Cho, E. K. (2015). Pathways to early childhood teacher preparation. In L. Couse, & S. Recchia (Eds.), Handbook of Early Childhood Teacher Education (pp. 165-180). Routledge. Retrieved from https://www.routledge.com/
Cho, E., & Abramovich, S. (2015). Using digital technology for problem posing. In F. M. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical Problem Posing: From Research to Effective Practice (pp. 71-102). New York: Springer. Retrieved from https://www.springer.com/us
Cho, E. (2015). Developing leadership competence in early childhood educators. New Waves : Educational Research & Development, 18(2), 53-56.
Abramovich, S., & Cho, E. (2013). Technology and the creation of challenging problems. Mathematics Competitions, 26(2), 10-20. Retrieved from http://www.wfnmc.org/
Abramovich, S., & Cho, E. (2012). Technology-enabled mathematical problem posing as modeling. Journal of Mathematical Modeling and Application, 1(6), 22-32.
Abramovich, S., & Cho, E. K. (2009). Mathematics, computers, and young children as a research-oriented learning environment for a teacher candidate. Asia Pacific Education Review, 10(2), 247-259. doi:10.1007/s12564-009-9015-2
Cho, E. K., & Couse, L. J. (2008). Early Childhood Teacher Policy in the United States: Continuing Issues, Overcoming Barriers, and Envisioning the Future. International Journal of Child Care and Education Policy, 2(2), 15-30. doi:10.1007/2288-6729-2-2-15
Cho, E. K., & Shin, S. (2008). Survival, Adjustment, and Acculturation of Newly Immigrated Families With School-Age Children: Cases of Four Korean Families. Diaspora, Indigenous, and Minority Education, 2(1), 4-24. doi:10.1080/15595690701752351