Please consider publishing your next book as part of the new Early Childhood Education Assembly book series with Information Age Press edited by Vivian Vasquez
The Early Childhood Education Assembly publishes an annual electronic journal Perspectives and Provocations. For more information on previous print issues or a listing of articles published in this format, please contact former editor Vivian Vasquez.
The Early Childhood Education Assembly publishes a biannual newsletter. As part of the ECEA newsletter, the Affirmative Action Committee has created a section to highlight and share the work early childhood educators are doing to honor the diverse cultural and linguistic resources of young children. We would like to invite the ECEA community to write to us and share--through a short essay, pictures, quotes, poetry, etc--the work of children, teachers and/or teacher educators in supporting social justice, equity and diversity. If interested, please contact Ranita Cheruvu. .
Books by ECEA Members
Citations for ECEA Members
Donnelly, A., Ellerbe, M., Keel, M., King, K., & Myers, M. (2014). Building on children’s worlds: Shifting instructional focus. Language Arts, 91(6), 436-442.
Dooley, C. M, Calandra, B., & Harmon, S. (2014). “Reading response in a virtual world: Pre-service teachers experience Second Life.” Journal of Digital Learning in Teacher Education, 30(4), 121-130.DOI 10.1080/21532974.2014.927212 (Also available online http://www.tandfonline.com/eprint/JAsVGqNeHAr5UDPtehaq/full )
Dooley, C. M., & Mays, L. C. (2014). “Literacy teachers engage in service-learning via community organization involvement.” The Teacher Educator, 49, 44-60. DOI 10.1080/08878730.2013.848003 French-Lee, S, & Dooley, C. M. (2014). A qualitative study of early childhood educators’ ethical understandings. Early Childhood Education Journal, 42(2), 125-132. Doi: 10.1007/s10643-014-0659-0
Jones, S., Thiel, J., Brown, T., Davila, D., Pittard, E., Snow, M., Woglom, J., & Zhou, X.(2016). Bodies, space and the politics of childhood: Drawing on childhood geographies to make sense of the political acts of educational research and practice. American Educational Research Journal 53(4), pp. 1126-1158.
Kuby, C.R. (2013). Critical literacy in the early childhood classroom: Unpacking histories, unlearning privilege. New York: Teachers College Press. Language and Literacy series.
Kuby, C.R., & Vaughn, M. (in press). Young children’s identities becoming: Exploring agency in the creation of multimodal literacies. Journal of Early Childhood Literacy.
Kuby, C.R., Gutshall, T.L., & Kirchhofer, J.M. (in press). “Go Be a Writer”: Intra-activity with materials, time, and space in literacy learning. Journal of Early Childhood Literacy.
Medina, C. L., & Wohlwend, K. E. (2014). Literacy, play, and globalization: Converging imaginaries in children's critical and cultural performances. New York: Routledge.
Miller, E. T. (2014): Discourses of whiteness and blackness: An ethnographic study of three young children learning to be white, Ethnography and Education, DOI:10.1080/17457823.2014.960437
Myers, M. (2013). Finding common concerns for the children we share. Phi Delta Kappan, 94(8), 40-42.
Nash, K. T., & Miller, E. T. (2014) Reifying and Resisting Racism from Early Childhood to Young Adulthood. The Urban Review, 1-25. DOI: 10.1007/s11256-014-0314-5
Sánchez, L. (2013). Fostering wideawakeness: Third grade children researching their community. In J. Landsman & P. Gorski (Eds.), The poverty and education reader: A call for equity in many voices (pp. 183-194). Sterling, VA: Stylus Publishing, LLC.
Sánchez, L. (2013). Transforming writing through multimodal explorations. In R. Meyers & K. Whitmore (Eds.), Reclaiming writing. Teachers, students, and researchers regaining spaces for thinking and action. New York, NY: Routledge.
Stenhouse, V., Dooley, C. M., & Feinberg, J. R. (2013). Tensions as catalysts for transformation: Multidisciplinary education faculty perceptions while implementing service-learning. In V. M. Jagla, J. A. Erickson, & A. Tinkler (Eds.), Transforming teacher education through service-learning, Advances in Service-Learning Research Series. Charlotte, NC: Information Age Publishing.
Thiel, J. (accepted). ‘A cool place where we make stuff’: Co-curating relational spaces of muchness. In Schulte, C. & Thompson, T. (Eds.) Communities of Practice: Art, Play, and Aesthetics in Early Childhood.
