Faculty Scholarship & Publications

Browse the list below to review selected scholarship produced by the Department of Teacher Education faculty:


Shauna M. Adams, Ed.D.

Teacher Education, Center for Early Learning

Sciarra, D.J., Lynch, E., Adams, S.M., & Dorsey, A.G., (2016). Developing and Administering a Child Care and Education Program (9th). Belmont, CA: Cengage Learning.

Adams, S.M., Young. P.C. and Bowman, C. (2016). The Cross-cutting Themes for Diversity and Technology. Washington DC: Council for Accreditation for the Education of Teachers.

Adams, S.M.& Comingore, J.L. (2015).  ACCESS to Physical and Earth Science for Preschool and the Primary Grades. Bloomington, IN:  Xlibris.

Adams, S.M., Baldwin, J.B., Comingore, J.L & Kelly, M.K.(2014). The ACCESS Curriculum:  Intentional, Integrated and Inquiry-based for Infants through Grade 5. Bloomington, IN:  Xlibris.

Adams, S.M.& Comingore, J.L. (2014).  ACCESS to Life Science for Preschool and the Primary Grades. Bloomington, IN:  Xlibris.

Sciarra, D.J., Dorsey, A.G., Lynch, E. & Adams, S.M., (2013). Developing and Administering a Child Care and Education Program (8th Ed.). Belmont, CA: Wadsworth Cengage. View book >>

Adams, S.M., Baldwin, J.L., & Comingore, J.I. (May 2012). The Access Curriculum Framework: Implementation Guide. Xlibris. View book >>

Baldwin, J.B., Comingore, J.L., Adams, S.M., Kelly, M.K. & Smith, D.J.(editors) (2012).  ACCESS to Science for Infants and Toddlers. Bloomington, IN:  Xlibris. View book >>

For items from 2011 and older, visit Shauna M. Adams' directory profile page.

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Jackie M. Arnold, Ph.D.

Teacher Education

Arnold, J.M. and Sableski, M.  (2016).  Consistency and change: Becoming a literacy leader in an urban school. Journal of Literacy Practice and Research., 41(2), 54-59.

Sableski, M. Arnold, J.., & Adomat, D. (2015).  Celebrating the Hero in All of Us: An Interview with Kadir Nelson. Journal of Children’s Literature, 41(2), 46-51.

Arnold, J.M. & Sableski, M. (2015).  The insider perspective: insights on diversity from award-winning diverse authors. Children and Libraries, 12-15.

Aziz, S., Arnold, J.M. & Sableski, M. (2014).  Falling through a hole and wearing the hat of imagination and ingenuity: A conversation with Jon Klassen. Journal of Children’s Literature, 40(2), 59-64.

Arnold, J. M. & Sableski, M. (2014). Making the match: Bringing children and books together through teacher professional learning communitiesDragon Lode, 32(2), 22-28.

Webb, S., & Arnold, J. M. (2012). Building capacity for change: Supporting teachers’ selections of multicultural literature. Dragon Lode, 30(2), 38-46.

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Joni L. Baldwin, Ed.D.

Teacher Education, Center for Early Learning

Adams, S. M., Baldwin, J. L., Comingore, J. L., Kelly, M. K. (2014). The ACCESS Curriculum : Intentional, Integrated and Inquiry-based for Infants through Grade 5 (pp. 325). Bloomington, IN: Xlibris.

Adams, S.M., Baldwin, J.L., & Comingore, J.I. (May 2012). The Access Curriculum Framework: Implementation Guide. Xlibris. View book >>

Baldwin, J.B., Comingore, J.L., Adams, S.M., Kelly, M.K. & Smith, D.J.(editors) (2012).  ACCESS to Science for Infants and Toddlers. Bloomington, IN:  Xlibris. View book >>

For items from 2011 and older, visit Joni L. Baldwin's directory profile page.

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Treavor Bogard, Ph.D.

Teacher Education

Bogard, T. (2016). “Designerly” ways of reading: Insights from reader response in drama for enriching the “A” in language arts. Learning Landscapes, 10(2), 87-104. Read article (pdf) >>

Bogard, T. (2016). Stepping out with the fop: Literacies of embodiment and becoming in youth drama. In Thomas, P., Takayoshi, P. (Eds.), Literacy in Practice: Writing in Private, Public, and Working Lives (Chapter 9, pp. 118-133). New York, NY: Routledge.

Bogard, T. (2015). A Silence Overcome by Search: Reading and Writing Selves into the World. Ohio Journal of English Language Arts, 55(1), 58-60.

