Faculty Research and Publications

EDT faculty are involved in a variety of scholarly activities. Here is a recent sampling of faculty and student efforts:

Awards and Honor

  • Martha Castañeda: Recipient of 2010 Associated Student Government “Outstanding Professor Award”
  • Tom Romano: 2007 Effective Educator Award by Miami’s Alumni Association. Naus Award

External Grants

  • Nazan Bautista: $199,352; Co-PI: Integrated Pedagogy to Promote Understanding of Nature of Science and Scientific Inquiry in a College Biology Laboratory, funded by National Science Foundation (NSF) in Spring 2007 (PI: Dr. Elisabeth Schussler; Co-PIs: Drs. Nazan Bautista, Nancy Solomon, Bruce Steinly and James Hickey).
  • Michael Todd Edwards, Iris Johnson, D’Ambrosio, Harper: $339, 557, MUPET-Math
  • Tom Misco: $7098; “Exploring Holocaust Education in Romania, a Short-Term Research Grant Award funded by the International Research and Exchange Board (IREX) within the United States Department of State ($1,898)
  • Doppen, F., Tom Misco, & Patterson, N. C. (2007). The State of Social Studies Instruction in Ohio, a grant issued by the Ohio Board of Regents ($5,200)
  • Paula Saine: 55,000; Reading-First Ohio, Summer, 2006-07 [June 06- July 07] To provide professional development for Reading First Literacy Coaches. This aims to build their capacity of Reading First schools to improve K-3 teaching by developing knowledge and skills essential to implementing effective readingand writing instruction.
  • Jeff Wanko:  $47,116.; Southwest Ohio Secondary Teaching Academy – STEM Academy 3 (SOSTA 3). Ohio Board of Regents (OBOR) pass-through funds to University of Cincinnati. Co-Principal Investigator with Iris Johnson (Department of Teacher Education). 2009.
  • Jeff Wanko:  Using TI nSpire Handhelds with Preservice Teachers, $4500 worth of graphing calculators. Texas Instruments; Project Director. 2008.



  • Brown, S., Breunlin, R.J., Eddins, S., Edwards, M.T., Wiltjer, M. & Usiskin, Z. (2007). University of Chicago School Mathematics Project (UCSMP) Algebra: (3rd Ed.). New York: Wright Group/ McGraw Hill.
  • Erben, T, Ban, R. & Castañeda, M. (2009). Teaching ELLs through Technology. Routledge, Taylor and Francis: New York.
  • Leafgren, S., Schultz, B., O’Malley, M., Johnson, L., Brady, J, & Dentith, A. (Eds.) (2007). The articulation of curriculum and pedagogy for a just society: Advocacy, artistry, and activism. Troy, NY: Educator’s International Press, Inc.
  • Romano, T. (2008). Zigzag: A Life in Reading and Writing, Teaching and Learning. Portsmouth, NH: Heinemann.
  • Shiveley, J. & Helms, R., (2008). Using Children’s Literature to Teach the Social Studies Ohio Academic Content Standards (2008). The Ohio Council for the Social Studie

