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Research
Publications
Faculty & Research
Selected Faculty Publications, by topic
Cultural Diversity & Education | Curriculum, Instruction, & Assessment | Higher Education | Leadership & Policy Studies | Literacy | Special Education
Cultural Diversity & Education
Diversity and Citizenship Education: Global Perspectives
Diversity and Citizenship Education: Global Perspectives, edited by James A. Banks, was published by Jossey-Bass in August. Walker C. Parker is the author of a chapter in the book. The book includes the findings of an international conference that the Center for Multicultural Education sponsored at the Rockefeller Foundation’s Study and Conference Center in Bellagio, Italy in June, 2002.
Handbook of Research on Multicultural Education
The Second Edition of the Handbook of Research on Multicultural Education , edited by James A. Banks and Cherry A. McBanks and sponsored by the Center for Multicultural Education, was published by Jossey-Bass in November and released at the National Association for Multicultural Education (NAME) conference in Seattle.
Diversity Witin Unity: Essential Principles for Teaching and Learning in a Multicultural Society by Dr. James Banks
What do we know about education and diversity and how do we know it? Twelve essential principles are explained in this publication, which includes a checklist for educational practitioners.
Ethnic Diversity and Citizenship Education in Multicultural Nation-States
June 17-20, 2002, an International Conference Sponsored by the Center for Multicultural Education, University of Washington, Seattle was held at the Bellagio Study and Conference Center in Italy. This was an invitational conference which was limited to 25 participants. This conference was supported by the Rockfeller Foundation, New York and the Spencer Foundation, Chicago.
Making A Difference: A Decade of Research, Teaching, and Service, 1992-2002
The Center’s tenth anniversary is a time for celebration, reflection, and affirmation of our goals to improve practice related to equity issues, intergroup relations, and the academic achievement of all students. This publication describes the Center’s major accomplishments during its first decade, which have been recognized locally, nationally, and internationally.
Curriculum, Instruction, and Assessment
Teaching Democracy: Unity and Diversity in Public Life
Walter Parker (EDC&I) has published a new book, Teaching Democracy: Unity and Diversity in Public Life (Teachers College Press, 2003), which appears in the multicultural education series edited by James Banks.
Framing Constructivism as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers
Mark Windschitl has published an article, "Framing Constructivism as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers," in the latest issue of Review of Educational Research.
Kaleidoscope
Nancy Hansen-Krening, Donald T. Mizokawa, and Elaine Aoki are editors of Kaleidoscope, a compilation of reviews of recent books of outstanding multicultural children’s literature (National Council of Teachers of English, in press). It took several years to evaluate thousands of books; about 350 were finally selected for inclusion. Reviewers included current COE graduate students-Tracy Coskie, Carolyn Jackson, Incho Lee-and recent graduates-Mary Beth Canty, Kipchoge Kirkland, Michelle VanderVelde Woodfork, and Laura Jones. Jerry Purcell provided essential support services.
Principles and Practices for Instructing Students with Significant Needs in Inclusive Settings
Professor Felix Billingsley’s chapter, "Principles and Practices for Instructing Students with Significant Needs in Inclusive Settings," has been published in Curriculum and Instruction for Students with Significant Disabilities in Inclusive Settings , Ryndak and Alper (eds.), Allyn and Bacon (2003).
Early Direct Instruction and Subsequent Delinquency
Professor Joe Jenkins with others recently published "Early direct instruction and subsequent delinquency" in Exceptional Children .
Teaching What We Hold Sacred
Dr. John Goodlad’s (Professor Emeritus) article Teaching What We Hold Sacred appears in Educational Leadership 61 (December 2003/January 2004): 18-21.
Developing Web-Based Instruction
Scott Macklin, College of Education Director of Technology, contributed a chapter to the new book Developing Web-Based Instruction: Planning, Designing, Managing and Evaluating for Results. Published by Neal-Schuman.
How cooperative learning works for special eduction and remedial students
Professor Joe Jenkins, with others, recently published "How cooperative learning works for special education and remedial students" in Exceptional Children .
John I. Goodlad Publishes Four Books in Early 2004
John I. Goodlad had two books published in late January/early February 2004 (McGraw-Hill): "Romances with Schools: A Life of Education" and a twentieth anniversary edition of "A Place Called School" (with a new preface and afterword, and a foreword by Theodore R. Sizer). John I. Goodlad, Corinne Mantle-Bromley, and Stephen J. Goodlad’s book, "Education for Everyone: Agenda for Education in a Democracy" (Jossey-Bass), was published in late January. Edited by John I. Goodlad and Timothy J. McMannon, "The Teaching Career" includes contributions from Roger Soder, John Goodlad, Timothy McMannon, Paul Heckman and Corinne Mantle-Bromley, and a foreword by Patricia Wasley.
