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College of Education

Awards and Publications

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Recent Faculty Awards

Miriam Ezzani, Ed.D.

  • Emerging Scholar Award (2021), American Educational Research Association, Division A: Administration, Organization, and Leadership, for outstanding contributions to the field of leadership, administration, or organizational theory
  • Reviewer of the Year, 2021, The Journal of Cases in Educational Leadership

Michael Faggella-Luby, Ph.D. - Elected as member of Division Relations Committee (National), an Advisory Committee of the Council for Exceptional Children

Jan Lacina, Ph.D.

  • 2022 Notable Books for a Global Society Research Award
  • Warren Faculty Fellow, Holocaust Museum of Houston, 2022
  • Appointed to the AACTE Global Diversity Committee
  • Associate Editor for Early Childhood Education Journal
  • Guest Editor for a special themed issue: Picture books and Young Children:  Potential, Power, and Practices.  Early Childhood Education Journal.

Endia Lindo, Ph.D.

  • TCU Deans' Award for Research and Creativity (Awarded 2022)
  • Council for Exceptional Children’s Division of Culturally and Linguistically Diverse Exceptional Learners (DDEL) Service Award (Awarded January 2022)

Steve Przymus, Ph.D. - 2022 Richard Ruiz Distinguished Scholar in Residence
University of Arizona, Universidad de Guanajuato, Resplandor International Summer, 2022, Guanajuato, México 

Jennifer Smith, Ph.D. - Texas Christian University Dean’s Teaching Award, 2022

Molly Weinburgh, Ph.D. - Appointed the Editorial Review Board of the Journal of Science Teacher Education (2022-2024)

Recent Faculty Publications

Alexander, C., Weinburgh, M. & Brown, K. (2022). Cultural Heritage Mapping using ArcGIS. In L. Langran & D. Henriksen (Eds.), Proceedings of SITE Interactive Conference (pp. 128-130). Online: Association for the Advancement of Computing in Education (AACE). Retrieved October 12, 2022 from https://www.learntechlib.org/primary/p/221581/.

Anderson, S. E., & Kyzar, K. B. (2022). Between school and home: TPACK-in-practice in elementary special education contexts. Computers in the Schools. Advance online publication. https://doi.org/10.1080/07380569.2022.2086738

Anderson, S., & Putman, R. (2022). Elementary Special Education Teachers’ Thinking While Planning and Implementing Technology-Integrated Lessons. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11358-0

Bauml, M. (Summer 2022). Putting the Spotlight on Award-winning Books for Social Studies Instruction. The Texan, 38(2), p. 42-43.

Bauml, M. (Advance online 2022). Why Teach about Holidays? Elementary Teachers’ Perspectives. Social Studies Research and Practice. https://doi.org/10.1108/SSRP-09-2022-0022

Bauml, M., Smith, V. D., & Blevins, B. (2022). “Who Cares?”: Young Adolescents’ Perceived Barriers to Civic Action. Research in Middle Level Education, 45(3), 1-20.  https://doi.org/10.1177/07435584211006785

Bauml, M., Griffith, R., Kyzar, K., & Lacina, J. (in press). The 3C network: Promising practices for early childhood teacher preparation. Young Children.

Biffi, D., Richards, A. S., & Weinburgh, M. H. (2022). Framing effects on attitudes and intentions towards shark meat consumption in Peru. Frontiers in Conservation Science. 3:807252.  Doi: 10.3389/fcosc.2022.807252

Brooks, M. C., & Ezzani, M. D. (2022). Islamic school leadership: Advancing a framework for critical spirituality. International Journal of Qualitative Studies in Education, 35(3), 319-336. DOI: 10.1080/09518398.2021.1930265 

Broughton, A. J., Przymus, S. D., Ortiz, A. A., & Cruz, B. J. S. (2022). Critical Consciousness in Decision-Making: A Model for Educational Planning and Instruction With Bilingual/Multilingual Students with Disabilities. TEACHING Exceptional Children, 00400599221093655.