Book Chapters

  • Bautista, N. U., Winslow, J., Nafziger, K., Motter, B. M., Lowery-Bretz, S. (2008). Partnership for Science and Reading Integration. In T. Poetter & J. Eagle (Eds.), The Art and Science of Partnership. Lanham, MD: University Press of America.
  • Burke, R. W. & Paternite, C.E. (2007). Teacher engagement in expanded school mental health. In S. Evans, M. Weist, & Z. Serpell (Eds.), Advances in School-Based Mental Health Interventions, Volume II. Kingston, NJ: Civic Research Institute.
  • Castañeda, M. & Cheng, R. (2007). Desktop Publishing. In CALLing All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom, Tony Erben & Iona Sarieva (Eds), Larchmont, NY: Eye on Education,73-78.
  • Cheng, R. & Castañeda, M. (2007). Listservs: Joining Communities. In CALLing All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom, Tony Erben & Iona Sarieva (Eds), Larchmont, NY: Eye on Education, 73-78.
  • Edwards, M.T., Ozgun-Koca, A. & Meagher, M. (2009). Podcasting rich problems with TI-Nspire CAS. In P. Bogacki (Eds.). Conference proceedings of the 20th annual international conference on technology in collegiate mathematics. New York: Pearson Addison-Wesley.
  • Edwards, M. T. & Quesada, A. (2008). Dueling (dualing) solids: Enhancing student and teacher geometrical understanding with CABRI 3D. In P. Bogacki (Eds.). Conference proceedings of the 19th annual international conference on technology in collegiate mathematics (pp. 50-54). New York: Pearson Addison-Wesley.
  • Joseph, A. & Schwartz, T. (2009). Poverty and Education. Family Poverty in Diverse Contexts. Hayworth Press: New York.
  • Quesada, A., Smith, M. & Edwards, M. T. (2008). Are textbooks addressing all accessible topics foundational to calculus? In P. Bogacki (Eds.). Conference proceedings of the 19th annual international conference on technology in collegiate mathematics (pp. 163-167). New York: Pearson Addison-Wesley.
  • Romano, T. (2007). Teaching writing from the inside. In K. Beers, L. Rief, & R. Probst (Eds.). Turning Promise Into Practice: Re-Visioning the Teaching of Adolescent Literacy. Portsmouth, NH: Heinemann.
  • Romano, T. (2007). The many ways of multigenre. In T. Newkirk, & R. Kent. (Eds.). Teaching the neglected “R”: Rethinking writing instruction in secondary cslassrooms. Portsmouth, NH: Heinemann.
  • Schwartz, T., Lawson, B., Masters, A., & Milillo, L. (2009). In T. Poetter (Ed.). Are we there yet?: Mapping a partnership journey. The Art and Science of Partnership: Schools, Universities and Agencies Create Knowledge and Meaning.
  • Teale, W.H., Paciga, K.A., & Hoffman, J.L. (2009). What it takes in early schooling to have adolescents who are skilled and eager readers and writers. In K. Hall, U. Goswami, C. Harrison, S. Ellis, & J. Soler (Eds.). Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy.  London: Routledge.

Refereed Journal Articles

  • Bautista, N. U. and Peters, K. N. (2010). First grade engineers: Students build strong and cost effective houses. Science and Children, 48(3), 32-36. 

  • Bautista, N. (2007) Learning about K-12 science students’ misconceptions made easy prior knowledge assessment made easy, The Hoosier Science Teacher, 33(2), 58-62.

  • Burke, R. W. (2007). Political and systemic issues of public schools as settings for mental health programs and services. Issue Brief. Baltimore: Center for School Mental Health, University of Maryland School of Medicine. Available at http://csmh.umaryland.edu

  • Burke, R. W., & Paternite, C. E. (2007). Teacher engagement in expanded school mental health programs. Emotional and Behavioral Disorders in Youth, 7(1), 3-27.

  • Dales, B. (2007). Pop-up books that make the cut. Book Links. 16(6), 29-32.

  • Dales, B. & Henderson, D. (2007). Reading about reading: A text set. Balanced Reading Instruction. 14, 149-153.

  • Doppen, F., Misco, T., & Patterson, N. (2008). The state of K-12 social studies instruction in Ohio. Journal of Social Studies Research and Practice3(3), 1-25.
  • EdwardsM.T., Ozgun-Koca, A., & Meagher, M. (2008). When is a 'good fit' not a good fit?: Dynamic regression with the TI-Nspire graphing calculator. Mathematics Teacher, 102(4), 300-305.

  • Edwards, M.T. & Phelps, S. (2008). Can you fathom this? Connecting data analysis, algebra, and geometry with probability simulation.Mathematics teacher, 102(3), 210-216.

  • Edwards, M. T. & Reinhardt, J. (2008). Are you connected? Fostering exploration with unexpected graphs. Mathematics Teacher, 101(6), 412-417.

  • Edwards, M. T. (2007). Who was William Shakespeare?: Using readability measures to connect language arts and mathematics. Mathematics Teacher.

  • Edwards, M.T. & Borchik, J. (2007). The 'object participant' paradigm: Towards an appropriate use of graphing calculators in the teaching and learning of school mathematics. Ohio Journal of School Mathematics 55. Columbus, OH: Ohio Council of Teachers of Mathematics.

  • Edwards, M. T. & Quesada, A. (2007). Dueling (dualing) solids: Enhancing student and teacher geometrical understanding with CABRI 3D.” Proceedings of the Ninteenth Annual International Conference on Technology in Collegiate Mathematics (ICTCM). Boston, MA (Feb. 16-18, 2007).

  • Edwards, M. T. & Reinhardt, J. (2007). Are you Connected? questioning the authority of technology through an exploration of lemniscate graphs. Mathematics Teacher.

  • Hamot, G. E., Lindquist, D., & Misco, T. (2007). Teaching the Holocaust: Latvian curriculum writers and museum teacher fellows at the U.S. Holocaust Museum. Educational Studies, 42(2).