Early identification and intervention for young children with reading/learning disabilities
Professor Joe Jenkins and Randi O’Connor (UW 91) published a chapter entitled "Early identification and intervention for young children with reading/learning disabilities" in the recent book, Identification of Learning Disabilities" Research to Practice .
Special Olympics and Alaska’s Special Education Students
Dr. Bill McDiarmid with R. Frazier published "Special Olumpics and Alaska’s Special Education Students" in Anchorage, AK: Institute of Social and Economic Research (2003) The report will soon be available at www.iser.uaa.alaska.edu.
Critical Voices in School Reform
Over the summer, Ilana Seidel Horn, assistant professor of mathematics education, had a chapter published in an edited book called Critical Voices in School Reform: Students Living Through Change "(Beth Rubin and Elena Silva, Eds., Routledge Falmer Press.) Her chapter is called Helping, Bluffing, and Doing Portfolios in a High School geometry classroom and it talks about the complexities of implementing classroom level reforms within the context of an otherwise unchanging school. ... Read Article
State and District Content Standards
Professor Sheila Valencia of Curriculum and Instruction and former College of Education faculty Elizabeth Dutro’s article, State and District Content Standards: Issues of Alignment, Influence, and Utility, is to appear in Education Policy Analysis Archives.
Internet Environments for Science Education
Professor Philip Bell of Educational Psychology has co-edited a new book, Internet Environments for Science Education , which summarizes a decade of research on the topic. For more information, visit http://www.internetscienceeducation.org/
Education for Democracy: Contexts, Curricula, Assessments
By Walter C. Parker, Ed. (Greenwich, CT: Information Age, 2002)
Exploring Test Performance in Mathematics: The Questions Children’s Answers Raise
Elham Kazemi, assistant professor in Curriculum and Instruction, has published: "Exploring Test Performance in Mathematics: The Questions Children’s Answers Raise, " in the Journal of Mathematical Behavior.
Higher Education
Attracting the Best and Brightest into Science and Engineering
Professor William Zumeta and Graduate Student Joyce S. Raveling co-authored, "Attracting the Best and Brightest into Science and Engineering," which appears in Issues in Science and Technology , Winter, 2002. The underlying research was supported by a grant from the Sloan Foundation.
Career Outcomes of Political Science Ph.D. Recipients: Results from the Ph.D.s Ten Years Later Study
The Center for Innovation and Research in Graduate Education (CIRGE) produced this report for the American Political Science Association.
On the Road from Science Graduate Study to a Career in Science: Postdocs within the Ph.D.s –Ten Years Later Study
The Center for Innovation and Research in Graduate Education (CIRGE) produced this report for the Commission of Professionals in Science and Technology and the National Science Foundation.
The PhD in the US: Criticisms, Facts and Remedies
Dr. Maresi Nerad presented a paper at a European conference on academic labor markets at the University of Twente (Holland) on "The PhD in the US: Criticisms, Facts and Remedies." This paper will be published in the European journal of Educational Policy.
The Future of Tenure
An article by Steve Olswang in the May/June 2003 issue of Change Magazine.
Frederic W. Ness Book Award to Dr. Sam Wineburg
The Association of American Colleges and Universities Awards the 2002 Frederic W. Ness Book Award to Historical Thinking and Other Unnatural Acts by Dr. Sam Wineburg January 26, 2002 in Washington, D.C. The Association of American Colleges and Universities (AAC&U) presented its prestigious Frederic W. Ness Book Award to University of Washington scholar Sam Wineburg at the Association’s 88th annual meeting here in Washington, D.C. The award is given for the book that best illuminates the goals and practices of a contemporary liberal education. Sam Wineburg’s 2001 book, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past was selected by a panel of educational leaders. The first Ness award was presented in 1980.
Retaining Quality Teachers for Alaska
Professor Bill McDiarmid’s study on the teacher-supply issue in Alaska "Retaining Quality Teachers for Alaska," has been published by the Institute of Social and Economic Research, University of Alaska. An electronic copy of the study will soon be available at http://www.iser.uaa.alaska.edu
Leadership & Policy Studies
Standards-Based Reform and Small Schools of Choice
Chrysan Gallucci, Mike Knapp (EDLPS) and Anneke Markholt (CEL) are co-authors of Standards-Based Reform and Small Schools of Choice: How Reform Theories Converge in Three Urban Middle Schools . This CTP research report examines ways in which two seemingly opposite theories of educational reform converge in three New York City middle schools. The result, a surprise to some, is that the two theories can coexist, even complement each other, but not without some tension.
