Educational Foundations

2025

Editorial Statement

Klein, E. J. & Taylor, M., 2025, In: Educational Forum. 89, 1, p. 1-2 2 p.

Research output: Contribution to journal › Editorial

Editorial Statement

Taylor, M. & Klein, E. J., 2025, In: Educational Forum. 89, 2, p. 149-151 3 p.

Research output: Contribution to journal › Editorial

International trends in the implementation of assessment for learning revisited: Implications for policy and practice in a post-COVID world

Volante, L., DeLuca, C., Barnes, N., Birenbaum, M., Kimber, M., Koch, M., Looney, A., Poskitt, J., Smith, K. & Wyatt-Smith, C., Jan 2025, In: Policy Futures in Education. 23, 1, p. 224-242 19 p.

Research output: Contribution to journal › Article › peer-review

Open Access

2 Scopus citations

Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review

Berry, D. N., Taylor, M. L., Nicolai, K. D., Koenka, A. C., Barnes, N., Oliveira, L. C. D. & Zumbrunn, S., Feb 2025, In: Learning and Instruction. 95, 102022.

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Stretching and sketching playful writing with companion creatures: Childing professional development

Carvalho, M. C., Haynes, J. & Kennedy, D., 24 Apr 2025, Postdevelopmental Approaches to Play. Bloomsbury Publishing Plc., p. 79-100 22 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Talking about data: an analysis of data-team conversations and principals’ influence on them

Barnes, N., Fives, H., Meyers, C. V. & Moon, T. R., 17 Mar 2025, In: Journal of Educational Administration. 63, 2, p. 177-191 15 p.

Research output: Contribution to journal › Article › peer-review

Weathering the Storm: Exploring the Use of the Strong Black Woman Role in the Coping Strategies of Black Women Survivors of Hurricane Katrina

Sapiro, B., Mendez, A., Haynes, C., Lowe, S., Cioè-Peña, M. & Waters, M. C., 2025, (Accepted/In press) In: Women and Therapy.

Research output: Contribution to journal › Article › peer-review

2024

BILINGUAL EDUCATION: Leaving (and Not Leaving) Race and Disability Behind

García, O., Cioè-Peña, M. & Frieson, B. L., 1 Jan 2024, Representation, Inclusion and Social Justice in World Language Teaching: Research and Pedagogy for Inclusive Classrooms. Taylor and Francis, p. 102-121 20 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Scopus citations

Critical collaboration to support the bilingualism and biliteracy of children with disabilities: Researcher commentary

Cioé-Peña, M., 13 Aug 2024, Lessons from a Dual Language Bilingual School: Celebrando una década de Dos Puentes Elementary. Channel View Publications, p. 70-72 3 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Different Maps, Same Territory: Dialogical Self Theory and its Predecessors

Kennedy, D., 2024, (Accepted/In press) In: Journal of Constructivist Psychology.

Research output: Contribution to journal › Article › peer-review

DisCrit mothering: interrogating consequential education for our children’s lives and humanity

Cioè-Peña, M., Migliarini, V. & Beneke, M. R., 2024, In: International Journal of Qualitative Studies in Education. 37, 9, p. 2489-2492 4 p.

Research output: Contribution to journal › Editorial

Open Access

Editorial Statement

Taylor, M. & Klein, E. J., 2024, In: Educational Forum. 88, 3, p. 253-256 4 p.

Research output: Contribution to journal › Editorial

Formative Assessment in Focus: An Exploration of Theory and Practice

Riley-Lepo, E., Barnes, N. & Fives, H., 2024, (Accepted/In press) In: Teacher Educator.

Research output: Contribution to journal › Article › peer-review

Individualized Language Plans: Promises and Pitfalls

Kangas, S. E. N. & Cioè-Peña, M., Mar 2024, In: TESOL Quarterly. 58, 1, p. 522-536 15 p.

Research output: Contribution to journal › Article › peer-review

Open Access

Justus Buchler and the Community of Query

Gregory, M. R., 2024, In: Journal of Philosophy in Schools. 11, 1, p. 7-39 33 p.

Research output: Contribution to journal › Article › peer-review

Open Access

1 Scopus citations

Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning

Padía, L., Cioè-Peña, M. & Phuong, J., 2024, In: Theory into Practice. 63, 4, p. 438-456 19 p.