  • Lee, L. (2009). American immigrant girls’ perceptions about female body image in Disney:  A critical analysis of young Korean girls.European Early Childhood Education Research Journal17(3), 363-375.

  • Lee, L. (2009). Marry the prince or stay with family—That is the question: A perspective of young Korean immigrant girls on Disney’s marriages in the United States. Australian Journal of Early Childhood,34(2), 39-46.

  • Lee, L. (2009). Young American immigrant children’s interpretations of royalty in popular  culture: A  case  study of Korean girls’ perspectives. Journal of Early Childhood Research, 7(2), 200-215.

  • Lee, L. & Goodman, J. (2009). Traversing the challenges of conducting research with young immigrant children: The case of Korean children.Interchange, 40(2), 225–244.

  • Lee, L. (2009). “Boys like smart girls more than pretty girls”: Young Korean immigrant girls’ understanding of romantic love in American popular culture. Journal of Instructional Psychology, 36(1), 87-94.

  • MacKenzie, A.H. (2007). What makes us human? The American Biology Teacher, 69, p. 522.

  • MacKenzie, A. H. (2007). Preserving bio-diversity in the wild: Celebrating diversity in our classrooms. The American Biology Teacher, 69, p. 518.

  • MacKenzie, A.H. (2007). Explaining the role of vocabulary in the biology classroom. The American Biology Teacher, 69, pp 262-263.

  • Misco, T. (2009). Enacting Holocaust education initiatives: The promises and challenges of curriculum implementation in post-communist settings. Canadian Diversity7(2), 73-78.

  • Misco, T. (2009). “The children don’t have any idea”: Building democratic habits through controversy in post-totalitarian civic education. Magis: International Journal of Research in Education2, 329-340.   

  • Misco, T., & Castañeda, M. (2009). “Now, what should I do for English language learners?” Reconceptualizing social studies curriculum design for ELL/ESOL. Educational Horizons87(3), 182-189.

  • Misco, T., & Patterson, N. (2009). An old fad of great promise: Reverse chronology history teaching. Journal of Social Studies Research33(1), 71-90.

  • Misco, T. (2009). Teaching the Holocaust through case study. The Social Studies100(1), 14-22.
  • Misco, T. (2008). A moral education framework for an era of globalization. Revista de Pedagogie16(1-6), 19-36.
  • Misco, T. (2008). “Nobody told us about what happened”: The current state of Holocaust education in Romania. International Education,38(1), 6-20.
  • Misco, T. (2008). Was that a result of my teaching? A brief exploration of value-added assessment,   The Clearing House82(1), 11-14.

  • Misco, T. (2008). “We did also save people”: A study of Holocaust education in Romania after decades of historical silence. Theory and Research in Social Education36(2), 61-94.

  • Misco, T. (2007). Holocaust curriculum development for Latvian schools: Arriving at purposes, aims, and goals through curriculum deliberation. Theory and Research in Social Education, 35(3).

  • Misco, T. (2007). Using curriculum deliberation to address controversial issues: Teaching the Holocaust in Latvian schools. International Journal of Education Policy and Leadership, 2(8).

  • Misco, T. (2007). Did I forget about the dispositions? Preparing high school graduates for moral life. The Clearing House, 80(6).

  • Misco, T. (2007). The frustrations of reader generalizability and grounded theory: Alternative considerations for transferability. Journal of Research Practice, 3(1).

  • Misco, T. & Hamot, G. E. (2007). Post-Soviet moral education: The case of Kyrgyzstan. International Education, 36(2).

  • Misco, T. & Patterson, N. (2007). The imperative of controversy: A study of teachers’ perceptions of academic freedom. Theory and Research in Social Education, 35(4).

  • Misco, T., & Shiveley, J. (2007). Making sense of dispositions in teacher education: Arriving at legitimate aims and goals. Journal of Educational Controversy, 2(2).

  • Ozgun-Koca A. & Edwards, M. T. (2009).  Algebra 2.0: Rethinking Content in Second Year Algebra with Technology. Mathematics Teaching, 214.

  • Romano, T. (2009). Defining Fun and Seeking Flow in English Language Arts. English Journal, 98(6), 30-37.

  • Romano, T. (2007). Coming To Teaching. English Journal, 97(2), 84-88.

  • Schwartz, T. (2007). Review of Narrowing the Literacy Gap by Diane Barone. Journal of Balanced Reading, 13(1).

  • Shiveley, J., & Misco, T. (2009). Reclaiming generalizations in social studies education. Social Studies Research and Practice4(2), 73-78.

