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Publications

Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., … Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427. doi:10.1080/02702711.2010.505165

 

Boynton, S., Castaneda, M., Diaz, R., Ohlson, M., & Poekert, P. (2010). Job-embedded graduate education for teachers: Working intensively in high-needs schools. Roundtable presentation at the Annual Meeting of the American Educational Research Association (AERA), Denver, CO.

 

Daniel, L., Williams, L., & Hall, K. (2010). The Communities in Schools TEAM UP afterschool program and Take Stock in Children program: Perceptions of students, parents, staff, and mentors. Communities in Schools, Jacksonville, Florida.

 

Hall, K. W. (2008). Reflecting on our read-aloud practices: The importance of including culturally authentic literature. Young Children, 63(1), 80-86.

 

Hall, K. W., & Batey, J. J. (2008). Children's ideas about aging before and after an intergenerational read-aloud. Educational Gerontology, 34(10), 862-870. doi:10.1080/03601270802042610

 

Hall, K. W., Hedrick, W. B., & Williams, L. M. (2014). Every day we're shufflin': Empowering students during in-school independent reading. Childhood Education, 90(2), 91-98. doi:10.1080/00094056.2014.894789

 

Hall, K. W., & Williams, L. M. (2010). First-grade teachers reading aloud Caldecott Award-Winning books to diverse 1st-graders in urban classrooms. Journal of Research in Childhood Education, 24(4), 298-314. doi:10.1080/02568543.2010.510077

 

Hall, K. W., & Williams, L. M. (2015). Science trade books and buddies: Involving 3rd-graders in informational texts. Childhood Education, 91(2), 123-134. doi:10.1080/00094056.2015.1018792

 

Hall, K. W., Williams, L. M., & Daniel, L. G. (2010, Spring). An afterschool program for economically disadvantaged youth: Perceptions of parents, staff, and students. Research in the Schools, 17(1), 12-28.

 

Lake, V. E., & Winterbottom, C. (2010).Expanding the classroom curriculum: Integrating academic and service-learning standards to improve students' academic knowledge and increase their social competency. In L. E. Kattington (Ed.), Handbook of curriculum development (pp. 279-302). Hauppauge, NY: Nova Science.

 

Lake, V. E., Winterbottom, C., Ethridge, E. A., & Kelly, L. (2015). Reconceptualizing teacher education programs: Applying Dewey's theories to service-learning with early childhood preservice teachers. Journal of Higher Education Outreach & Engagement, 19(2), 93-116.

 

McGill-Franzen, A., Allington, R. L., Solic, K., Williams, L., Zmach, C., Graff, J., & Love, J. (2005, Fall). The rich/poor achievement gap: Contributions of summer reading loss. Tennessee Reading Teacher, 34(1), 28-30.

 

Nemeth, E. A., & Winterbottom, C. (2015). Communities of practice: Youth and social justice service-learning. In A. S. Tinkler, B. E. Tinkler, V. M. Jagla, & J. R. Strait (Eds.), Service-learning to advance social justice in a time of radical inequality (pp. 297-317). Charlotte, NC: Information Age.

 

Ohlson, M. (2008). Technology leadership: Learning from mistakes. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2466-2469). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

 

Ohlson, M. A. (2008). Technology leadership: Learning from mistakes. Paper presented at the International Conference of the Society for Information Technology and Teacher Education (SITE), Las Vegas, NV.

 

Ohlson, M. A. (2009). C.A.M.P. Gator: Collegiate Achievement Mentoring Program. Journal for Civic Commitment [Online], 13(1). Available from http://ccncce.org/journal/issue13/

 

Ohlson, M. (2009). Examining instructional leadership: A study of school culture and teacher quality characteristics influencing student outcomes. Florida Journal of Educational Administration & Policy, 2(2), 102-124.

 

Ohlson, M. (2013). Students helping students lead. Middle Ground, 16(3), 30-31.

 

Ohlson, M. A., Castaneda, M., Poekert, P., Boynton, S., & Diaz, R. (2010) School culture and teacher quality characteristics: Examining student outcomes via a performance framework. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Denver, CO.

 

Ohlson, M., & Froman, R. (2012). Virtual mentoring: Developing global leaders for life. Journal of Educational Multimedia and Hypermedia, 21(2), 175-185. Available from https://eric.ed.gov/?id=EJ975399

 

Ohlson, M., Gregg, E., & Buenano, A. (2016). Virtual mentoring: Harnessing the power of technology to develop a K-20 leadership collaborative. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2246-2250).

 

Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

 

Ohlson, M., Gregg, E., & Buenano, A. (2016). Virtual mentoring: Harnessing the power of technology to develop a K-20 leadership collaborative. Presented at the 27th Annual International Conference of the Society for Information Technology and Teacher Education (SITE), Savannah, GA.

 

Ohlson, M., Swanson, A., Adams-Manning, A., & Byrd, A. (2016). A culture of success - Examining school culture and student outcomes via a performance framework. Journal of Education and Learning, 5(1), 114-127. doi:10.5539/jel.v5n1p114

 

Poekert, P., Diaz, R., Ohlson, M., Castaneda, M., & Boynton, S. (2010). Teacher leadership for student learning: Where are we now? Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Denver, CO.

 

Shaw,S. (2013). Service learning in interpreter education: Strategies for extending student involvement in the deaf community. Washington, DC: Gallaudet University Press.

 

Thoermer, A., & Williams, L. (2012). Using digital texts to promote fluent reading. The Reading Teacher, 65(7), 441-445. doi:10.1002/TRTR.01065

 

White, J.W., & Chant, R.H. (2014). Challenging idealism: Pre-service teachers' core beliefs before, during, and after an extended field-based experience. Teacher Education Quarterly, 41(2).