Research output: Contribution to journal › Article › peer-review

Moving towards justice and equity: Interdisciplinary dismantling of ableism and racism in special education

Kramarczuk Voulgarides, C., Cioè-Peña, M. & Fish, R., 2024, In: Theory into Practice. 63, 4, p. 335-339 5 p.

Research output: Contribution to journal › Editorial

Showing What They Know: How Supervisors Express Their Assessment Literacy

Riley-Lepo, E., Barnes, N. & Fives, H., Oct 2024, In: Education Sciences. 14, 10, 1075.

Research output: Contribution to journal › Article › peer-review

Open Access

Solidarity on the screen and six feet apart? Discrit mothering amid multiple social crises

Beneke, M. R., Cioé-Peña, M. & Migliarini, V., 2024, (Accepted/In press) In: International Journal of Qualitative Studies in Education.

Research output: Contribution to journal › Article › peer-review

The expansive language access framework: an integrated approach to addressing oppression in language education

Cioè-Peña, M., Linares, R. E. & Kangas, S. E. N., 2024, (Accepted/In press) In: Language Policy.

Research output: Contribution to journal › Article › peer-review

Open Access

THE PERSISTENT RELATIONAL DISCONNECT OF TEACHER EDUCATION: Reimagining Teacher Education Pedagogy as Feminists

Taylor, M. & Klein, E. J., 1 Jan 2024, Understanding a Pedagogy of Teacher Education: Contexts for Teaching and Learning About Your Educational Practice. Taylor and Francis, p. 146-163 18 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Together and apart: co-teaching in the time of COVID-19

Riley-Lepo, E., Pollitt, A., Tarsitano, S., Barnes, N. & Fives, H., 2024, In: Educational Review. 76, 5, p. 1232-1263 32 p.

Research output: Contribution to journal › Article › peer-review

Transforming education: Navigating the human-AI ecosystem in psychological training and beyond

Lushyn, P. V. & Sukhenko, Y. V., 2024, In: IOP Conference Series: Earth and Environmental Science. 1415, 1, 012011.

Research output: Contribution to journal › Conference article › peer-review

Open Access

2 Scopus citations

“How Do We Be Non-experts Together?”: A Conversation with Kathryn Herr

Herr, K. & Albright, T., 1 Jan 2024, Critical Thinking on Youth Participatory Action Research: Participation, Power, and Purpose. Taylor and Francis, p. 96-104 9 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2023

Adapting Participatory Rank Methodology: From Public Health to Educational Research

Cioè-Peña, M., 2023, (Accepted/In press) In: Journal of Language, Identity and Education.

Research output: Contribution to journal › Article › peer-review

After the Phone Call: Culture, Disability and the Construction of a “Bad” Mother

Cioè-Peña, M., 2023, In: Journal of Latinos and Education. 22, 3, p. 1118-1137 20 p.

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing

Backman, Y., Reznitskaya, A., Gardelli, V. & Wilkinson, I. A. G., Apr 2023, In: Written Communication. 40, 2, p. 555-585 31 p.

Research output: Contribution to journal › Article › peer-review

Open Access

5 Scopus citations

Childism and philosophy: A conceptual co-exploration

Biswas, T., Wall, J., Warming, H., Zehavi, O., Kennedy, D., Murris, K., Kohan, W., Saal, B. & Rollo, T., 2023, (Accepted/In press) In: Policy Futures in Education.

Research output: Contribution to journal › Article › peer-review

Open Access

15 Scopus citations

Constructing the future during wartime adversity: Exile notes of a Ukrainian Psychologist

Lushyn, P., 2023, In: Psychoanalysis, Self and Context. 18, 3, p. 437-443 7 p.

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Developing and validating the teacher self-efficacy for teaching students with autism spectrum disorder in inclusive early childhood classrooms

Catalano, C., Fives, H. & Barnes, N., 2023, In: Journal of Early Childhood Teacher Education. 44, 3, p. 598-621 24 p.

Research output: Contribution to journal › Article › peer-review

Ecofacilitative pedagogy as a form of sustanability and social therapy

Lushyn, P. V. & Sukhenko, Y. V., 2023, In: IOP Conference Series: Earth and Environmental Science. 1254, 1, 012081.