Carnes, G. N. & Weinburgh, M. E. (2022). Multicultural science education for middle-level teacher candidates: Examining the past while prepared for the future. In M. Atwater (Ed). The international handbook of multicultural education. Online https://link.springer.com/referenceworkentry/10.1007/978-3-030-37743-4_38-2

Clark, C. H., & van Kessel, C. (2022). Developing students’ moral and ethical thinking through scenarios reasoning. Social Education, 86(4), 272–277. https://www.socialstudies.org/social-education/86/4 

Dennis, M. S., Sorrells, A. M., Chovanes, J., & Kiru, E. W. (2022). Ecological and population validity of mathematics interventions for diverse students with low mathematics achievement: A meta-analysis. Learning Disability Quarterly, 45(1), 32-45. https://doi.org/10.1177/07319487211010342

Elleman, A. C., & Lindo, E. J. (2022). Prioritizing Vocabulary in a Busy Elementary Classroom, Literacy Today, 40(2), 62-64. Retreived from: https://publuu.com/flip-book/24429/135735/page/1

Ezzani, M. D., & Brooks, M. C. (2022). Introduction: Critical spirituality and religion in educational leadership. International Journal of Qualitative Studies in Education, 35(3), 245-246.

Francis, G., Kyzar, K., & Lavín, C. E. (2022). Collaborate with families to support student learning and secure needed services. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High leverage practices for inclusive classrooms (2nd ed.). (pp. 43-53). Routledge/Taylor & Francis.  

Haines, S. J., Kyzar, K. B., Francis, G. L., Aldersey, H. M., & Shepherd, K. G. (in press). Examining common theoretical orientations to family-school partnership research in special education to promote equity. In CT. W. Farmer, E. Talbott, K. McMaster, D. Lee, and T. C. Aceves (Eds.), Handbook of special education research, volume I: Theory, methods, and developmental processes. Routledge.

Hartwig, E. K., & Taylor, E. R. (2022). Small steps can lead to big changes: Goal setting in schools using solution-focused play therapy. International Journal of Play Therapy, 31(3), 131–142. https://doi.org/10.1037/pla0000179     

Huddleston, G. (2022) The curriculum of the jester: An examination of Hamilton. Journal of Curriculum Theorizing, 37 (1), 1-22     

Khuwaja, S., & Ezzani, M. D. (2022). Notions of pluralism in religious education: Islam as a case study. In J. S. Brooks, A. H. Normore & N. Sum (Eds.). Teaching, learning, and leading in the World Schoolhouse: Globalization, neoliberalism and education. Information Age Publishing: Charlotte, NC.

Lacina, J. (2022). Motherhood, Tenure Track & Leadership. In Handbook of Teacher Reflections on Transitioning from K-12 to Higher Education Classrooms. IGI Global Publications.

Lacina, J., Helling, M., Nakamura, T. & Montgomery, S. (In Press). Award winning picture books with refugees & immigrants as main characters: Building understanding and inspiration. Dragon Lode.

Madaus, J., Faggella-Luby, M., Dukes, L., Gelbar, N., Dukes, L., *Langdon, S., Tarconish, E., & *Taconet, A. (2022). What happened next? The experiences of postsecondary students with disabilities as colleges and universities reconvened during the pandemic. Frontiers in Psychology, 5(13), doi: 10.3389/fpsyg.2022.872733

Mitchell, J., Faggella-Luby, M., & Wesley, D. (2022-2023) Project IEDev (Intellectual Employability Development): Increasing Competitive Integrated Employment for Individuals with Intellectual Disabilities Using 4SightGPS Technology. National Science Foundation Small Business Technology Transfer (STTR) Program, Phase I (Total Budget $256,000, TCU Budget, $98,772.90). Awarded August, 2022.

