Faculty Publications and Awards: July 2022 - June 2023
Books and Book Chapters
Davis, D.J., Lucas, T., Lim, Y., Robinson, L., Buena, A., Hamilton, A., Horn, A., James, M., Martinez, J., Meyers, K., Rakestraw, G., Ritter, N., & Santilli, M. (2022). More than just talking anti-oppression: The use of racial dialogue to combat intolerance in the classroom. In A. Akande, (Ed.). Handbook of racism, xenophobia, and populism: All forms of discrimination in the United States and around the globe. Springer.
Holmes, B. & Davis, D.J. (2022). A black mother’s view of education amidst the COVID
pandemic. In K. Fasching-Varner., C.E. Scott, S.M. Ladd, P.G. Schrader, S.T. Bickmore,
& M.C. Murray (Eds.), Corona chronicles 3.0: Learning to live and living to lead in
a post-COVID reality. DIO Press Inc.
https://www.diopress.com/product-page/corona-chronicles-3-0
Schaller, M. & Tetley, J. (2023). A faculty and staff guide on supporting sophomore
student success. In National Resource Center for First-year Experience and Students
in Transition. Stylus Publishing, LLC.
https://nrcfye.presswarehouse.com/browse/book/9781942072621/A-Faculty-and-Staff-Guide-on-Supporting-Sophomore-Student-Success
Articles in Academic Journals
Anglum, J. C. (2023). Separate and unequal in St. Louis? Strengths and limitations
of school-level funding data using a QuantCrit framework. Urban Education.
https://doi.org/10.1177/00420859231192082
Anglum, J. C., Diemer, A., Ecton, W. G., & Nguyen, T. D. (2023). We need to know more
about CTE teachers. Phi Delta Kappan, 104(6), 18-23.
https://doi.org/10.1177/00317217231161535
Buchheister, K. W., Jackson, C., & Taylor, C. E. (2023). Fostering cultural community wealth: Using community centered phenomena to develop paramount tasks. Science and Children, 60(4), 59-63.
Buehler, J. (2023). Voices of YA authors in the conversation about censorship. English Journal, 112(5), 64-70.
Burrola, A., Rohde-Collins, D., & Anglum, J. C. (2023). Conceptualizing rurality in education policy: Comparative evidence from Missouri. The Rural Educator, 44(3), 17-33. https://scholarsjunction.msstate.edu/ruraleducator/vol44/iss3/2/
Bush, S. B., Edelen, D., Roberts, T., Maiorca, C., Ivy, J., Cook, K., Tripp, L., Burton, M., Alameh, S., Jackson, C., Mohr-Schroeder, M. J., Schroeder, D. C., McCurdy, R. P., & Cox, R. Jr. (2022). Humanistic STE(A)M instruction through empathy: Leveraging design thinking to improve society. Pedagogies: An International Journal, https://doi.org/10.1080/1554480X.2022.2147937.
Davis, D.J., Aljafari, R., Alqahtani, A., Alroeshedy, W., Alwazzan, A., Cao, Y., Hardin, L., Luebbert, C., Wang, Z., & Fricke, V. (2022). An innovation in student learning and assessment: exploring concept mapping during the research process and beyond. The UWI Quality Education Forum, 26, 95-103.
Ivy, J., Mohr-Schroeder, M., Roberts, T., Bush, S.B., Jackson, C., Burton, M., Edelen,
D., & Maiorca, C. (2022). Discursive practices and the digital divide. Kappa Delta
Pi Record,
https://doi.org/10.1080/00228958.2022.2135651.
Jabbari, J., Anglum, J. C., Roll, S., & Hamilton, L. (2023). The Child Tax Credit,
educational investments, and the American dream: A moderated-mediation analysis. Socius,
9, 1-14.
https://doi.org/10.1177/23780231231181899
Jackson, C. (2022). The Three Rs. Mathematics Teacher: Learning & Teaching PK-12, 115(7), 454-455.
Jackson, C., Woolford Buchheister, K., & Taylor, C. E. (2022). A planning framework foregrounding equity in mathematics teaching and learning. Investigations in Mathematics Learning, https://doi.org/10.1080/19477503.2022.2150462.
