Research & Outreach - Presentations, Publications, and Awards
Research News & Notes
Department of Social Studies and Elementary Education
Presentations, Publications, and Awards
September 2008-September 2010
Student and Student-Faculty Presentations, Publications, and Awards
Andrews, P. G., Thompson, K. F., Harrison, L., & High, J. (2008, October). High stakes: Observations and evaluations of teacher quality. Paper presented at the annual meeting of National Middle School Association, Denver, CO.
Bridges-Rhoads, S., & Parks, A.N. (2008, October). It’s time for an absurdity. Paper presented at the annual meeting of the Curriculum and Pedagogy Conference, Decatur, GA
Butler, B.M., Elfer, C., & Roberts, S.L. (2008, November). Structuring the tandem-placement student teaching experience. Paper presented at the College and University Faculty Assembly, Houston, TX
Kim, J., & Lee, K. (2008, November). Awareness of multiple identities through young Korean-American children’s naming: Empowering minority children’s voices. Paper presented at the 18th Annual International Conference of the National Association for Multicultural Education, New Orleans, LA.
Kim, J., & Lee, K. (2009, April). Leaving and homing children: Korean immigrant caregivers’ perspectives on young children’s future. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Kim, J., & Lee, K. (2009, April). Living the hyphens: Naming practices among young Korean-American heritage language learners. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Lim, M., & Lee, K. (2009, April). Othering from within: Tension among Korean immigrant parents in their process of school participation. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Lim, M., & Lee, K. (2009, April). Being a Korean studying Koreans in an American school: Multiplicities of positioning and methodological reflections. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Lim, M. (2008, November). Ethnic networks and school participation among Korean immigrant parents. Paper presented at the 18th Annual International Conference of the National Association for Multicultural Education, New Orleans, LA.
Parks, A.N. & Bridges-Rhoads, S. (2008, October). What’s more important numbers or shoes? Readiness, curriculum and nonsense in a rural preschool. Paper presented at the annual meeting of the Curriculum and Pedagogy Conference, Decatur, GA.
Ritter, J., & Lee, K. (2009). Explicit goals, implicit values, and the unintentional stifling of pluralism: An examination of a social studies teacher education vision statement. Theory and Research in Social Education, 37, 75-100.
Thompson, K. F., Andrews, P. G., Harrison, L., Haddox, K., Haddox, A., Reagin, M., Saxon, C., Shaver, A., & EDMS 2009 Cohort. (2008, October). Hunger, homelessness, and content standards: Connecting issues of poverty to math, science, language arts, and social studies. Paper presented at the annual meeting of National Middle School Association, Denver, CO.
Vagle, M.D., Hughes, H. E., Durbin, D.J. (in press). Remaining skeptical: Bridling for and with one another. Field Methods.
Vagle, M.D., Hughes, H. E., Durbin, D.J. (2008, December). Searching for openings: Cultivating tact in middle grades preservice literacy teachers. Paper presented at the National Reading Conference. Orlando, Fla.
Faculty Publications
Allen, L. & Calhoun, E. (2008). Schoolwide Action Research: Findings from Six Years of Study. In R. Schmuck (Ed.), Practical Action Research: A Collection of Articles, Second Edition. Thousand Oaks, CA: Corwin Press.
Caskey, M., Andrews, P. G., Capraro, R., Bishop, P., Roe, M., & Weiss, C. (in press). Research & resources in support of This we believe. (2nd ed.). Westerville, OH: National Middle School Association.
Ziomek-Daigle, J., & Andrews, P. G. (2009). Ensuring success for every student: Dropout prevention in the middle grades. Middle School Journal.
Jackson, A. W., & Andrews, P. G. (2009). A re-awakening: Middle grades matter in a global age. Education Week.
Andrews, P. G., Debray-Pelot, E., & Denmark, V. (2009). Middle grades education: Finding success in the middle. In E. Houck (Ed.), Education Policy 2009. Athens, GA: Education Policy & Evaluation Center, University of Georgia.
