Neal Strudler, a Curriculum & Instruction faculty member, recently published an article in the Journal of Computing in Teacher Education.  In the paper, Costs and Benefits of Electronic Portfolios in Teacher Education: Faculty Perspectives, Strudler and his co-author Keith Wetzel of Arizona State University, analyze the potential advantages and disadvantages of the use of electronic portfolios in preservice teacher education.

Curriculum & Instruction faculty member P.G. Schrader recently published an article in the Journal of Educational Multimedia and Hypermedia which addresses issues related to Internet navigation and learning.  In this paper, Schrader and his co-authors Kimberly Lawless, University of Illinois, Chicago and Hayley Mayall, Northern Illinois University describe how using a Model of Domain Learning might provide theoretical guidance to research on navigation in Web-based learning environments. The title of the article is The model of domain learning as a framework for understanding Internet navigation.

Dr. Shaoan Zhang, a new faculty member in the department has had a paper accepted by one of the top journals in teacher education, Teaching and Teacher Education (TATE). The paper titled Preservice and Inservice Teachers' Perceptions of Appropriateness of Teacher Self-Disclosure was coauthored by Drs. Qingmin Shi, Steve Tonelson, and Jack Robinson.

The current issue of Studies in Second Language Acquisition is a special issue on the topic Gesture and Second Language Acquisition: Towards an Integrated Approach. C&I professor Steve McCafferty is first editor along with Marianne Gullberg of the Max Planck Institute for Psycholinguistics. The journal Studies in Second Language Acquisition is a Cambridge University Press publication.

Drs. Liz Spalding’s and Jesus Garcia’s article, Infusing Holocaust Education into Teacher Education Through Experiential Learning was included in Paths to Teaching the Holocaust, a recently published book edited by Tibbi Duboys (Sense Publishers, 2008). The article describes the authors’ attempt at finding effective approaches to teaching the Holocaust and other genocides that included having students visit historic sites and interact with Polish citizens and Holocaust survivors who had first-hand knowledge of what Jews and others experienced at the hands of the Nazis and their collaborators.