Bogard, T. (2015). A silence overcome by search: Reading and writing selves into the world. Ohio Journal of English Language Arts, 55(1), 58-60.

Talbert-Johnson, C., Bogard, T., Tamela, D.J. (2014). Cultivating reflectivity and cultural competence in inservice candidates. In Pultorak, E. (Ed.), Reflectivity and cultivating student learning: Critical elements for enhancing a global community of learners and educators. Lanham, Maryland: Rowman & Littlefield. Read article >>

Liu, M., Yuen, T., Horton, L., Lee, J., Toprac, P., Bogard, T. (2013). Designing technology-enriched cognitive tools to support young learners’ problem solving. Cognitive Technology, 18(1), 14-21. Read article (pdf) >>

Bogard, T., Liu, M., Chiang, V. (2013). Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners’ Cognitive Processes. Educational Technology Research and Development, 61(3), 465-503. DOI 10.1007/s11423-013-9295-4. Read >>

Unverfert, A. R., Talbert-Johnson, C., Bogard, T. (2012). Perceived barriers for first-generation students: Reforms to level the terrain. International Journal of Educational Reform, 21(4), 238-252.

Worthy, J., Consalvo, A. L., Bogard, T., Russell, K. W. (2012). Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations. Elementary School Journal, 112(4), 568-589. Read article >>

For items from 2011 and older, visit Treavor Bogard's directory profile page.

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Connie L. Bowman, Ph.D.

Teacher Education

Bowman, C., Collopy, R. M. B., Bentley, J., Cameron, E., & Taylor, D. A. (2013). Urban PDS Partnership: Preparing Teachers for Social Justice. In K. Zenkov, D. G. Corrigan, R. S. Beebe, and C. R. Sell (Eds.), Professional Development Schools and Social Justice: Schools and universities partnering to make a difference.  New York: Lexington Books, Rowman & Littlefield Publishing Group. Read online >>

Collopy, R. M. B., Bowman, C., & Tylor, D. A. (2012). The educational achievement gap as a social justice issue for teacher educators.Catholic Education: A Journal of Inquiry and Practice, 16(1), 4-25. 

For items from 2011 and older, visit Connie L. Bowman's directory profile page.

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Rachel M.B. Collopy, Ph.D.

Teacher Education

Bowman, C., Collopy, R. M. B., Bentley, J., Cameron, E., & Taylor, D. A. (2013). Urban PDS Partnership: Preparing Teachers for Social Justice. In K. Zenkov, D. G. Corrigan, R. S. Beebe, and C. R. Sell (Eds.), Professional Development Schools and Social Justice: Schools and universities partnering to make a difference.  New York: Lexington Books, Rowman & Littlefield Publishing GroupRead online >>

Collopy, R. M. B., Bowman, C., & Taylor, D. A. (2012). The educational achievement gap as a social justice issue for teacher educators.Catholic Education: A Journal of Inquiry and Practice, 16(1), 4-25. 

For items from 2011 and older, visit Rachel M.B. Collopy's directory profile page.

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Joy L. Comingore

Teacher Education, Bombeck Family Learning Center

Adams, S.M., Comingore, J.L. (2015). ACCESS to Physical and Earth Science. Bloomington, IN: Xlibris.

Adams, S.M., Baldwin, J.L., Comingore, J.L., Kelly, M.K. (2014). The ACCESS Curriculum: Intentional, Integrated and Inquiry-based for Infants through Grade 5 (pp. 325). Bloomington, IN: Xlibris.

Adams, S.M., Baldwin, J., Comingore, J., & Kelly M.K. (2013). The ACCESS curriculum: intentional, integrated, and inquiry-based for ages infancy through grade five. Xlibris LLC.

Adams, S.M., Baldwin, J.L., & Comingore, J.I. (May 2012). The Access Curriculum Framework: Implementation Guide. Xlibris.

For items from 2011 and older, visit Joy L. Comingore's directory profile page.

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Thomas M. Falk, Ph.D.

Teacher Education

Tom M. Falk, “Democracy, Capitalism, and Educational Opportunity from Horace Mann to the Present,” Critical Education, Vol. 5, No. 10 (August, 2014). View article>>

Tom M. Falk, “Are Unmotivated Students Cultural Critics?” Journal for the Philosophical Study of Education, Vol. 2 (2014). View article>>

For items from 2011 and older, visit Thomas Falk's directory profile page.

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Katie Lawless Frank, Ed.D.

