Griselda (Kris) Tilley-Lubbs, an associate professor of ESL and multicultural education in the School of Education, published “Freire in a Changing World: Critical Autoethnography Meets Freire” and “Reconciling Two Selves in One Body,” International Review of Qualitative Research 11.1 (2018): 11–21 and 64–80 respectively; “Am I There Yet? Reflections on Appalachian Critical Consciousness” in International Perspectives on Autoethnographic Research and Practice, ed. Tony Adams, Alec Grant, Nigel Short, and Lydia Turner (Abingdon, OXON, United Kingdom: Routledge, 2018), pp. 64–72; “Untangling Me: Complexifying Cultural Identity” in Questions of Culture in Autoethnography, ed. Phiona Stanley and Greg Vass (Abingdon, OXON, United Kingdom: Routledge, 2018), pp. 156–66.
In addition, Tilley-Lubbs gave the keynote address, “La autoetnografía crítica y las investigaciones en comunidades vulnerables” (Critical Autoethnography and Research in Vulnerable Communities), at the Segundo Congreso Internacional de Investigación en Ciencias Sociales: Nuevos Caminos Epistemológicos y Metodológicos en Ciencias Sociales, which was held September 18–20 at the Universidad Casa Grande in Guayaquil, Ecuador.
Jesse “Jay” Wilkins, a professor in the School of Education, published “Learning Progression Toward a Measurement Concept of Fractions,” International Journal of STEM Education 5.27 (2018), with Anderson Norton; and “Pre-K–8 Prospective Teachers’ Understanding of Fractions: An Extension of Fractions Schemes and Operations Research,” Journal of Mathematics Teacher Education 21.3 (2018): 207–35, with LouAnn Lovin, Alexis Stevens, and John Siegfried.
School of Education faculty Bettibel Kreye and Griselda (Kris) Tilley-Lubbs published “Students Who Speak English as a Second Language: Preparing Teachers for Changing Demographics: An Innovative and Collaborative Approach” in Multicultural Curriculum Transformation in Science, Technology, Engineering, and Mathematics, ed. Christine Clark, Amanda VandeHei, Kenneth Fasching-Varner, and Zaid Haddad (Lanham, Maryland: Lexington Books, 2018), pp. 67–90.
David Alexander, a professor in the School of Education department, published the sixth edition of The Law of Schools, Students, and Teachers in a Nutshell (St. Paul, Minnesota: West Academic, 2018), with Kern Alexander.
Nick Gowen, a master’s student in the counselor education program in the School of Education, published “Vocational Wellness in Older Adulthood: Research and Practice” on August 1 in Career Convergence, an online web magazine published by the National Career Development Association.
Matthew Fullen, an assistant professor in the School of Education department, published “Ageism and the Counseling Profession: Causes, Consequences, and Methods for Counteraction,” The Professional Counselor 8.2 (2018): 104–14; and “Comparing Successful Aging, Resilience, and Holistic Wellness as Predictors of the Good Life,” Educational Gerontology 44.7 (2018): 459–68, with Virginia Richardson and Darcy Haag Granello.
Carol Mullen, a professor in the School of Education, published “Creative Learning: Paradox or Possibility in China’s Restrictive Preservice Teacher Classrooms?” in Action in Teacher Education 40.2 (2018): 186–202; and “‘Quality Leadership Matters’: A Research-based Survey of Graduate Programming,” Journal of Research on Leadership Education13.2 (2018): 162–200, with Daniel Eadens.