Faculty Publications 1996 - 2018

2018

  • Boyle, H. and Ramos-Mattoussi, F. (August 29, 2018) Arab Barometer Report on Youth Nonformal Education in the Middle East and North Africa (MENA) Region. Technical Report commissioned by the University of Michigan, in combination with Northwestern University and the Salam Institute for Peace and Justice. USAID, Washington, DC. https://www.arabbarometer.org/publication/non-formal-education-in-the-mena-region/
  • Mekonnen, D., Fesmire, M., Barnes, A., Backman, S., Ramos-Mattoussi, F. (2018). Changing Teacher Educators’ Conceptions and Practices on Literacy Instruction: Lessons from Teacher Educators’ Professional Development Experiences in Ethiopia. In Pouezevara, S. R. (Ed.) (2018). Cultivating dynamic educators: Case studies in teacher behavior change in Africa and Asia. (RTI Press Publication No. BK-0022-1809). Research Triangle Park, NC: RTI Press. http://DOI: 10.3768/rtipress. 2018.bk.0022.1809. https://www.rti.org/rti-press-publication/cultivating-dynamic-educators
  • Milligan, J.; Fuentes, V.; Ramos-Mattoussi, F.; Paredes, C.; Arango, M. (April 2018) Community College Administrator Program (CCAP) with Selected Countries: Final Program Evaluation. Report Prepared for The Bureau of Educational and Cultural Affairs at the U.S. State Department under Cooperative Agreement S-ECAGD-14-CA-1165. Washington, DC.

  • Barnes, A., Zuilkowski, S. S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher. Teaching and Teacher Education, 70(Feb 2018), 1–11. https://doi.org/10.1016/j.tate.2017.11.004

2016

  • Ganley, C.M., Schoen, R.C., LaVenia, M., Tazaz, A., & Razzouk, R. (2016, April). Exploring relations between teacher math anxiety and other teacher characteristics. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

2015

  • Betancourt T.S., Zuilkowski S.S., Ravichandran A., Einhorn H., Arora N., Bhattacharya Chakravarty A., et al. (2015) Development of the SAFE Checklist Tool for Assessing Site-Level Threats to Child Protection: Use of Delphi Methods and Application to Two Sites in India. PLoS ONE 10(11): e0141222. doi:10.1371/journal.pone.0141222 http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0141222

  • Darabi, A., Arrastia-Lloyd, M. C., Nelson, W.D., Liang, X. & Farrell, J. (2015). Learning how the electron transport chain works: independent and interactive effects of instructional strategies and learners’ characteristics. Advances in Health Science Education, DOI 10.1007/s10459-015-9592-2.

  • Darabi, A. (2015). Learning in the defense sector with simulated systems. In J. Michael Spector (Ed.) The SAGE Encyclopedia of Educational Technology, SAGE Publications, Inc., Thousand Oaks, Print ISBN: 9781452258225, Online ISBN: 9781483346397.

  • LaVenia, M., Cohen-Vogel, L., & Lang, L.B. (2015). The Common Core State Standards Initiative: An event history analysis of state adoption. American Journal of Education, 121(2) 145–182.

  • Lee, J. & Zuilkowski, S.S. (2015). ‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia. Teaching and Teacher Education, 48, 117-128. doi:10.1016/j.tate.2015.02.008.

  • McCoy, D. C., Zuilkowski, S. S., & Fink, G. (2015). Poverty, physical stature, and cognitive skills: Mechanisms underlying children’s school enrollment in Zambia. Developmental Psychology, 51(5), 600-614.