Teacher Education

Richards, S. B., Lawless, C. M., Sableski, M. C., Arnold, J. M., (2016), Collaboration Among Professionals, Students, Families, and Communities. New York: Routledge.

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Colleen E. Gallagher, Ph.D.

Teacher Education

Haan, J., Gallagher, C., and Varandani, L. (in press). Working with linguistically diverse classes across the disciplines: Faculty beliefs. Journal of the Scholarship of Teaching and Learning.

Haan, J. and Gallagher, C. (2015). Supporting emergent multilingual writers in the high school and university writing classroom. Ohio Journal of English Language Arts, 55(2), 7-14.

Gallagher, C. (2015). Socialization to academic language during kindergarten literacy events. Journal of Language and Education. Advance online publication. Read article >>

For items from 2011 and older, visit Colleen E. Gallagher's directory profile page.

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Lesley A. Evans-Hellman, Ph.D.

Teacher Education

Evans, L.A. (2016). Preservice teacher candidates’ perceptions of differentiated instruction (DI): Pre and post student teaching. Paper session at the 14th Annual Hawaii International Conference on Education, Honolulu, Hawaii.

Evans, L.A. (2016). TITLE UNKNOWN. Paper session (under review) at the 14th Annual Hawaii International Conference on Education, Honolulu, Hawaii.

Kelly, M.K., & Evans, L.A. (2016). Adjusting instruction to meet the needs of students: Reflections of practice in early childhood teacher education. Paper session (under review) at the 14th Annual Hawaii International Conference on Education, Honolulu, Hawaii.

Evans, L.A., & Kelly, M.K. (2015, May). Adjusting our structure with student success at the forefront: An exploration of an early childhood assignment and alignment with edTPA. Paper sessions presented at the Action Research News of the Americas Annual Conference, Toronto, Canada.

Evans, L.A., & Wyandt, B. (2016). Reflective Practice Calendar Time in Grades k-1. Roundtable session at the NAECTE Conference, Baltimore, Maryland.

Mathes, C., Bogard, T., McIntosh, N., Evans, L., & Lawless, K. (2016). Candidate support and feedback across multiple programs; Implementing innovative strategies for embrace effective practice. Presentation at the 2016 edTPA Implementation Conference: Building Bridges to Highly Accomplished Teaching: From Pre-Service to Teacher Leader, Savannah, Georgia.

Evans, L.A. (2016). Benchmark assignments and edTPA: Correlating the data with early childhood education. Presentation at the 2016 edTPA Implementation Conference: Building Bridges to Highly Accomplished Teaching: From Pre-Service to Teacher Leader, Savannah, Georgia.

Evans, L.A., Baldwin, J., Kelly, M.K., & Arnold, J. (2015, February). Student Success and edTPA. Paper session at American Association of Colleges for Teacher Education (AACTE) 67th Annual Meeting, Atlanta, GA.

Evans, L.A. (2015, February). DI in HE: Are we Modeling what we Teach? Paper session at the Association of Teacher Educators (ATE) 2015 Annual Meeting, Phoenix, AZ.

McCue, L.A., & Beinlich, S. (2013, October). Integrating math into daily activities. Session Presentation at Dayton Association for Young Children (DAYC) Fall Professional Development Day, Dayton, OH.

McCue, L., & Place, A.W. (2013, August). ­The effect of teacher candidate gender, principal gender, and degree type on the elementary teacher selection process. Session presentation at NCPEA Summer Conference, Rutherford, NJ.

McCue, L. (2012, October). The effects of teacher candidate gender, principal gender and degree type on the elementary teacher selection process. Presentation at the University of Dayton 9th Annual Building a Research Community Day, Dayton, OH.

Evans, L.A. (2014, June 3). Review of the book Everyone at the table: Engaging teachers in evaluation reform, by E. Behrstock-Sherratt, A. Rizzolo, S. Laine, & W. Friedman. Education Review. Retrieved from http://www.edrev.info/reviews/rev1287.pdf

McCue, L.A., & Place, A.W. (2014). The effects of teacher candidate gender, principal gender, and degree type on the elementary teacher selection process. The Ohio Jounral of Teacher Education, 27(2), 38-45.

Hurtado, D., & McCue, L. (2012). Review of selected dissertations relevant to the Journal of School Public Relations. Journal of School Public Relations, 33(2), 131-154.

McCue, L. (2012). Is there any benefit to proprietary for-profit schools? Point argument. In C.J. Russo (Ed.),Debating issues in American education; Alternative schooling and school choice (pages unknown). Thousand Oaks, CA: Sage Publications. 