Progress and Education: Supporting the Realization of Human Aspiration
Professor William Zumeta has published "Progress and Education: Supporting the Realization of Human Aspiration," in Making Progress: Essays in Progress and Public Policy , Lexington Books (2002). Preparation of the book was supported by a grant from the Glaser Family Foundation.
Decentralization of Professional Development
Dr. Bill McDiarmid with co-author Phillip Kelly published "Decentralization of professional development: teachers’ decisions and dilemmas in the Journal of In-Service Education (2002).
New from the Center for the Study of Teaching and Policy
Chrysan Gallucci (EDLPS) is author of Theorizing About Responses to Reform: The Role of Communities of Practice in Teacher Learning , which summarizes a policy-oriented case study that examined the practice of six elementary teachers and, more significantly, evaluates the value of a sociocultural approach for analyzing teachers’ responses to the professional learning demands of standards-based reform policies.
Holding Accountability Accountable
(I)Holding Accountability Accountable(/i), edited by Ken Sirotnik, has just been published by Teachers College Press. College of Education faculty members Nancy Beadie and Roger Soder contributed chapters.
Who’s Teaching Washington’s Children?
Marge Plecki, Ana Elfers, and Mike Knapp released the report Who’s Teaching Washington’s Children? EDLPS graduate students Hilary Loeb (advisor, Plecki), Caleb Perkins (advisor, Plecki) and Beth Boatright (advisor, Knapp)also contributed to the report. The work was funded by the Stuart Foundation and is the initial publication of the newly formed Center for Strengthening the Teaching Profession. Download pdf.
Journal of School Leadership
Professor Michael Copland published a piece in the Journal of School Leadership (Sept 2003) entitled Developing Prospective Principal’s Problem-framing Skills.
Journal of Cases in Edcuational Leadership
Professor Micheal Copland published a problem-based case in the Journal of Cases in Educational Leadership based on a collaboration withSumner School Superintendent Donald Eismann entitled, The Case of the Skyline School District.
Distributed Leadership for Instructional Improvement: The Principal’s Role
Professor Michael Copland has a chapter entitled Distributed Leadership for Instructional Improvement: The Principal’s Role in a new edited book by Strickland &Kamil that will appear in early 2004. The book is entitled Improving Reading Achievement through Professional Development.
The Roles that Principals Play
Professor Bradley Portin of Leadership and Policy Studies is the author of an article, "The Roles that Principals Play," published in the April 2004 issue of Educational Leadership.
Examining State and Federal Efforts
Professor Marge Plecki of Leadership and Policy Studies and advisee Hilary Loeb have written a chapter, "Examining State and Federal Efforts to Improve Teaching Quality: Lessons for Policy Design and Implementation," to appear in Developing the Teacher Workforce, the 2004 Yearbook of the National Society for the Study of Education (in press), M. Smylie and D. Miretzky (eds.).
Leadership of Inquiry
Professor Michael Copland of Leadership and Policy Studies wrote an article, "Leadership of Inquiry: Building and Sustaining Capacity for School Improvement," which appeared in the winter 2003 issue of Educational Evaluation and Policy Analysis , a publication of AERA.
Promoting Responsible Accountability in Schools
The Local Systemic Change Network features an article by Ken Sirotnik. "This is a passionate argument for an alternative to high stakes accountability. Recognizing that in some ways we have been here before, Sirotnik draws on studies from 10-15 years ago, as well as information about effects of the current wave of reforms, to strengthen his case: ’sirotnik envisions the day when neither his high school friend Helen nor any of our nation’s young people would be punished on the basis of a test-driven system that is ill suited to their abilities and ambitions and to the broader purposes of public schooling in our multicultural and democratic society.’"
Retrenchment
Professor Steven Olswang, with colleagues Ellen Babbitt, Cheryl Cameron (UW associate vice provost and professor of dental health sciences), and Edmund Kamai (UW Legal Research Assistant to Vice Provost), have published an article, Retrenchment, in the most recent issue of Journal of College and University Law, vol. 30(1).
Center for the Study of Teaching and Policy Announces Publications
The Center for the Study of Teaching and Policy (CTP) announces the publication of two new documents, Curriculum Materials: Scaffolds for New Teacher Learning? by Pam Grossman and Clarissa Thompson, and The Relation Between State and District Literacy Standards: Issues of Alignment, Influence, and Utility by Elizabeth Dutro and Sheila Valencia. These documents are available at the CTP web site http://www.ctpweb.org/.