  • Piper, B., & Zuilkowski, S. (2015). Assessing reading fluency in Kenya: Oral or silent assessment? International Review of Education, 61(2), 153-171. http://link.springer.com/article/10.1007/s11159-015-9470-4

  • Piper, B., & Zuilkowski, S.S. (2015). Teacher coaching in Kenya: Examining instructional support in public and nonformal schools. Teaching and Teacher Education, 47, 173-183. http://www.sciencedirect.com/science/article/pii/S0742051X15000025

  • Ramos-Mattoussi, F. & Caballero, V. (July 2015). External Evaluation of the Women’s Leadership Program in Paraguay: Evaluation Report. [174 p.] Higher Education for Development (HED), American Council on Education (ACE). USAID/DEC, Washington, DC. Retrieved from http://pdf.usaid.gov/pdf_docs/PA00KNGF.pdf

  • Tekkumru-Kisa, M. & Stein, M.K. (2015). Learning to see teaching in new ways: A foundation for maintaining cognitive demand. American Educational Research Journal 52(1), 105-136.

  • Tekkumru-Kisa, M., Stein, M.K., & Schunn, C. (2015). A framework of cognitive demand and content-practices integration: Task Analysis Guide in Science. Journal of Research in Science Teaching. 52(5), 659-685.

2014

  • Boyle, H.N. (2014). Between Secular Public Schools and Qur’anic Private Schools: The Growing Educational Presence of Malian Medersas. The Review of Faith &International Affairs, 12 (2), 16-26.

  • Boyle, H.N., Al Ajjawi, S. and Xiang, Y. (2014). Topical Analysis of Early Grade Reading Instruction. Washington, DC: Research Triangle Institute for USAID. EdData II Technical and Managerial Assistance, Task 15: Data for Education Programming in Asia and the Middle East EdData II Contract Number EHC-E-00-04-00004-00 Task Order Number AID-OAA-BC-11-00001 RTI Project No. 09354.015.

  • Champagne, Z., Schoen, R.C., & Riddell, C. (2014). Variations in Both Addends Unknown problems. Teaching Children Mathematics, 21 (2), 114–121.

  • Fink, G., & Zuilkowski, S.S. (2014). Measuring child development across cultures. In UNICEF (Ed.), State of the World’s Children 2015: Reimagine the future. New York: UNICEF. http://sowc2015.unicef.org/stories/innovations-in-assessment/

  • Lang, L.B., Schoen, R.C., LaVenia, M., & Oberlin, M. (2014, March). Mathematics Formative Assessment System–Common Core State Standards: A randomized field trial in Kindergarten and First Grade. Paper presented at the annual Spring conference of the Society for Research in Educational Effectiveness, Washington, DC.

  • Piper, B., Zuilkowski, S. S., & Mugenda, A. (2014). Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative. International Journal of Educational Development, 37, 11-21. http://www.sciencedirect.com/science/article/pii/S0738059314000145

  • Purpura, D. J., & Ganley, C. M. (2014). Working memory and language: Skill specific or domain general relations to mathematics? Journal of Experimental Child Psychology, 122, 104-121.

  • Ramos-Mattoussi, F.; Milligan, J.; Fesmire, M.; Kim, Y.S.; Amorim, E. (2014). Baseline Assessment of Preservice Teacher Education Programs at Colleges of Teacher Education in Ethiopia, Technical Report Produced by the Florida State University Team for Reading for Ethiopia’s Achievement Developed Technical Assistance Project (READ TA). RTI International: USAID-Ethiopia, 2014.

  • Razzouk, R., Dyehouse, M., Santone, A. & Carr, R. (2014). Plants v. pollutants: Bringing engineering design practices and real-world context to the science classroom. The Science Teacher, 81(9), 43-49.

  • Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Are schools shortchanging boys or girls? The answer rests on methods and assumptions: Reply to Card (2014) and Penner (2014). Developmental Psychology, 50(6), 1840-1844.

  • Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers’ gender-stereotypical ratings of mathematics proficiency may exacerbate early gender achievement gaps. Developmental Psychology, 50(4), 1262-1281.