For items from 2011 and older, visit Lesley A. Evans-Hellman's directory profile page.

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Janet M. Herrelko, Ed.D., NBCT

Teacher Education

Herrelko, J. (September, 2016). Preservice teacher internship in remedial mathematics classroom: A new partner model for universities and community colleges. MathAMATYC Educator. Vol. 8, No. 1.

Herrelko, J. M. (2015). NCTM Lifetime Achievement Awards. – Frank Demana and Bert Waits (vol. 100+10+4). The Ohio Council of Teachers of Mathematics Newsletter.

Herrelko, J. M. (2015). The Mathematics Teachers are Coming!  The Mathematics Teachers are Coming! (vol. 100+10+4). The Ohio Council of Teachers of Mathematics.

Herrelko, J. M. (2015). NCTM Winter Interactive Institute 2015 (vol. 100+10+3, pp. 6). The Ohio Council of Teachers of Mathematics Newsletter.

Herrelko, J. (November, 2015). Issues facing second career mathematics teachers. International Council of Educational Research Conference. Proceedings of ICERI Annual Conference, Seville, Spain.

Herrelko, J. (March, 2015). Reaching all mathematics students by differentiation your teaching. International Technology, Education, and Development Annual Conference. Proceedings of INTED Annual Conference, Madrid, Spain

Bowman, C. & Herrelko, J. (2014) Bridging theory to practice with classroom rounds. Journal of the Scholarship of Teaching and Learning, 4th ed.

Herrelko, J., & Bowman, C. (2013, January). University faculty and teacher collaborate creating a classroom rounds program. Hawaii International Conference on Education 11th Annual Conference, Honolulu, HI.

Herrelko, J., (2013, Summer). A four-tier differentiation model: Engage all students in the learning process. Teacher Education and Practice. Vol. 26, No. 3. 415-430.

For items from 2011 and older, visit Janet M. Herrelko's directory profile page.

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Mary Kay Kelly, Ph.D.

Teacher Education

Evans, L. A., Kelly, M. K., Baldwin, J. L., & Arnold, J. M. (2016). Candidate success and edTPA: Looking at the data. Mid-western educational researcher, 28(2), 148-160.

Evans, L. A., & Kelly, M. K., & Baldwin, J. L. (2015). Adjusting our structure with teacher candidate success at the forefront: An exploration of an early childhood assignment and alignment with edTPA. Proceedings of the Action Research Network of the Americas 2015 Conference.

Adams, S. M., Baldwin, J. L., Comingore, J. L., & Kelly, M. K. (2013). The ACCESS curriculum: Intentional, integrated and inquiry-based for ages infancy through grade five. Exlibris, LLC

Baldwin, J. L., Comingore, J. L., Adams, S. M., Kelly, M. K. & Smith, D. J. (Eds.) (2012). ACCESS to science for infants and toddlers. Exlibris, LLC

For items from 2011 and older, visit Mary Kay Kelly's directory profile page.

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Kathryn A. Kinnucan-Welsch, Ed.D.

Teacher Education

Kinnucan-Welsch, K. A. (2016). Column., A Flyer’s view: Creating a learning place without boundaries. Covington, GA: Reading the signs of the times: The University of Dayton in the twenty-first century.

Kinnucan-Welsch, K. A. (2015). Perspectives on five schools: Education and Social Justice., Perspectives on South America: Reminiscence of the University of Dayton Global Education SeminarView chapter >>

Kinnucan-Welsch, K., Hendricks, M. S., and Franco, S. F. (2012). Should value-added modeling be used to identify highly effective teachers? In T. J. Lasley, II (Vol. Ed.), Standards and accountability in schools (Vol. 9) (pp. 148 – 155). Thousand Oaks, CA: Sage Publications. View book >>

For items from 2011 and older, visit Kathryn A. Kinnucan-Welsch's directory profile page.

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Megan Lyons, Ed.D.

Teacher Education

Lyons, M & Singh, A.  (2016). Evidence based models in science education. Professional Development: Recent Advances And Future Development (pp. 1-19). Hauppauge, NY: Nova Science Publishers Inc.

Singh, A. & Lyons, M. (2015). Learning as you Teach. International Journal of Teaching, Learning and Educational Research,13(1),  42-54. Read article >>

Baldy, T., Green, R., Raiford, S., Tsemunhu, R., Lyons, M. (2014). Organizational structure and school performance: The relationship in select Florida and South Georgia elementary schools. National Teacher Education Journal, 7(1), 17- 29.

Lyons, M. (2013). Change is inevitable. School Leadership Journal, 4(a).