Nash, B. L., Karkar Esperat, T. M., Pierce, K. M., Shimek, C. H., Rose, C. D., Ivanyuk,
L., & Fletcher, L. (2023). Investigating new literacies among teacher educators: A
multi-institution collaborative self-study. Literacy Research: Theory, Method, and
Practice, 72(1), 238-257.
https://doi.org/10.1177/23813377231179192
Nguyen, T. D., Anglum, J. C., & Crouch, M. (2023). The effects of school finance reforms
on teacher salary and turnover: Evidence from national data. AERA Open, 9(1), 1-17.
https://doi.org/10.1177/23328584231174447
Rhinesmith, E., Anglum, J. C., Park, A., & Burrola, A. (2023). Recruiting and retaining teachers in rural schools: A systematic review of the literature. Peabody Journal of Education, 98(4), 347-363. https://doi.org/10.1080/0161956X.2023.2238491
Roberts, T., Mairorca, C., Jackson, C., & Mohr-Schroeder, M. (2022). Integrated STEM as problem solving practices. Investigations in Mathematics Learning, https://doi.org/10.1080/19477503.2021.2024721
Taylor, C. E., Jackson, C., Buchheister, K. (2022). Planning paramount tasks from culturally rich literature. Mathematics Teacher: Learning and Teaching PK-12, 115(7), 502-506.
Welborn, J. (2022). Ensuring equity in school discipline: Operationalizing the Tools of Cultural Proficiency. Journal of Critical Issues in Educational Practices 12(1), 25-44.
Policy Briefs and Reports
Anglum, J. C., Manion, A., & Varkey, S. (2023, September 6) Partisan Policy Preferences to Improve Teacher Recruitment and Retention. Brookings Institution – Brown Center on Education Policy. https://www.brookings.edu/articles/partisan-policy-preferences-to-improve-teacher-recruitment-and-retention/
Commentary Pieces and Short Articles in Newsletters
Anglum, J. C. (2023, April 4). School shootings have been normalized as state leaders
hide from public opinion. St. Louis Post-Dispatch.
https://www.stltoday.com/opinion/columnists/anglum-school-shootings-have-been-normalized-as-state-leaders-hide-from-public-opinion/article_91665e3f-073b-537b-a640-228cb8339c60.html
Buehler, J. (2023, June 11). Speaking up for diverse books: Five rebuttals to the most common arguments for limiting students’ choices. St. Louis Post-Dispatch.
Ritter, G. (2023, September 19). The challenges of being a teacher in Missouri don’t outweigh the massive benefits. Missouri Independent.
Rohde-Collins, D., & Anglum, J. C. (2023, April 5). If the buck stops with school boards, consider paying the members: It could help with diversity and representation. Education Next. https://www.educationnext.org/if-the-buck-stops-with-school-boards-consider-paying-the-members/
Awards
Cameron Anglum, Ph.D., Christa Jackson, Ph.D., Takako Nomi, Ph.D., and Gary Ritter, Ph.D., were honored as SLU Research Institute Fellows (Fall 2022).
Jennifer Buehler, Ph.D., received the Spirit of the Billiken Award for Undergraduate Mentoring (2023).
Dannielle Davis, Ph.D., received the James H. Korn Scholarship of Teaching and Learning Award, Saint Louis University (2023).
Dannielle Davis, Ph.D., received the Ernest A. Calloway, Jr. Excellence in Teaching Award from the Society of African American Studies (May 2023).
Dannielle Davis, Ph.D., received the Jonathan Smith Faculty Appreciation Award, Saint Louis University, DICE (2023).
Dannielle Davis, Ph.D., received the Society for Science Advocate Award (2022-2023).
Dannielle Davis, Ph.D., received the Veteran Chaifetz Entrepreneurship Fellow Award, Saint Louis University (2022-2023).
Dannielle Davis, Ph.D., received a 4.0 Schools Tiny Fellows Award, honoring leaders with early-stage ideas reimagining education (2022).
Molly Schaller, Ph.D., was inducted into the American College Personnel Association (ACPA) College Student Educators International Diamond Honoree Class of 2023.
Jaime Welborn, Ph.D., received the Saint Louis University Leadership and Service Award for Faculty Excellence (2023).