Andrews, P. G. (2008). Learn and live. Middle School Journal, 39(4), 56-63.
Anfara, V. A., Jr., Pate, P. E., Caskey, M. M., Andrews, P. G., Daniel, L. G., Mertens, S. B., & Muir, M. (2008). Research summary: Courageous, collaborative leadership. [On-line]. Available at http://www.nmsa.org/ResearchSummaries
Butchart, R. E. (2010). Schooling the Freed People: Teaching, Learning, and the Struggle for Black Freedom, 1861-1876. Chapel Hill: University of North Carolina Press.
Butchart, R. E. (forthcoming, 2010). Ronald E. Butchart: Historian Despite the Odds. In W. Urban, ed., Leading Historians of Education in the United States. Amsterdam, The Netherlands: Sense Publishing.
Butchart, R. E. (2010, forthcoming). What’s Foucault got to do with it? History, theory, and becoming subjected. History of Education Quarterly, 51
Butchart, R. E. (2010). Laura Towne and Ellen Murray: Northern expatriates and the foundations of Black education in South Carolina, 1862-1908. In Marjorie Spruill, Valinda Littlefield, and Joan Johnson, eds., South Carolina women: Their lives and times. (vol. 2). Athens: University of Georgia Press.
Butchart, R. E. (2010, April). Black hopes, White power: Emancipation, Reconstruction, and the legacy of unequal schooling in the U.S. South, 1861-1880. Paedagogica Historica, 46, 33-50.
Butchart, R. E. (2009). Review of Adam Fairclough, A class of their own: Black teachers in the segregated South. In Journal of Social History, 42
Buxton, C. & Provenzo, E. (2010). Teaching science in elementary and middle school: A cognitive and cultural approach. Second Edition. Thousand Oaks, CA: Sage Publications
Lee, O. & Buxton, C. (2010). Diversity and equity in science education: Theory, research, and practice. New York: Teachers College Press.
Buxton, C. (2010). Social problem solving through science: An approach to critical place-based science teaching and learning. Equity and Excellence in Education, 43(1), 120-135.
Buxton, C., Lee, O. & Penfield, R. (2010). Developing English Literacy through Science Instruction. International Journal of Foreign Language Teaching, 5(2), 11-14.
Buxton, C. & Provenzo, E. (2010). Rethinking models of collaboration in critical pedagogy: A response to Stonebanks. In Cultural Studies and Environmentalism: The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems. New York: Springer Press, 377-384.
Buxton, C. & Lee, O. (2010). Fostering scientific reasoning as a strategy to support science learning for ELLs. In D. Senal, C. Senal, & E. Wright (Eds.). Teaching Science with Hispanic ELLs in K-16 Classrooms. Charlotte, NC: Information Age Publishing, 11-36.
Lee, O. & Buxton, C. (2010). Teaching science to English language learners. NSTA Reports, 21(8), 3-4.
Maerten-Rivera, J., Penfield, R., Myers, N., Lee, O., & Buxton, C. (2009). School and teacher predictors of science instruction practices with English language learners in urban elementary schools. Journal of Women and Minorities in Science and Engineering, 15(2), 93-118.
Buxton, C. (2009). Science inquiry, academic language and civic engagement. Democracy and Education, 18(3), 17-22.
Lee, O., Maerten-Rivera, J., Buxton, C., Penfield, R. D., & Secada, W. G. (2009). Urban elementary school teachers’ perceived knowledge, practices, and organizational supports and barriers in Science instruction with English language learners. Journal of Science Teacher Education, 20(3). 263-286.
Buxton, C., Lee, O., & Mahotiere, M. (2009). The role of language in academic and social transition of Haitian children and their parents to urban U.S. schools. Bilingual Research Journal, 31(1&2), 47-74.
Buxton, C., Cone, N., Oddone, S., & Lee, O. (2009). Systems, Order and Organization: Promoting Science among English Language Learners in Middle School (Student Book and Teachers’ Guide). Carnegie Corporation of New York.
