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1PUBLICATIONSEDITED BOOKSGreg Dimitriadis (ELP)Dolby, N., Dimitriadis, G., & Willis, P. (Eds.). (2004). Learning to labor in new times. NewYork: RoutledgeFalmer.CHAPTERSGreg Dimitriadis (ELP)Dimitriadis, G. (in press). Hip hop and critical pedagogy. In S. Steinberg & J. Kincheloe(Eds.), Kinderculture: The corporate construction of childhood (2 nd ed.). Boulder, CO:Westview.Dimitriadis, G. (in press). “Pedagogy on the move”: New intersections in(between) theperformative and the educative. In S. Madison & J. Hamera (Eds.), Handbook ofperformance studies. Thousand Oaks, CA: Sage.Dimitriadis, G. (in press). Popular culture, pedagogy, and urban youth: Beyond silencedvoices. In M. Fine & L. Weis (Eds.), Beyond silenced voices: Class, race, and gender inUnited States schools (2 nd ed.). Albany, NY: SUNY Press.Dimitriadis, G., & Kamberelis, G. (in press). Focus groups: Strategic articulations ofpedagogy, politics, and inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbookof qualitative research (3 rd ed.). Thousand Oaks, CA: Sage.Greg Dimitriadis (ELP)Lois Weis (ELP)Dimitriadis, G., & Weis, L. (in press). Multi-sited ethnographic approaches in urbaneducation today. In J. Kincheloe, P. Anderson, K. Rose, D. Griffith, & K. Hayes(Eds.), Urban education: An encyclopedia. Westport, CT: Greenwood Press.Lois Weis (ELP)Weis, L. & Fine, M. (2003). For whom: Qualitative research representations and socialresponsibilities. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitativeresearch: Theories and issues (2 nd ed.). Thousand Oaks, CA: Sage.Weis, L. (2004). Revisiting a 1980s ‘moment of critique’: Class, gender and the neweconomy. In N. Dolby, G. Dimitriadis, & P. Willis (Eds.), Learning to labor in newtimes. New York: RoutledgeFalmer.Weis, L., Fine, M., & Roberts, R. (2004). Domestic violence: At the intersections of race,class and gender in the U.S. In I. Dupont (Ed.), Multicultural perspectives on domesticviolence in the United States: An anthology. New York: RoutledgeFalmer.
ARTICLES2Karen Bordonaro (LAI doctoral student)Bordonaro, K. (2003). Perceptions of technology and manifestations of language learnerautonomy. Computer-Assisted Language Learning Electronic Journal, 5 (1).(www.clec.ritsumei.ac.jp/english/callejonline/8-1/bordonaro.html)Doug Clements (LAI)Clements, D. H. (2004). It’s not all in the numbers: Nurturing your child’s mathematicalmind. Parent and Preschooler Newsletter, 19 (2), 1-3.Doug Clements (LAI)Julie Sarama (LAI)Clements, D. H., & Sarama, J. (2004). Building Blocks for early childhood mathematics.Early Childhood Research Quarterly, 19, 181-189.Clements, D. H., & Sarama, J. (2004). Mathematics everywhere, every time. TeachingChildren Mathematics, 10, 421-426.Catherine Cook-Cottone (CSEP)Cook-Cottone, C. P. (2004). Childhood posttraumatic stress disorder: Symptomatology,treatment, and school reintegration. School Psychology Review, 33,127-139.Greg Dimitriadis (ELP)Dimitriadis, G. (in press). The situation complex: Revisiting Frederic Thrasher’s The Gang:A study of 1,313 gangs in Chicago. Cultural Studies/Critical Methodologies.Ron Gentile (CSEP)Verdinelli, S., & Gentile, J. R. (2003). Changes in teaching philosophies among in-serviceteachers after experiencing mastery learning. Action in Teacher Education, 25 (2), 56-66.Lauri Johnson (ELP)Johnson, L. (summer 2004). A generation of women activists: African American femaleeducators in Harlem in the 1930s and 1940s. Journal of African American History.Jaekyung Lee (CSEP)Lee, J. (2003). Evaluating rural progress in mathematics achievement: Threats to the validityof “Adequate Yearly Progress.” Journal of Research in Rural Education, 18 (2), 67-77.Lee, J. (2004). How feasible is Adequate Yearly Progress (AYP)? Simulations of school AYP“Uniform Averaging” and “Safe Harbor” under the No Child Left Behind Act.Educational Policy Analysis Archives, 12 (14). (http://epaa.asu.edu/epaa/v12n14/)Lee, J. (2004). Multiple facets of inequity in racial and ethnic achievement gaps. PeabodyJournal of Education, 79 (2), 51-73.Deborah Moore-Russo (LAI)Cortes-Figueroa, J. E., & Moore-Russo, D. A. (2004). Promoting graphical thinking:Using temperature and a graphing calculator to teach kinetics concepts. Journal ofChemical Education, 81 (1), 69-71.
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