|
SELECTED PUBLICATIONS
Megan Deiger
Ottati, V.C., & Deiger, M. (2002). Visual cues and the candidate evaluation process. In V. Ottati, R.S. Tindale, J. Edwards, F. B. Bryant, L. Heath, D.C. O'Connell, Y. Suarez-Balcazar, & E.J. Posavac, (Eds.), The Social Psychology of Politics. New York: Plenum Press.
Ottati, V.C., Wyer, R.S., & Deiger, M.E. (2002). The psychological determinants of candidate evaluation and voting preference. In V. Ottati, R.S. Tindale, J. Edwards, F. B. Bryant, L. Heath, D.C. O'Connell, Y. Suarez-Balcazar, & E.J. Posavac, (Eds.), The Social Psychology of Politics. New York: Plenum Press.
Carol Fendt
Smylie, M.A.; Bennet, A.; Konkol, P.; Fendt, C.R. (2005). What do we know about developing school leaders? A look at existing research and next steps for new study. In W. Firestone & C. Riehl (Eds.), A New Agenda for Research in Educational Leadership. New York: Teachers College Press.
Luppescu, S., Hart, H., Fendt, C.,Yahng, H., & Sweeney, R.E. (2003). Archdiocese of Chicago Schools Survey. Chicago: Consortium on Chicago School Research.
Smylie, M., and Wenzel., S. with Allensworth, E., Fendt, C.R., Hallman, S.R., Luppescu, S., & Nagaoaka, J. (2003). The Chicago Annenberg Challenge: Successes, Failures and Lessons for the Future. Final technical report of the Chicago Annenberg Research Project. Chicago: Consortium on Chicago School Research.
Wenzel, S.A., Fendt, C.R., Nagaoka, J.Morria, L. & Billings. S. J. (2002). Documentation of the 1996-2002 Chicago Annenberg Research Project on Authentic Intellectual Demand Exhibited in Assignments and Student Work: A technical Process Manual. Chicago: Consortium on Chicago School Research.
Rodney Harris
Smylie, M.A., Allenworth, E., Greenberg, R.C., Harris, R., & Luppescue, S. (2001).Teacher professional development in Chicago: Supporting effective practice. Chicago: Consortium on Chicago School Research.
Janise Hurtig
Books
Hurtig, J. (2008). Coming of age in times of crisis: Youth, schooling and patriarchy in a Venezuelan town. New York: Palgrave Macmillan, 2008.
Montoya, R., L.J. Frazier, & J. Hurtig, Eds. (2002). Gender's place: Feminist anthropologies of Latin America. New York: Palgrave MacMillan.
Journal Special Issues
Ramsey, Brinton & J. Hurtig, eds. (2008) Special Issue: Exploring Anthropological Approaches to School Reform. Practicing Anthropology 30(2).
Articles
Hurtig, J. (2008) Community writing, participatory research, and an anthropological sensibility. Anthropology and Education Quarterly, vol. 39(1):92-106.
Hurtig, J. (2005). Mexican mothers retelling the city: Stories from the 'parents as writers' workshop. Special issue: Revisiting the city: The negotiation of urban space in Chicago," City and Society vol. 17(2): 235-265.
Hurtig, J. & Montoya, R. (2005) Women's political lives in Latin America: Reconfiguring terrains of theory, history, and practice. Review Essay. Latin American Research Review, 40(1). Book chapters
Hurtig, J. (2005). Resisting assimilation: Mexican immigrant mothers writing together. In M. Farr (Ed.), Latino Language and Literacy in Ethnolinguistic Chicago. NJ: Lawrence Erlbaum Publishers.
Foley, D., B. Levinson, B., & J. Hurtig. (2001). Anthropology goes inside: The new educational ethnography of ethnicity and gender. In W. Secada (Vol. Ed.), Review of Research in Education annual volume. Washington, DC: AERA.
Adams, H., & J. Hurtig. (2001). Creative Acts, Critical Insights: Adult Writing Workshops in Two Chicago Neighborhoods. In E. Auerbach (Ed.), Case Studies in Community Partnerships. Alexandria, VA: TESOL.
Evaluation Guides
Zimmermann, K., J. Hurtig & E. Small (2003) “Tools of the Trade: A CWIT Guide to Participatory Evaluation.” (Published by Chicago Women in Trades and the Center for Research on Women and Gender, UIC). http://www.uic.edu/depts/crwg/cwitguide.shtml.
Esther Mosak
Mosak, E. (2006). Sentencing alternatives for youth courts: The restorative justice approach. Technical Assistance Bulletin No. 28. Chicago: American Bar Association Division of Public Education.
Chou, V., and Mosak, E. (2005). Violence as a factor in the lives of urban youth: A response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana. In J. Flood & P.Anders (Eds.), Literacy Development of Students in Urban Schools: Research and Policy. Newark, Delaware: International Reading Association.
Wasley, P.A., Fine, M., Gladden, R.M., Holland, N.E., King, S.P., Mosak, E. & Powell, L.C. (2000). Small Schools, Great Strides: A Study of New Small Schools in Chicago. New York: Bank Street College of Education.
Keith Sturges
Harry, B., Arnaiz, P., Kilingner, J., & Sturges, J. (2008). Schooling and the construction of identify among minority students in Spain and the United States. Journal of Special Education.
Mullooly, J. & Sturges, K. (2008) What is applied educational anthropology?: Introducing a new TIG. Practicing Anthropology.
B. Harry, J. Klingner, E. Carmer, K. Sturges, & R. Moore (Eds.) (2007). Case Studies of Minority Student Placement in Special Education. New York: Teachers College Press.
Sturges, K., Cramer, E., Harry, B, Klingner, J. (2005). Desegregated but unequal: Some paradoxes of parent involvement at Bromden Elementary. International Journal of Educational Policy, Research, and Practice.
Harry, B., Sturges, K., & Klingner, J. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, vol. 34(2), 3-13.
Klingner, J., Sturges, K., and Harry, B. (2003). Conducting ethnographic classroom observations of literacy instruction. In S. Vaughn & K. Briggs (Eds.), Reading in the Classroom: Systems for Observing Teaching and Learning. Baltimore: Brookes Publishing.
B. Harry, Klingner, J., Sturges, K., & Moore, B. (2002). Of rocks and soft places: Using qualitative methods to investigate disproportionality. In D. J. Losen & G. Orfield (Eds.), Racial Inequity in Special Education. Cambridge: Harvard Education Publishing Group.
Stacy Wenzel
Smylie, M., Wenzel, S.A., & Fendt, C.R. (2003). Annenberg Challenge Initiatives: Chicago. In J. Murphy & A. Datnow (Eds.), Leadership for School Reform: Lessons from Comprehensive School Reform Designs. Thousand Oaks, CA: Corwin Press.
Smylie, M., &Wenzel., with Allensworth, E., Fendt, C.R., Hallman, S.R., Luppescu, S., & Nagaoaka, J. (2003). The Chicago Annenberg Challenge: Successes, Failures and Lessons for the Future. Final technical report of the Chicago Annenberg Research Project. Chicago: Consortium on Chicago School Research.
Wenzel, S.A., Fendt, C.R., Nagaoka, J. Morria, L. & Billings. S.J. (2002). Documentation of the 1996-2002 Chicago Annenberg Research Project on authentic intellectual demand exhibited in assignments and student work: A technical process manual. Chicago: Consortium on Chicago School Research.
|
|