (2011). Exemplary teachers’ views of and recommendations for the teaching of inquiry science. Washington Science Teachers’ Journal, 52(1), 39-42.
  • Wohlhuter, K., Breyfogle, L., & Roth McDuffie, A. (2010). Strengthening your mathematical muscles. Teaching Children Mathematics, 17 (3), 178-183.
  • Roth McDuffie, A., & Eve, N. (2009). Breaking the area boundaries. Teaching Children Mathematics, 16 (1), 18-27.
  • Sullivan, D., & Roth McDuffie, A. (2009). Connecting multiplication to contexts and language. Teaching Children Mathematics, 15 (8), 502-510.
  • Coomes, J., & Roth McDuffie, A. (2009). Affecting students’ ways of knowing mathematics. MathAMATYC Educator, 1 (1), 12 – 22. [We submitted this manuscript to AMATYC, and it was accepted, and then the editor selected this manuscript for the inaugural issue of AMATYC’s new journal – also a peer-reviewed journal.]
  • Breyfogle, L., Roth McDuffie, A., & Wohlhuter, K. (2010). Developing curricular reasoning for grades PreK-12 instruction. In B. Reys & R. Reys (Volume Eds.) & R. Rubenstein (Series Ed.),  Mathematics Curriculum: Issues, Trends, and Future Directions: Seventy-second Yearbook (pp. 307-320).Reston, VA: National Council of Teachers of Mathematics.
  • Roth McDuffie, A. (2009). Mathematics Curriculum Implementation via Collaborative Inquiry: Focusing on Facilitating Mathematics Classroom Discourse. In D. Slavit, T. Holmlund Nelson, and A. Kennedy (Eds.), Perspectives on Supported Collaborative Teacher Inquiry (pp. 46 – 71). Oxford, UK: Routledge.
  • Roth McDuffie, A. & Mather, M. (2009). Middle school teachers use of curricular reasoning in a collaborative professional development project. In J. Remillard, G. Lloyd, & B. Herbel-Eisenmann (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 302-320). Oxford, UK: Routledge.
  • Young, T.A., Roth McDuffie, A., & Ward, B. A. (in press). Deepening children‘s mathematical understanding: Building bridges between children‘s literature and mathematics. In A. W. Bedford & L. M. Albright (Eds.), A master class in children’s literature: Trends and issues in an evolving field. Champaign-Urbana, IL: National Council of Teachers of English.