The Teacher Education Division is committed to excellence in teaching, research and service in an urban environment. The faculty in the division focus on issues of teaching, learning and learning to teach in elementary and secondary classrooms.
Submissions from 2019
A Mother Promotes Cognitive and Affective Outcomes Via Museum Education on Arab American Immigrants’ Culture: A Vygotskian Perspective, Navaz P. Bhavnagri and Suha K. Kamash
Submissions from 2013
Content learning and identity construction (CLIC): a framework to strengthen African American students’ mathematics and science learning in urban elementary schools, Maria Varelas, Danny B. Martin, and Justine M. Kane
Submissions from 2011
Landscapes of City and Self: Place and Identity in Urban Young Adult Literature, Ebony Elizabeth Thomas
An Ethical Dilemma: Talking About Plagiarism and Academic Integrity in the Digital Age, Ebony Elizabeth Thomas and Kelly Sassi
Submissions from 2010
Applying Toulmin: Teaching Logical Reasoning and Argumentative Writing, Lesley A. Rex, Ebony Elizabeth Thomas, and Steven Engel
Submissions from 2008
Walking the Talk: Examining Privilege and Race in a Ninth-Grade Classroom, Kelly Sassi and Ebony Elizabeth Thomas
“Everything She Knew": Race, Nation, Language, and Identity in Philip Pullman’s The Broken Bridge, Ebony Elizabeth Thomas
Submissions from 2006
Gaining Options: A Mathematics Program for Potentially Talented At-risk Adolescent Girls, Pamela Trotman Reid and Sally K. Roberts
Submissions from 2005
Faculty-Librarian Collaboration to Teach Research Skills: Electronic Symbiosis, Navaz P. Bhavnagri and Veronica Bielat