 

White, J.W., & Ali-Khan, C. (2013). Classroom discourse and the problem of academic assimilation. American Secondary Education, 42(1), 24-42.

 

White, J.W. (2012). Can I Get an Amen? The Black Gospel Church as Discourse Community, Pedagogy, and Model of Code Meshing. Journal of Languages and Cultures, 3(6), 96-111.

 

White, J.W. (2011). Resistance to classroom participation: Minority students, academic discourse, cultural conflicts, and issues of representation in whole class discussions. Journal of Language, Identity, and Education 10(4), 250-265.

 

White, J.W. (2011). De-centering English in the English classroom: Using texts to highlight the dynamic nature of the English language and to promote the teaching of code-switching. English Journal 100(4), 44-49.

 

White, J.W., & Lowenthal, P.R. (2011). Minority college students and tacit "codes of power": Developing academic discourses and identities. TheReview of Higher Education, 34(2), 283-318.

 

White, J.W. (2005). Sociolinguistic challenges to minority collegiate success: Entering the discourse community of the college. Journal of College Student Retention: Research, Theory & Practice, 6 (4), 369-393.

 

Williams, L. M. (2004). Helping all students value the sole act of reading. Dragon Lode, 22(2), 29-33.

 

Williams, L. M. (2008, Spring). Book selections of economically disadvantaged Black elementary students. Journal of Educational Research, 102(1), 51-63. doi:10.3200/JOER.102.1.51-64

 

Williams, L. (2013). The importance of book selections: Enticing struggling readers to say, "I want to read that one!" In R. L. Allington & A. McGill-Franzen (Eds.), Summer reading: Closing the rich/poor reading achievement gap (pp. 55-69). New York, NY: Teachers College Press.

 

Williams, L. M. (2016, Spring/Summer). Gaining insight: Involving struggling male readers during independent reading. The Reading Professor, 38(1), 6-15.

 

Williams, L., & Hall, K. (2010, Winter). Exploring students' reading attitudes. Journal of Reading Education, 35(2), 35-41.

 

Williams, L., & Hall, K. (2012). Charter School Reading Research Project: 2012 Progress Report. UNF Foundation, Jacksonville, Florida.

 

Williams, L., & Hall, K. (2013). Charter School Reading Research Project: Spring 2013 Progress Report. UNF Foundation, Jacksonville, Florida.

 

Williams, L., & Hall, K. (2013). Charter School Reading Research Project: Fall 2013 Progress Report. UNF Foundation, Jacksonville, Florida.

 

Williams, L. M., Hall, K. W., Eastham, N., Hedrick, W. B., & Boller, D. (2015, Spring). Providing preservice and inservice teachers with virtual field experiences using interactive videoconferencing. The Reading Professor, 37(1), 13-18.

 

Williams, L. M., Hall, K. W., Hedrick, W. B., Lamkin, M., & Abendroth, J. (2013, Fall). Developing an observation instrument to support authentic independent reading time during school in a data-driven world. Journal of Language and Literacy Education (JoLLE) [Online], 9(2), 24-49. Retrieved from http://jolle.coe.uga.edu/volume-92/

 

Williams, L. M., Hedrick, W. B., & Tuschinski, L. (2008). Motivation: Going beyond testing to a lifetime of reading. Childhood Education, 84(3), 135-141. doi:10.1080/00094056.2008.10522991

 

Williams, L., Scott, K., & Boller, D. (2015). #SocialNetworks: Making nonfiction trend in your classroom. The Reading Teacher, 69(2), 181-188. doi:10.1002/trtr.1357

 

Williams, L., & Thoermer, A. (2014). Ebooks and struggling readers. In T. W. Cavanaugh (Ed.), Ebooks for elementary school (pp. 151-166). Santa Barbara, CA: ABC-CLIO.

 

Winterbottom, C., & Brunell, A. B. (2016). Praxeological education: What are the teacher perceptions of service-learning in early childhood education in Ohio? In C. Winterbottom & V. E. Lake (Eds.), Praxeological learning: Service-learning in teacher education (pp. 93-103). Hauppauge, NY: Nova Science.

 

Winterbottom,C., & Lake, V. E. (2013). Cultivating leadership and responsibility in children. Exchange, 5, 36-39.

 

Winterbottom,C., & Lake, V. E. (2013). Teaching teachers to use the outdoor environment in the USA. In S. Knight (Ed.), International perspectives on forest school: Natural places to play and learn (pp. 146-158). Thousand Oaks, CA: Sage.

 

Winterbottom,C., & Lake, V. E. (2016). Praxeological learning: Service-learning in teacher education. Hauppauge, NY: Nova Science.

 

Winterbottom,C., Lake, V. E., Ethridge, E. A., Kelly, L., & Stubblefield, J. L. (2013). Fostering social justice through service-learning in early childhood teacher education. International Journal of Education for Social Studies, 2(2), 33-53.

 

Winterbottom,C., & Mazzocco, P. J. (2014). Reconstructing teacher education: A praxeological approach to pre-service teacher education. European Early Childhood Education Research Journal, 24(4), 495-507. doi:10.1080/1350293X.2014.975940

 

Winterbottom,C., & Mazzocco, P. J. (2015). Empowerment through pedagogy: Positioning service-learning as an early childhood pedagogy for pre-service teachers. Early Child Development and Care, 185(11-12), 1912-1927. doi:10.1080/03004430.2015.1028396

 

Winterbottom, C., & Munday, M. F. (2017). Redefining early childhood epistemology: Exploring service-learning pedagogy in an early childhood context. In K. Heider (Ed.), Service learning as pedagogy in early childhood education: Theory, research, and practice (pp. 15-31). New York, NY: Springer.