Buxton, C. (in press). Social problem solving through science: An approach to critical place-based science teaching and learning. Equity and Excellence in Education.
Buxton, C., Lee, O. & Santau, A. (2008). Promoting science among English language learners: Professional development for today’s culturally and linguistically diverse classrooms. Journal of Science Teacher Education 19(5), 495-511.
Lee, O., & Buxton, C. (2008). Science curriculum and student diversity: Culture, language, and socioeconomic status. The Elementary School Journal, 109(2), 123-137.
Dresden, J. (2009). The impact of assessment policy on everyday practice in elementary school classrooms. In E. DeBray-Pelot (Ed.) Critical perspectives on federally driven assessment policy (pp. 36-62). Athens, GA: University of Georgia Education Policy and Evaluation Center.
Dresden, J., & Flanders, T. (2009). Testing young children in elementary schools: Fiscal and instructional implications (Number PB09-4). Athens, GA: University of Georgia Education Policy and Evaluation Center.
Dresden, J. (2009, April). Leaving the classroom, finding my voice. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California
Fields-Smith, C. (in press). Motivations, sacrifices, and challenges: Black Parents’ Decisions to Home School, Urban Review.
Fields-Smith, C. & Neuharth-Pritchett, S. (2009). Families as Decision-Makers: When Researchers and Advocates Work Together. Childhood Education, 85 (4).
Jones, S., Clarke, L., Enriquez, G. (2010). The Reading Turn-Around: A Five Part Framework for Differentiated Instruction. New York: Teachers College Press.
Jones, S. (2010, in press). Bodies before me. In Scherff, L., & Spector, K. (Eds.) Culturally relevant pedagogy: Clashes and confrontations. Lanham, MD: Rowman and Littlefield.
Enriquez, G., Jones, S., Clarke, L. (2010, in press). Turning around our perceptions and practices, then our readers. The Reading Teacher.
Jones, S. (2009/2010). Adding salt to “class” literature: Barbara O’Connor’s books for young readers. Rethinking Schools, 24(2) 32-36.
Spector, K. & Jones, S. (2009). Constructing Anne Frank: Critical literacy and the Holocaust in eighth-grade English. Selected for reprint in D. Lapp & D. Fisher (Eds.), Essential readings on comprehension. Newark, DE: International Reading Association.
Jones, S. (2009). Jagged edges: A psychosocial exploration by one who “made it.” In J. Van Galen & V. Dempsey (Eds.), Trajectories: The education and social mobility of education scholars from the poor and working class (pp.7-18). The Netherlands: Sense Publishers.
Jones, S. & Enriquez, G. (2009). Engaging the intellectual and the moral in critical literacy education: The four year journeys of two teachers from teacher education to classroom practice. Reading Research Quarterly,44(2), 145-168.
Jones, S. (2009). Against all odds: A case study of one White, middle-class, female teacher becoming an engaged intellectual. Changing English,16(2), 231-246.
Jones, S. (2008). Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language and LiteracyEducation [Online], 4(2), 40-58. Available: http://www.coe.uga.edu/jolle/2008_2/representations.pdf
Jones, S. Newspaper Opinion Pieces:
Testing Frenzy. Atlanta Journal Constitution, July 5, 2010.
Schools alone can’t address poverty. Athens Banner Herald, June 25, 2010.
Rally against standardized testing. Athens Banner Herald, April, 2010.
Don’t fear the speaker. Athens Banner Herald, September, 2009.
Jails not good public policy. Athens Banner Herald, August, 2009.
Re-Inventing schools. Athens Banner Herald, June, 2009.
Story had lessons for schools. Athens Banner Herald, December, 2008.
Lee, K. (submitted). Who is normal? Who is abnormal? Rethinking child development from a cultural psychological perspective. In K. Lee & M. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness. New York: Palgrave Macmillan.
Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers. Educational Technology Research and Development, 57, 99-129.
