School of Education Academic News

Carol Mullen, a professor in the School of Education, edited “Creativity Under Duress in Education? Resistive Theories, Practices, and Actions” in Creativity Theory and Action in Education 3 (Cham, Switzerland: Springer, 2019).”

Her individual contributions to the volume were “Creative Synthesis: Combining the 4C and Systems Models of Creativity” and the Coda, pp. 3–25 and 413–19 respectively.

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.

School of Education faculty member Jesse “Jay” Wilkins and doctoral student Cong ze Xu published “A Progression of Fraction Schemes Common to Chinese and U.S. Students,” Journal for Research in Mathematics Education 49.2 (2018): 210–26, with Anderson Norton.

Matthew Fullen, an assistant professor in the School of Education, published “Using Wellness and Resilience to Predict Age Perception in Older Adulthood,” Journal of Counseling and Development 96.4 (2018): 424–35, with Darcy Granello, Virginia Richardson, and Paul Granello.

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.

Amy Azano, an associate professor in the School of Education, published “What Counts as Evidence in Rural Schools? Evidence-Based Practice and Practice-Based Evidence for Diverse Settings,” The Rural Educator 39.2 (2018): 33–37, with Karen Eppley, Patrick Shannon, and Devon Brenner.