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Book Chapters


Leonardo, Z., & Matias, C. E. (2013). Between colonial and postcolonial mentality: The critical education of Filipino Americans. In Rick Bonus & Dina Maramba (Eds.), The other students: Filipino Americans, education and power (pp. 3-18). Charlotte, NC: Information Age Publishing.

Wilson, B. G. (2013). A practice-centered approach to instructional design. In M. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mind tools: Essays in honor of David H. Jonassen (pp. 35-54). New York, NY: Routledge.


Cannon, E., & Marszalek, J. (2012). Gay and questioning boys and young men. In S. Deggs-White & B. Colon (Eds.), Counseling boys and young men (pp. 155-167). New York: Springer.

Commins, N. L. (2012). Support for the mother tongue: A key aspect of home-school partnerships. In M. Soininen & T. Merisuo-Storm (Eds.), Home school partnerships (pp. 103-127). Turku, Finland: University of Turku Faculty of Education, Rauma Unit.

Martin-Hansen, L., Puvirajah, A., & Verma, G. (2012). Creating a pipeline to STEM careers through service learning: The AFT program. In R. E. Yager (Ed.), Exemplary science careers in science and technology (pp. 111-128). Arlington, VA: NSTA Press.

Marszalek, J., & Cannon, E. (2012). Coming out for gay men. In M.L. Pope & S. Dworkin (Eds.). Casebook for counseling in lesbian, gay, bisexual, and transgender persons and their families (pp. 23-34). Alexandria, VA: American Counseling Association.

Sands, D., Nocon, H., & Shanklin, N. (2012). Leadership for educational equity: Opportunities and tensions of a new doctorate in education. In M. Latta & L. Wunder (Eds.), Placing practitioner knowledge at the center of teacher education: Rethinking the policies and practices of the educational doctorate (pp. 199-213). Charlotte, NC: Information Age Publishing.

Wilson, B. G. (2012). Developing a critical stance as an e-learning specialist: A primer for new professionals. In S. B. Fee & B. Belland (Eds.), The role of criticism in understanding problem solving: Honoring the work of John C. Belland (pp. 57-68). New York, NY: Springer.


Commins, N. L. (2011). Meaning is everything: Comprehension work with second language learners. In H. Daniels (Ed.), Comprehension going forward: Where we are and what’s next? (pp. 192-214). Portsmouth NH: Heinemann.

Den Ouden, K., & Wee, B. (2011). Cultivation of social responsibility through school community gardens. In R. L. Oxford & J. Lin (Eds.), Transformative eco-education for human and planetary survival (pp. 75-86). Charlotte, NC: Information Age Publishing.

Diamond, K. E., Huang, H., & Steed, E. A. (2011). The development of social competence in children with disabilities. In P.K. Smith & C.H. Hart (Eds.), Handbook of Childhood Social Development: 2nd Edition (pp. 627-645). West Sussex, UK: Wiley-Blackwell.


Kim, J., Kim, T., & Schallert, D. L. (2010). Becoming literate in one’s heritage language: Children’s situated ethnic identities and their motivation to acquire the discourse of their parents. In R. T. Jimenez, V. J. Risko, D. W. Rowe, and M. Hundley (Eds.), Fifty-ninth yearbook of the National Reading Conference (pp. 244-259). Oak Creek, WI: The National Reading Conference.

Leech, N. L. (2010). Interviews with the early developers of mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral sciences (2nd ed., pp. 253-272). Thousand Oaks, CA: Sage.


Taylor, S.V., & Sobel, D. (2008). Supporting culturally responsive classroom management. In Thomas S. C. Farrell (Ed.), TESOL classroom practice series: classroom management (pp. 7-17). Alexandria, VA: Teachers of English to Speakers of Other Languages.

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