Lee, K., & Vagle, M. (Eds.). (2010). Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness. New York: Palgrave Macmillan.
Lee, K., & Choi, I. (2008). Learning classroom management through web-based case instruction: Implications for early childhood teacher education. Early Childhood Education Journal, 35, 495-503
Parks, A.N. (2010) Explicit versus implicit questioning: Inviting all children to think mathematically. Teachers College Record, 112(7).
Vagle, M. & Parks, A.N. (2010). A schismatic family and a gated community? In Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness. K. Lee & M. Vagle (Eds.) New York: Palgrave Macmillan.
Parks, A. N. (2010) Metaphors of hierarchy in mathematics: The narrow path. Journal of Curriculum Studies, 42(1), 79-97.
Parks, A.N. (2009) Can teacher questions be too open? Teaching Children Mathematics, 15(7), 424-428.
Parks, A. N. (2009) Doomsday device: Rethinking the deployment of the ‘achievement gap’ in equity arguments. For the Learning of Mathematics, 29(1), 14-19.
Parks, A. N. (2009) Collaborating about what? An instructor’s look at preservice lesson study. Teacher Education Quarterly, 36(4), 81-98.
Parks, A. N. (2009) Teaching by genre: Seeing diversity of practice in mathematics as a good thing. Phi Delta Kappan, 90(8), 601-606.
Sharma, A., & Anderson, C. (2009). Recontextualization of Science from Lab to School: Implications for Science Literacy. Science & Education, 18(9), 1253-1275.
Sharma, A. (2008). Portrait of a science teacher as a Bricoleur: A case study from India. Cultural Studies of Science Education, 3(4), 811-841.
Sharma, A. (2008). Science, science education and their discontents: a response to commentaries on the paper, Portrait of a Science Teacher as a Bricoleur: A case study from India. Cultural Studies of Science Education, 3(4), 875-880.
Thompson, K. F., & Andrews, P. G. (2008). Classroom observations: Reducing tensions and enhancing teacher practice. Middle Matters: National Association of Elementary School Principals, 17(2).
Vagle, M. D. (forthcoming). Pathic pedagogies as everyday work. Pedagogies: An International Journal.
Vagle, M.D., Hughes, H. E., & Durbin, D.J. (forthcoming). Remaining skeptical: Bridling for and with one another. Field Methods. Prepublished online: April 6, 2009; http://fmx.sagepub.com/cgi/rapidpdf/1525822X09333508v1
Vagle, M. D. (2009). Validity as intended: “Bursting forth toward” bridling in phenomenological research. International Journal of Qualitative Studies in Education, 22(5), 585-605.
Vagle, M. D. (2009). Locating and exploring teacher perception in the reflective thinking process. Teachers and Teaching: Theory and Practice, 15(5).
Vagle, M. D. (2008). Searching for a prophetic, tactful pedagogy: An attempt to deepen the knowledge, skills, and dispositions discourse around good teaching. Education and Culture, 24(1), 49-65.
Faculty Grants
Buxton, C., Allexsaht-Snider, & Cohen, A, are Co-PIs on Language-Rich Inquiry-based Science for English Language Learners (LISELL), a $515K grant funded by the National Science Foundation, Discovery Research K-12 Program, 2010-2013
Buxton, C., & Allexsaht-Snider, are Co-PIs on Teaching Science to Hispanic English Language Learners Year 2 (T-SHELL2), a $64K grant funded by the Georgia Teacher Quality Enhancement Grant, 2010-2011
Buxton, C., & Allexsaht-Snider, were Co-PIs on Teaching Science to Hispanic English Language Learners (T-SHELL). $42K grant funded by the Georgia Teacher Quality Enhancement Grant (Martha Allexsaht-Snider, Co-PI), 2009-2010
Buxton, C., & Allexsaht-Snider, were Co-PIs on Steps to College2: BHL to UGA Through Science Follow-Up Project, an $8K grant funded by the Hispanic Scholarship Fund, 2009-2010
Buxton, C., & Allexsaht-Snider, were Co-PIs on Steps to College: BHL to UGA through Science, a $9K grant funded by the Hispanic Scholarship Fund, 2008-2009
Buxton, C., was Senior Consultant: Promoting Science among English Language Learners in Middle School (Okhee Lee, PI) – $50K grant funded by the Carnegie Corporation of New York, 2009.