Literacy
Meeting the Needs of Failing Readers: Cautions and Considerations for State Policy
Co-authored by Sheila Valencia, this Center for the Study of Teaching and Policy Research Report is a caution to policymakers and educators who may be tempted to treat the same all students who score "below standard" on statewide reading assessments. The report can be found at www.ctpweb.org
Sources of Individual Differences in Reading Comprehension and Reading Fluency
Professor Joseph Jenkins with colleagues Lynn S. Fuchs, Paul van den Broek, Christine Espin, and Stanley L. Deno, published Sources of Individual Differences in Reading Comprehension and Reading Fluency in the December 2003 issue of the Journal of Educational Psychology.
Publication in Scientific Studies of Reading
Joe Jenkins (professor of Special Education), with colleagues Julia Peyton (Special Education graduate), Elizabeth Sanders (doctoral student in Educational Psychology), and Patricia Vadasy (graduate in Curriculum and Instruction), published "Effects of Reading Decodable Texts in Supplemental First-grade Tutoring" in the most recent 2004 issue of Scientific Studies of Reading.
Reading and Writing Intervention
Ginger Berninger, professor of educational psychology, with co-authors Donna Smith and Louise O’Donnell, had an article, "Research-supported Assessment-intervention Links and Reading and Writing Intervention" published in the February Communique.
Special and General Education Teachers Share Views on Writing Instruction
An article written by Gary Troia, assistant professor of special education, with co-author Mary Maddox of the Washington Research Institute, titled, "Writing Instruction in Middle Schools: Special and General Education Teachers Share Their Views and Voice Their Concerns," has been published in (i)Exceptionality(/i).
When is Reading also Writing?
Professor Joseph Jenkins of Special Education and former special education students, Evelyn Johnson, Ph.D. and Jennifer Hileman, M.Ed., have published an article, "When is Reading also Writing: Sources of Individual Differences on the New Reading Performance Assessments," in the most recent issue of Scientific Studies of Reading, 8(2).
Special Education
Effective Writing Instruction Across the Grades
Gary Troia (EDSPE) and Steve Graham (Univ. of MD) co-authored an upcoming article in the Journal of Educational and Psychological Consultation titled, Effective Writing Instruction Across the Grades: What Every Educational Consultant Should Know.
Auditory Perceptual Impairments and Learning Disabilities
Gary Troia wrote a review article, Auditory Perceptual Impairments and Learning Disabilities: Theoretical and Empirical Considerations , for the inaugural issue of Learning Disabilities: A Contemporary Journal.
Decodable Text: Where to Find It
Professor Joe Jenkins with graduate students Patricia Vadasy, Julie Peyton, and Elizabeth Sanders had an article entitled, Decodable Text: Where to Find It , appear in the latest issue of the Reading Teacher (2003, vol. 7, 2)
Accuracy and Fluency in List and Context Reading of Skilled and RD Groups
Joe Jenkins, in the Special Education area of the College of Education with colleagues from the University of Minnesota, Stan Deno, Paul van den Broek and Christene Espin and Lynn Fuchs of Vanderbilt University recently published, Accuracy and Fluency in List and Context Reading of Skilled and RD Groups in Learning Disabilities Research and Practice, 2003, Vol. 18.
New Text from The Council for Exception Children
Doug Cheney, associate professor of special education, has recently completed an edited text: Cheney, D. (Ed.). (2004). Transition of Secondary Students with Emotional/Behaviorial Disabilities: Current Approaches for Positive Outcomes. Arlington, VA: The Council for Exceptional Children.
Leave No Autistic Child Behind
Professsor Ilene Schwartz of Special Education was guest columnist of the Seattle Post-Intelligencer, which published her article, Leave No Autistic Child Behind on April 22.
The Status of Early Theories of Professional Development School Potential
Professor Corinne Mantle-Bromley has written, "The Status of Early Theories of Professional Development School Potential," included in Forging Alliances in Community and Thought; Research in Professional Development Schools , Irma N. Guadarram, John Ramsey, and Janice L. Nath, eds., Information Age Publishing.
Promoting Awareness of Sounds in Speech: An Initial Report of an Early Childhood Intervention Program for Children with Speech and Language Impairments
Professor Gary Troia co-authored, with colleagues at the University of Maryland, "Promoting Awareness of Sounds in Speech: An Initial Report of an Early Childhood Intervention Program for Children with Speech and Language Impairments, a research paper just published in the Journal of Applied Psycholinguistics.
Using Student Work to Support Professional Development in Elementary Mathematics
Lead author Elham Kazemi charts the evolving conversations and pedagogical learning of a teacher workgroup as it met over the course of a year to discuss student work in mathematics. The report has been published by the Center for the Study of Teaching and Policy and can be located at www.ctpweb.org