Research output: Contribution to journal › Conference article › peer-review

Open Access

2 Scopus citations

Editorial Statement

Taylor, M. & Klein, E. J., 2023, In: Educational Forum. 87, 2, p. 1-3 3 p.

Research output: Contribution to journal › Editorial

Editorial Statement

Klein, E. J. & Taylor, M., 2023, In: Educational Forum. 87, 1, p. 1-3 3 p.

Research output: Contribution to journal › Editorial

Editorial Statement

Taylor, M. & Klein, E. J., 2023, In: Educational Forum. 88, 1, p. 1-3 3 p.

Research output: Contribution to journal › Editorial

Editorial Statement:: Expanding Our Commitments to Social Justice in Education through Intersectionality

Klein, E. & Taylor, M., 2023, In: Educational Forum. 87, 3, p. 131-133 3 p.

Research output: Contribution to journal › Editorial

FOREWORD

Cioè-Peña, M., 1 Jan 2023, Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. Taylor and Francis, p. xx-xxv

Research output: Chapter in Book/Report/Conference proceeding › Foreword/postscript

Professional development in classroom discussion to improve argumentation: Teacher and student outcomes

Wilkinson, I. A. G., Reznitskaya, A. & D'Agostino, J. V., Jun 2023, In: Learning and Instruction. 85, 101732.

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

schooling, community of philosophical inquiry and a new sensibility

Kennedy, D., 2023, In: Childhood and Philosophy. 19, p. 1-21 21 p.

Research output: Contribution to journal › Article › peer-review

Open Access

1 Scopus citations

Teach in the Mornings, Cry in the Evenings: The Impact of Covid-19 Remote Schooling on the Mothers of Emergent Bilinguals with Disabilities

Cioè-Peña, M., 1 Jan 2023, Education in an Altered World: Pandemic, Crises and Young People Vulnerable to Educational Exclusion. Bloomsbury Publishing Plc., p. 223-242 20 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Scopus citations

Updating the Aesthetic Fluency Scale: Revised long and short forms for research in the psychology of the arts

Cotter, K. N., Rodriguez-Boerwinkle, R. M., Christensen, A. P., Fekete, A., Smith, J. K., Smith, L. F., Tinio, P. P. L. & Silvia, P. J., Feb 2023, In: PLoS ONE. 18, 2 February, e0281547.

Research output: Contribution to journal › Article › peer-review

Open Access

9 Scopus citations

2022

Computers Secured, Connection Still Needed: Understanding How COVID-19-related Remote Schooling Impacted Spanish-speaking Mothers of Emergent Bilinguals with Dis/abilities

Cioè-Peña, M., 2022, In: Journal of Latinos and Education. 21, 3, p. 224-238 15 p.

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Doing philosophy with young children: theory, practice, and resources

Kennedy, D., 2022, In: Early Child Development and Care. 192, 1, p. 124-135 12 p.

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

1 Scopus citations

Ethnic Identity, Empowerment, Social Support and Sexual Risk Behaviors Among Black Adolescent Girls: Examining Drug Use as a Mediator

Opara, I., Rodas, E. I. R., Garcia-Reid, P. & Reid, R. J., Feb 2022, In: Child and Adolescent Social Work Journal. 39, 1, p. 71-86 16 p.

Research output: Contribution to journal › Article › peer-review

Open Access

16 Scopus citations

Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us

Limbere, A. M., Munakata, M., Klein, E. J. & Taylor, M., 2022, In: International Journal of Science Education. 44, 12, p. 1897-1915 19 p.

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Feminist teacher leadership: Disrupting the patriarchal binary

Taylor, M., Klein, E. J., Trabona, K. & Munakata, M., 7 Mar 2022, The Power of Teacher Leaders: Their Roles, Influence, and Impact. Taylor and Francis, p. 213-226 14 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Scopus citations

Frog and Toad at the Academy: Gareth B. Matthews on how children’s literature goes philosophical

Gregory, M. R. & Laverty, M. J., 2022, (Accepted/In press) In: Policy Futures in Education. 20, 3, p. 297-315 19 p.

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

INTRODUCTION: Educational Psychology’s Response to Transformational Experiences in the Classroom

Fives, H. & Barnes, N., 1 Jan 2022, Educational Psychology and Transformational Classrooms: Research and Theory Meets Teaching and Learning. Taylor and Francis, p. 1-9 9 p.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Educational Foundations

Research output

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