Jones, S., was awarded a University of Georgia Scholarship of Engagement Grant for Making a magic school bus: Transforming “field trips” into the center of rich integrated learning in a high-poverty and multilingual school in Athens, Georgia ($5,900).
Mark Vagle has been awarded a Junior Faculty Research Grant Program, The University of Georgia Research Foundation, for No Pass, No Go! Low Income Young Adolescents and their Teachers Using Formative Assessment to Prepare for the High Stakes Test—Phase 1 ($7523.00). Awarded for Spring 2009.
Faculty Presentations
Andrews, P. G., & Denmark, V. (2008, October). Middle school restructuring and policy choices. The University of Georgia’s Educational Policy and Evaluation Center’s Annual State-of-the-State Report, Atlanta, GA.
Butchart, R. E. (2010). “Teaching Black Learners at the Dawn of Freedom: Toward a History of Pedagogical Ends.” Presented to Div. F, American Educational Research Association, May 2010.
Butchart, R. E. (2009, April). “Questioning the Limits of Historical Methods: Problems Posed by a Large Investigation.” Paper presented to Div. F, Annual Meeting of the American Educational Research Association.
Butchart, R. E. (2009, April). “Educational Research and the Disciplines: Porous Boundaries? The Case from the Discipline of History.” An invited Presidential Symposium presentation before the Annual Meeting of the American Educational Research Association.
Buxton, C. & Allexsaht-Snider, M. (2010). “Steps to College through Science with Hispanic Middle School Students and their Families.” Paper presented at the 2010 meeting of the American Educational Research Association (AERA), Denver, CO.
Lee, O., Penfield, R., & Buxton, C. (2010). “Relationship between “Form” and “Content” in Science Writing among English Language Learners.” Paper presented at the 2010 meeting of the American Educational Research Association (AERA), Denver, CO.
Buxton, C. (2009). “Science inquiry, academic language and civic engagement: Teaching science to English learners.” Paper presented at the 2009 meeting of the National Association of Research in Science Teaching, Anaheim, CA.
Buxton, C. (2008). “They’re your kids too: Working with teachers new to the challenges of ELLs.” Paper presented at the 2008 Science Education at the Crossroads conference. Alta, Utah.
Dresden, J. (2009, May). The impact of assessment policy on everyday practice in elementary school classrooms. Paper presented at the annual Education Policy conference of the University of Georgia Education Policy and Evaluation Center, Athens, Georgia.
Garrett, H. J. (2010) “When the Levees Broke: Routing and Re-Routing of Difficult Knowledge”. Paper to be presented at the College and University Faculty Association of the National Council for Social Studies in Denver, CO. Nov. 11, 2010.
Garrett, H. J. (2010). “Reflections on, and Resistances to, a Psychoanalytic Dissertation”. Paper to be presented at the Journal for Curriculum Theorizing Conference in Bergamo, OH. October 15, 2010.
Garrett, H. J. (2009) “Difficult Knowledge in the Public Museum”. Paper presented at the College and University Faculty Association of the National Council for Social Studies Conference in Atlanta, GA. November 12, 2009.
Garrett, H. J. (2009) “Psychoanalysis as Research Methodology”. Paper to at the College and University Faculty Association of the National Council for Social Studies Conference in Atlanta, GA. November 12, 2009.
Garrett, H. J. (2009) “Why Psychoanalysis Matters to Teacher Education”. Paper presented at the Journal for Curriculum Theorizing Conference in Bergamo, OH. October 17, 2009.
