Faculty Publications
Submissions from 2024
Letter writing as a Chicana/Latina healing tool: the affordances of a Critical Race Feminista Epistolary Praxis, Cindy R. Escobedo
Submissions from 2023
Critical race studies in qualitative research: a review and future directions, María C. Ledesma, Vanessa Johnson Ojeda, Shawn R. Coon, and Laurence Parker
Submissions from 2021
SOEs with SFE: Forwarding the Work of the Liberal Arts in Democratic Community, Jacquelyn R. Benchik-Osborne, Susan S. McDonough, and Brad J. Porfilio
Critical race quantitative intersectionality: A toiling movement-building paradigm that refuses to "let the numbers speak for themselves", Alejandro Covarrubias, Argelia Lara, Pedro Nava, and Rebeca Burciaga
The resilient women of color leaders: Narratives of black and brown leaders in P-16 settings, Noni Mendoza-Reis, Angela Louque, and Mei Yan Lu
Effects of figural and numerical presentation formats on growing pattern performance, Marta K. Mielicki, Charlies J. Fitzsimmons, Lauren H. Woodbury, Hannah Marshal, Dake Zhang, Ferdinand D. Rivera, and Clarissa A. Thompson
Predetermined accommodations with a standardized testing protocol: Examining two accommodation supports for developing fraction thinking in students with mathematical difficulties, Dake Zhang and F. D. Rivera
Submissions from 2020
Expectations for cross-ethnic inclusion by Asian American children and adolescents, Aline Hitti, Laura Elenbaas, Jee Young Noh, Michael T. Rizzo, Shelby Cooley, and Melanie Killen
From the Chalkboard to the Bank: Teaching Educational Leaders to be Effective Fundraisers, Michael T. Miller, Mei-Yan Lu, and G. David Gearhart
Submissions from 2017
Power of the Faculty: Consequences of No Confidence Votes for College Presidents, Daniel Nadler, Mei-Yan Lu Ph.D., and Michael Miller
Submissions from 2016
A Comparison of International Faculty Members’ Perceptions of Shared Governance, Mei-Yan Lu, Michael Miller, and Daniel Nadler
Submissions from 2013
Improving Principal Quality for Schools with English Learners: Reculturing Instructional Leadership [AERA Paper], Noni Reis and Barbara Flores
Submissions from 2011
Creating a Supportive Culture for Online Teaching: A Case Study of a Faculty Learning Community, Mei-Yan Lu, Ann Marie Todd, and Michael T. Miller
Why Are There So Few of Us? Counterstories From Women of Color in Faculty Governance Roles [AERA Paper], Noni Reis, Mei-Yan Lu, and Maria Eugenia Matute-Bianchi
Submissions from 2010
The study of teachers’ task values and self-efficacy on their commitment and effectiveness for technology-instruction integration, Chia-jung Lin and Mei-Yan Lu
Why Are There so Few of Us? Counterstories from Women of Color in Faculty Governance Roles, Noni Mendoza Reis and Mei-Yan Lu
Evaluation Study of C.A.R.E., the National Education Association's Culture, Abilities, Resilience, and Effort Professional Development Training, Noni Reis, Denise Alston, Linda Bacon, Brooke Whiting, and Sheila Simmons
Submissions from 2002
Barriers and Challenges to Serving to Serving Non-Traditional Students in E-Learning Environments, Michael T. Miller and Mei-Yan Lu
Submissions from 2000
Confronting Difficulties Associated with Pre-Service Teacher Preparation Technology Apprehension: a Case Study., J. Francisco Hidalgo, Michael T. Miller, and Mei-Yan Lu
Submissions from 1993
A Survey of Media and Instructional Technology Competencies Needed by Business, Industry, Health Professions, Agencies, Military Trainers, and Independent Contractors in Northern California, USA., John E. Morlan and Mei-Yan Lu