Thiel, J. (2015). ‘Bumblebee’s in trouble!’ Embodied literacies during imaginative superhero play. Language Arts 93(1), pp. 38-49.
Thiel, J. (2015). Vibrant matter: The intra-active role of objects in the construction of young children’s literacies. Literacy Research: Theory, Method and Practice. (Awarded the 2014 LRA Outstanding Student Research Award)
Thiel, J. (2014). Privileged play: The risky business of language in the primary and elementary classroom. Perspectives and Provocations in Early Childhood Education (4)1.
Vasquez, V. (2014). Negotiating Critical Literacies with Young Children 10th Anniversary Edition. New York: Routledge-LEA.
Vasquez, V. (2014). So the Boys Won’t Bother Us: A Kindergarten Student as Researcher. Language Arts. 91(1), 52-58.
Vasquez, V. (2014). Critical Literacy and Technology. Council Chronicle. March 2014, 28-29.
Vasquez, V. & Felderman, C. (2013). Technology and Critical Literacy in Early Childhood. New York, N.Y.: Routledge Press.
Vasquez, V., and Felderman, C. (2013). What’s New in Critical Literacy? In Wood, K., Paratore, J., Kissel, B. and McCormack, R. (Series Eds) International Reading Association’s What’s New Series. Newark, DE: International Reading Association. E-pub.
Volk. D. (2014). An interview with Heidi Mills and Tim O’Keefe, NCTE’s 2014 Outstanding Educators of the Year. Language Arts 92(2), 123-130.
Wohlwend, K. E., Buchholz, B. A., Wessel-Powell, C., Coggin, L. S., & Husbye, N. E. (2013). Literacy playshop: New literacies, popular media, and play in the early childhood classroom. New York: Teachers College Press.
Wohlwend, K. E. (2013). Play, literacy, and the converging cultures of childhood. In J. Larson & J. Marsh (Eds.), The Sage Handbook of Early Childhood Literacy (2nd ed., pp. 80-95). London: Sage.
Wohlwend, K. E. (2014). Mediated discourse analysis: Tracking discourse in action. In P. Albers, T. Holbrook & A. S. Flint (Eds.), New methods in literacy research (pp. 56-69). New York: Routledge.
Wohlwend, K. E. (2013). Constructing the child at play: From the schooled child to the technotoddler and back again. In V. M. Vasquez, J. W. Wood & C. Felderman (Eds.), Perspectives and provocations in early childhood education [National Council of Teacher of English Early Childhood Assembly Yearbook] (Vol. 2). Charlotte, NC: Information Age.
Wohlwend, K. E. (2013). Playing Star Wars under the (teacher’s) radar: Detecting kindergartners’ action texts and embodied literacies In V. M. Vasquez & J. W. Wood (Eds.), Perspectives and provocations in early childhood education [National Council of Teacher of English Early Childhood Assembly Yearbook] (pp. 105-115). Charlotte, NC: Information Age.
Wohlwend, K. E., & Buchholz, B. A. (2014). Making paper pterodactyls and Popsicle sticks: Expanding school literacy through filmmaking and toymaking. In C. Burnett, G. Merchant, J. Rowsell & J. Davies (Eds.), New literacies around the globe: Policy and pedagogy (pp. 33-49). London: Sage.
Wohlwend, K. E., & Medina, C. L. (2014). Producing cultural imaginaries in the playshop. In K. F. Whitmore & R. J. Meyer (Eds.), Reclaiming writing: Composing spaces for identities, relationships, and actions (pp. 198-209). New York: Routledge.
Wohlwend, K. E., & Kargin, T. (2013). “Cause I know how to get friends--plus they like my dancing”: (L)earning the nexus of practice in Club Penguin. In A. Burke & J. Marsh (Eds.), Children's virtual play worlds: Culture, learning and participation (pp. 79-98). Oxford: Peter Lang.
Wohlwend, K. E., & Peppler, K. A. (2013). Designing with pink technologies and Barbie transmedia. In F. McArdle & G. M. Boldt (Eds.), Young children, pedagogy, and the arts: Ways of seeing (pp. 129-145). London: Routledge.
Zapata, A., & Maloch, B. (2014). “Calling Ms. Frizzle”: Sharing Information Texts in the Elementary Classroom. Journal of Children’s Literature.
Zapata, A. (2014). Examining the multimodal and multilingual composition resources of young Latino picture book makers. In Dunston, L. B. Gambrell, S.K. Fullerton, V.R. Gillis, K. Headley, & P.M. Stecker (Eds), 62nd Yearbook of the Literacy Research Association, Oak Creek: WI.