Lyons, M., Green, R., Tsemunhu, R., Pate, J., Baldy, T., & Raiford, S. (2013). The relationship between teacher empowerment  and school performance. National Teacher Education Journal, 6(2), 11-20. 

For a complete list of her works, visit Megan Lyons' directory profile page.

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Rochonda L. Nenonene, Ph.D.

Teacher Education

Young, P., Nenonene, R. (2014). Graduates’ perspective of urban teacher academy program preparation and benefits to aspiring educational leaders.  Journal of Interdisciplinary Education, 14(1), 1-25.

Ohio Confederation of Teacher Education Organizations (OCTEO) The Urban Teacher Academy: A Promising Practice that Emphasizes Leadership Qualities and Recognizes the Importance of Resiliency for All Students (October 2016).

American Association of Colleges for Teacher Education (AACTE) Graduates' Perspective of Urban Teacher Academy Preparation and Benefits to Aspiring Educational Leaders (February 2015).

North American Chapter World Council for Curriculum & Instruction (NAC-WCCI) Interdisciplinary Education Conference The Urban Teacher Academy: Graduates’ Perspective of Program Preparation and Benefits for Aspiring Educational Leaders (October 2013).

Ohio Confederation of Teacher Education Organizations (OCTEO) Urban Teacher Academy: Lessons Learned in Preparing Teachers for the Urban Classroom, World of Teaching and Learning (October 2012).

For items from 2011 and older, visit Rochonda L. Nenonene's directory profile page.

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Mary-Kate Sableski, Ph.D.

Teacher Education

Sableski, Mary-Kate (2015). Pondering Diversity. Children & Libraries: the journal of the Association for Library Service to Children. Vo. 13.3 (1542-9806).

Richards, S. B., Frank C. L., Sableski M. K., & Arnold, J. M. (2016). Collaboration among professionals, students, families, and communities. New York, NY: Routledge.

Arnold, J. & Sableski, M. (2016). Consistency and change: becoming a literacy leader in an urban school. Journal of Literacy Practice and Research. 41(2), 54-59.

Sableski, M. (2015). Revising, renewing, and reimagining: the development of a dyslexia certificate program. Ohio Journal of Teacher Education. 29(1), 57-68.

Sableski, M., Arnold, J. & Adomat, D. (2015). Celebrating the hero in all of us: an interview with Kadir Nelson. Journal of Children’s Literature. 41(2), 46-51.

Arnold, J. & Sableski, M. (2015, Fall). The insider perspective: insights on diversity from award-winning diverse authors. Children and Libraries, 12-15.

Aziz, S., Arnold, J., & Sableski, M. (2014). Falling through a hole, wearing the hat of imagination and ingenuity: a conversation with Jon Klassen. Journal of Children’s Literature, 40(2), 59-64.

Arnold, J. M. & Sableski, M. (2014). Making the match: bringing children and books together through teacher professional learning communities. The Dragon Lode, 32(2), 22-28.

For items from 2011 and older, visit Mary-Kate Sableski's directory profile page.

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John J. White, Ph.D.

Teacher Education

White, J. author/editor (2017, forthcoming). In Order to Foster Civilization: Portraits of Men and Women in American Catholic Education. Washington: National Catholic Education Association.

White, J. (2013) “A Clash of Culture and Faith:  Catholic Education in Boston, 1970-2010.” in Walch, T. and Hunt, T. (eds) Urban Catholic Education: Later Stories of 12 American Cities. New York: Peter Lang, pp. 13-30.

White, J (2012). “The International Baccalaureate Diploma Programme in U.S. Catholic  High Schools: An Answer to the Church’s Call to Global Solidarity.”   Catholic Education: A Journal of Inquiry and Practice, Vol. 15, No. 2, 179-206.

White, J. (2012) “Will Common Academic Standards Make America More Educationally Competitive?” In Lasley, T. (ed.) Standards and Accountability in Schools.  Thousand Oaks, CA:  Sage, 28-36. 

White, J. (2012). “The growth of Catholic independent and unaffiliated schools” in Hunt, T., and Carper, C. (eds.)  The Praeger Handbook of Faith-Based Schools in the United States, K-12 Westport, CT:  Praeger, 383-390.

White, J. (2012). “The United States Council of Catholic Bishops and K-12 schools” in Hunt, T., and Carper, C. (eds.)  The Praeger Handbook of Faith-Based Schools in the United States, K-12 Westport, CT:  Praeger, 400-407.

For items from 2011 and older, visit John J. White's directory profile page.

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