Research

Scholarship in Equity, Diversity and Inclusion
2016 to present

Hambacher, E., Silva, B. & Morelli, G. (2020). “There was complete silence”: Reflections on teacher preparation for social justice education in a predominantly white community. Multicultural Perspectives, 22(4), 201-209. https://doi.org/10.1080/15210960.2020.1845175

Frenkiewich, J. , Onosko, J. J. (2020). Public Schools At-Risk: Examining a Century of U.S. Media Coverage of "Unsatisfactory Student Performance" and the Rise of School Privatization. Democracy and Education, 28 (2), Article 2. Available at: https://democracyeducationjournal.org/home/vol28/iss2/2 

Roegman, R., Reagan, E.M., Goodwin, A.L., Chen Lee, C. & Vernikoff, L. (2020). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts, International Journal of Qualitative Studies in Education https://doi.org/10.1080/09518398.2020.1735557 

Salvio, Paula M. (2020). “Palimpsestic Pedagogies: Mapping Fascist Violence Against Children from Mussolini’s Dictatorship to Present Day Italy.” Journal of Curriculum Inquiry. Issue 50 (4).  

Hambacher, E. & Silva, B., Panelist. “Conversations About Race with Young Children,” New Hampshire National Public Radio, The Exchange, June 22, 2020. https://www.nhpr.org/post/conversations-about-race-young-children 

Salvio, Paula M. (March, 2020). “Notes on Guarding the Historical Referent of Mussolini’s Racial Laws in an Era of Totalitarianism.” Philosophy of Education Society, Pittsburgh, PA. 

Sharkey, J. (2020). The word jail and sneaky E: racist ideologies in monolingual literacy instruction. NH Educators of English Learners, NH Dept of Education, August 6, 2020. 

Hambacher, E. & Ginn, K. (2020). Race-visible teacher education: A review of the literature from 2002-2018. Journal of Teacher Education. https://doi.org/10.1177/0022487120948045.

Salvio, Paula M. & Taubman, Peter M. (2020). “Waking Up and Dreaming the Future: Reflections on the Art of James Baldwin, Carrie-Mae Weems and the Impossibility of Teacher Education.” Journal of Curriculum Theorizing, Spring, 2021.

Lee, J. C. (2019, October). “The Drop-out Dilemma: Evaluating Factors Related to Persistence of Low-Income Students in STEM Majors.” Paper accepted at the Annual Meeting of the Northeastern Educational Research Association. Trumbull, CT. 

Coppens, A. D. (2019). Cultural Research and Teacher Education. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1–7). Springer Singapore. https://doi.org/10.1007/978-981-13-1179-6_368-1 

Salvio, Paula M.  (2018). “Children of the Massacre: Italy’s Non-Violent Tactics Against Mafia Violence.” University  of British Columbia. 

Salvio, Paula M. (October, 2018). “Crime That Pays: Mafia Capitalism, Public Education, and the Liberal Arts.” Lindberg Lecture, University of New Hampshire.

Hambacher, E. (2017). Resisting punitive discipline: Perspectives and practices of exemplary urban elementary teachers. International Journal of Qualitative Studies in Education, 31(2), 102-118.

Low, Bronwen, Brushwood Rose, Chloe, Salvio, Paula M. (2017). “Toward a Pedagogy of Listening”   Provoking  Curriculum Conference, McGill University, Montreal, Ca.

Rogoff, B., Coppens, A. D., Alcalá, L., Aceves-Azuara, I., Ruvalcaba, O., López, A., & Dayton, A. (2017). Noticing learners’ strengths through cultural research. Perspectives on Psychological Science, 12(5), 876888. https://doi.org/10.1177/1745691617718355

Salvio, Paula M. (Fall, 2017). The Story-Takers: Public Pedagogy, Transitional Justice and Italy’s Non-Violent Protest Against the Mafia. University of Toronto Press.

Hambacher, E. & Bondy, E. (2016). Creating communities of culturally relevant critical teacher care. Action in Teacher Education, 38(4), 327-343.

Bondy, E. & Hambacher, E. (2016). Let care shine through. Educational Leadership, 74(1), 50-54.

Low, Bronwen, Brushwood Rose, Chloe and Salvio, Paula M. (2016). Community-Based Media Pedagogies: Relational Practices of Listening in the Commons. New York: Routledge Press.

Hambacher, E., Acosta, M., Bondy, E., & Ross, D. D. (2016). Elementary preservice teachers as warm demanders in an African American school. The Urban Review, 42(2), 175-197.

Current Funded Research Projects

EC-SEAT Project - Leslie Couse and Eun Kyeong Cho (US Department of Education Office of Special Education funded)
Project Blog: http://ecseat.blogspot.com
Federal funding for this project has concluded.The opportunity to study Early Childhood Special Education and Assistive Technology is still available. 

UNH Teacher Residency for Rural Education (UNH-TRRE) - Leslie Couse, Emilie Reagan and Tom Schram.  This is a 15-month graduate level program designed to prepare elementary and secondary STEM teachers to teach in rural New Hampshire communities.  Read full UNH Today article...

Policy Briefs

Brief #19-02: Removing Ineffective Educators
Brief #19-01: Does Dosage Matter
Brief #18-02: Mapping out the terrain_Evans and DeMitchell
Brief #18-01: Competency-Based Education
Brief #17-01: Confederate Symbols In Our Schools
Brief #16-01: Policy Short Takes October 2016
Brief #15-02: School Uniforms in New Hampshire Public Schools
Brief #15-01: Student Internet Speech
Brief #14-01: The School Uniform and Compelled Speech
Brief #13-01: Social Media and Teaching Interns
Brief #12-02: Constitutional Amendment
Brief #12-01: HB 542
Brief #11-04: Teacher Privacy and the Internet
Brief #11-03: Deliberate Indifference to the Sexual Abuse of Students
Brief #11-02: Student Free Speech
Brief #11-01: Student Outcomes
Brief #10-01: Canine Drug Searches of Student Possessions: Law and Policy
Brief #08-01: The Effects of Heterogenous Grouping of Middle School Math Students
Brief #06-01: Third Grade State Testing