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 & Engagement19(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. The Review 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 Care185(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.