Garrett, H. J., & Schmidt, S. (2009). “Difficult (public) Knowledge: Narratives of remembrance in public museums in South Africa”. Paper presented at the National Meeting of the American Education Research Association, San Diego, CA. April, 2009.
Garrett, H. J., & Greenwalt, K (2009). “Confronting the Other: Understanding Empathy”. Paper presented at the National Meeting of the American Education Research Association, San Diego, CA. April, 2009.
Garrett, H. J., & Holohan, K (2008) “Entering Critical Conversations: Another Use of Hip-Hop in the Classroom”. Paper presented at the Journal for Curriculum Theorizing Conference in Bergamo, OH. October 24, 2008.
Jones, S. (2010, July) “The Other Side of Poverty in Schools” 2-Day Workshop. Athens, GA.
Jones, S. (October 2010). “Thinking about Social Class in our PK-5 CLASSrooms” ½ day Workshop. Athens, GA.
Jones, S. (2009, June). Invited presentation on literacy and social class for Red Clay Writing Project Summer Institute. The University of Georgia, Athens, GA.
Jones, S. (2009, December). Creative approaches to representing research and theory. Invited keynote speaker for the Annual Qualitative Graduate Student Conference, College of Education, The University of Georgia.
Jones, S. (2009, October). The reading turn-around. Invited keynote speaker for the Annual Meeting of the Alabama Council for Teachers of English (ACTE), Tuscaloosa, Alabama.
Jones, S. (2008, December). When, where, and why: A Bourdieusian analysis of teachers taking hold of critical literacy practices. Invited presentation at the Annual Meeting of the National Reading Conference (NRC). Orlando, FL.
Jones, S. (2008, December). What a poor mother knows: Barriers to listening under institutional classism. Paper presented at the Annual Meeting of the National Reading Conference, Orlando, FL.
Jones, S. (2008, November). Turn-around pedagogies: Rethinking readers and reading instruction. Panel presented with Lane W. Clarke and Grace Enriquez at the Annual Meeting of the National Council of Teachers of English, San Antonio, TX.
Jones, S. (2008, November). Girls, social class, and literacy. Invited author for the UGA – Clarke Central High School Diversity Dinner Dialogues.
Vagle, M. D. (2008, December) Embracing a contingent, recursive adolescence: Implications for critical middle grades literacy pedagogies. Paper presented at the National Reading Conference. Orlando, FL
Faculty Awards and Recognitions
Andrews, P. G. President-Elect of the National Forum to Accelerate Middle-Grades Reform, 2009.
Andrews, P. G. Richard B. Russell Award for Excellence in Undergraduate Teaching, 2009
Andrews, P. G. Induction into UGA Teaching Academy, 2008
Andrews, P. G. College of Education Faculty Senate D. Keith Osborn Award for Teaching Excellence, 2008.
Butchart, R. E. “Remapping Racial Boundaries: Teachers as Border Police and Boundary Transgressors in Post-Emancipation Black Education, USA, 1861-1876,” published in Paedagogica Historica (2007) was selected as one of the Outstanding Articles of the Year by the History of Education Society and honored at the History of Education Society Annual Meeting in October, 2008.
Butchart, R. E. was selected as UGA Alumni Association Writing Fellow, 2008-2009.
Parks, A. N., was selected as a Lilly Teaching Fellow for 2010-2012.
Jones, S., was selected as a Lilly Teaching Fellow for 2009-2011.
Jones, S., was Invited Guest Editor for the Reading and Writing Quarterly, 2009 (issue to be published in 2011). Kristin Rainville was her co-editor.
Jones, S., was Invited Guest Editor, English Teaching: Practice and Critique, 2009 (Literacy
and the Body special issue to be published in 2011). Her co-editors were James Allbright and Kerryn Dixon.
Tolley, B. D., was appointed to the Georgia Professional Standards Committee Board of Examiners, 2009.
Vagle, M. D., was the recipient of the 2010 D. Keith Osborn Award for Teaching Excellence.