  • Shiveley, J., & VanFossen, P., (2009). Toward Assessing Internet Use in the Social Studies Classroom: Developing an Inventory Based on a Review of Relevant Literature. The Journal of Social Studies Research, (33)1.

  • Socol, T. & Dales, B. (2007). Selecting books to teach the American Revolution: Using a text set to teach ODE standards. Ohio Social Studies Review, 43(1), 40-50.

  • Socol, T.T. & Dales, B.L. (2007). Selecting books to teach the American revolution: Not your grandmother’s text set. Ohio Social Studies Review, 43(1)

  • Sunanon Webster, P. P. & Kirby Smith, A. (2007). Making informational texts accessible to some urban first graders. The Florida Reading Quarterly, 44(2), 30-44.

  • Sunanon Webster, P. P. & Saine, P. (2007). Reading strategies to enhance comprehension of informational books and biographies of African American heroes of the American Revolution. Ohio Social Studies Review, 43(1).

  • Wanko, J. J. (2009). The infinite hotel. Mathematics Teacher, 102(7), 498-503.
  • Wanko, J. J. (2008). Exploring the cereal box problem with Fathom.Mathematics Teacher102(5), 390-393.
  • Wanko, J. J. (2008). Mathematical poetry. Ohio Journal of School Mathematics, 57 (Spring), 25-31.
  • Wanko, J. J. (2007). The internet: Problem solving friend or foe? Mathematics Teacher, 100(6), 402-407.
  • Wasburn-Moses, L., & Frager, A. M. (2009) Point-Counterpoint: Can Special Education and General Education Get Along? The Educational Forum, 73(3), 215 – 228.

Published reference of research

  • Brooks, D.: Tauber, B. (2007) Classroom Management Sound Theory and Effective Practice 4th Edition. Greenwood Publications

  • Brooks, D.: Hall, G., Quinn, L, & Gollnick, D. (2007). The Joy of Teaching: Making a Difference in Student Learning. An invited case study of Dr. Brooks’ first year of teaching appears in Chapter 14.

Refereed publications with or of students

  • Leadbetter, M. (2007). "More than Ladders." Mathematics Teaching 204. Derby, United Kingdom: ATM. [Student of Dr. Todd Edwards]
  • Rana, Marina Ristev. (2007). Where I’m From (poem). Azizah: The Voice for Muslim Women, 4, 4: 98—99. [Student of Dr. Tom Romano.]
  • Zimmer, T. V. (2007). Reaching for Sun. Bloomsbury Publishers. [Student of Dr. Brenda Dales].
  • More than 70 students of Dr. Margo Sacco have publications in Rationales for Challenged Books, Vol. 1 and Vol. 2. National Council of Teachers of English, also available at http://www.ncte… rationales07.pdf.

Editor of special journal issue

  • Dales, Brenda, & Henderson, Darwin (Guest Eds.) (2007). Balanced Reading Instruction. Balanced Reading Instruction Special Interest Group, International Reading Association. 14.

Keynote speeches for conferences/conventions

  • Romano: Keynoter and Workshop Leader, Peachtree Ridge High School, Gwinnett Country, Georgia. June 1, 2007.
  • Romano: Keynoter and Workshop Leader, Wasatch Teachers and Administrators Professional Development Day, June 1, 2007.
  • Romano: Keynoter and Workshop Leader, Oklahoma Writing Project, Oklahoma City, Oklahoma. June 21, 2007.
  • Kopp: Keynote Speaker for “Crafting Meaning in the Classroom: For our students, for ourselves”. Cedarville University, Cedarville, Ohio. October 2007

Editorial Boards

  • Doug Brooks, Editorial Board of the Journal of Ethnographic and Qualitative Research in June, 2007 by Michael Firmin, Chair of the Department of Psychology at Cedarville University.
  • Sheri Leafgren, Assistant Editor, Journal of Curriculum and Pedagogy (2004- present). Duties include reviewing and editing submissions, composing letters of acceptance and rejection, and meeting twice per year with the editors and other assistant editors of this journal. Editor, Perspectives section of Journal of Curriculum and Pedagogy, 2 (2), Winter 2004. As co-editor, posed the question “How might spiritual, moral or theological discourses influence and inspire curriculum and pedagogy” to 26 authors/co-authors, including David Purpel, Nel Noddings, Howard Zinn, Svi Shapiro and Tommy Trantino.
  • Ann MacKenzie, Editor, The American Biology Teacher, March 2004- present.