Morissette, S. B., Ryan-Gonzalez, C., Yufik, T., DeBeer, B. B., Kimbrel, N. A., Sorrells, A. M., Holleran-Steiker, L., Penk, W. E., Gulliver, S. B., & Meyer, E. C. (2021). The effects of posttraumatic stress disorder symptoms on educational functioning in student veterans. Psychological Services, 18(1), 124–133. https://doi.org/10.1037/ser0000356

Przymus, S. D. (2022). English-only as a Magic Pill? Dispelling the Myths About Disability and Dual Language Bilingual Education. Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice.

Przymus, S.D., Faggella-Luby, M. & Silva, C. (2022). It’s only a matter of meaning: From English learners (ELs) and emergent bilinguals (Ebs) to active bilingual learners/users of English (ABLE). I-LandD Journal—Identity, Language and Diversity

Przymus, S. D. & Gutiérrez, J. O. S. (2022). It’s all gone South! Applying Anzaldúan frameworks to metonymy, metaphor, and mythologies to understand the language of transnational youth. In S. Kasun & I. Mora-Pablo (Eds.), Youth Identities: Education, Language, and Culture Crossing Mexican-U.S. Borders, pp. 133-154.

Przymus, S. D., Heiman, D., & Hibbs, B. (2022). LANGUAGE IS IDENTITY: Telling and reading the right kinds of stories. The Reading Teacher, https://doi.org/10.1002/trtr.2135

Sorrells, A. M., & Shih Dennis, M. (2022). Equity and opportunity in intervention research—Intervention in Context.: Introduction to the Special Series. Learning Disability Quarterly, 45(1), 3-5.

Stark, M. & Lindo, E.  (2022). Executive functioning supports for college students with an Autism Spectrum Disorder,  Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-022-00311-z

*Tarconish, E., *Taconet, A., Madaus, J., Gelbar, N., Dukes III, L., & Faggella-Luby, M. (2022). Perceptions of college students with disabilities regarding institutional and disability services offices’ response to sustaining education during COVID-19. Journal of Postsecondary Education and Disability, 35(2), 99-111.

Turnbull, A., Turnbull, R., Francis, G., Burke, M., Kyzar, K., Haines, S., Gershwin, T., Shepherd, K., Holdren, N., & Singer, G. (2022). Families and professionals: Trusting partnerships in general and special education (8th Ed.). Upper Saddle River, NJ: Pearson Education, Inc. 

van Kessel, C. (2022). Deindividualizing evil and good in social education. Social Education, 86(5), 347–354. https://www.socialstudies.org/social-education/86/5 

van Kessel, C. (2022). Educational (im)possibilities during the Necrocene: Ontological (in)securities and an ahumanist existentialism? In j. jagodzinksi & J.Beier (Eds.), Ahuman pedagogy (pp. 55-75). Palgrave Macmillan. https://www.doi.org/10.1007/978-3-030-94720-0_4

van Kessel, C. (2022). Psychosocial approaches to media education. Civics of Technology. https://www.civicsoftechnology.org/pyschosocialapproach 

Varga, B. A., Helmsing, M. E., van Kessel, C., & Christ, R. C. (2022). Snatching bodies, snatching history/ies: Exhuming the insidious plundering of Black cemeteries as a curriculum of postmortem racism. Equity & Excellence in Education. Advanced online publication. https://doi.org/10.1080/10665684.2022.2132190 

Varga, B. A., Helmsing, M. E., van Kessel, C., & Christ, R. C. (2022). Theorizing necropolitics in social studies education. Theory and Research in Social Education. Advanced online publication. https://doi.org/10.1080/00933104.2022.2129536 

Weinburgh, M. H. (2022). “Students were just sticky notes on jamboard”: A first-year biology teacher’s story of 2020-2021. School Science and Mathematics Journal122(5), 235-246. DOI:10.1111/ssm.12539

Wozolek, B, & Huddleston, G. (2022) A Curriculum of conflation: Using space and place to tell Big Little Lies.  In Friedrich, D. Corson, J. & Hollman, D. (Eds), Pop Culture and Curriculum, Assemble!: Exploring the Limits of Curricular Humanism Through Pop Culture. DIO Press.