  • Zuilkowski, S.S., & Betancourt, T.S. (2014). School persistence in the wake of war: Wartime experiences, reintegration supports, and dropout in Sierra Leone. Comparative Education Review, 58(3), 457-481. http://diginole.lib.fsu.edu/edlp_faculty_publications/15

  • Zuilkowski, S. S., & Jukes, M. C. H. (2014). Early childhood malaria prevention and children’s patterns of school leaving in the Gambia. British Journal of Educational Psychology, 84, 483-501.

  • Boyle, H. N., & Boukamhi, A. (contract). Islamic Education in Morocco. Manuscript under contract for publication, The Netherlands: Springer.

  • Piper, B., & Zuilkowski, S. S. (in press). The role of timing in assessing oral reading fluency and comprehension in Kenya. Language Testing.

  • Zuilkowski, S. S., & Alon, I. (in press). Promoting education for vulnerable children by supporting families: A holistic intervention in Uganda. Journal of Social Service Research.

2013

  • Lang, L. B., Schoen, R. C., LaVenia, M., Oberlin, M., & Robinson, M. (2013, April). K­–­3 mathematics formative assessment: Effects on teaching, learning, and the gender gap. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

  • Ramos-Mattoussi, F. & Milligan, J. (2013). Building Research and Teaching Capacity in Indonesia through International Collaboration. A Briefing Paper from IIE’s Center for International Partnerships. Copyright © 2013 Institute of International Education, Inc. http://www.iie.org/en/Research-and-Publications/Publications-and-Reports/IIE-Bookstore/Indonesia-Briefing-Paper-2013

2012

  • Raupp, M., & Ramos Mattoussi, F. (2012). Mid-term monitoring and evaluation of Alfalit’s literacy programs in Liberia, Mozambique, and Angola [140 p.] Special report. International Business and Technical Consultants, Inc. (IBTCI) Sponsoring Organization(s): USAID. Bur. for Africa, Development Experience Clearinghouse, PD-ACT-624). Washington, DC. Retrieved from http://pdf.usaid.gov/pdf_docs/PDACT624.pdf

  • Zuilkowski, S.S., Fink, G., Moucheraud, C., & Matafwali, B. (2012). Early childhood education, child development and school readiness: Evidence from Zambia. South African Journal of Childhood Education, 2(2), 117-136. http://diginole.lib.fsu.edu/edlp_faculty_publications/5/

  • Zuilkowski, S.S. & Jukes, M.C.H. (2012). The impact of education on sexual behavior in sub-Saharan Africa: A review of the evidence. AIDS Care, 24(5), 562-576. http://diginole.lib.fsu.edu/edlp_faculty_publications/6/

2011

  • Bu, L., & Schoen, R.C. (Eds.) (2011). Model-centered learning: Pathways to mathematical understanding using GeoGebra. Rotterdam: Sense Publishers.

  • Haciomeroglu, E.S., Bu, L., Schoen, R.C., & Hohenwarter, M. (2011). Prospective teachers’ experiences in developing lessons with dynamic mathematics software. International Journal for Technology in Mathematics Education, 18 (2), 71–82.

  • Lang, L. H., Hawthorne, H., Sakon, F., Reta, A., & Schoen, R. C. (2011). Examining the effects of a K–3 mathematics formative assessment system. In J. Novotna & H. Moraova (Eds.), International Symposium Elementary Maths Teaching: The Mathematical Knowledge Needed for Teaching in Elementary Schools (pp. 214–221).

  • Milligan, J. A., Stanfill, E., Widyanto, A., & Zhang, H. (2011). Philosophers Without Borders? Toward a Comparative Philosophy of Education. Educational Studies, 47, 50-70.

  • Schoen, R.C., Erbilgin, E., & Haciomeroglu, E.S. (2011). Analyzing the Next Generation Sunshine State Standards for mathematics: Is the state curriculum still a mile wide and an inch deep? Dimensions in Mathematics, 31 (1), 30–39.

2010

  • Milligan, J. A. (2010). The Prophet and the Engineer Meet Under the Mango Tree: Leadership, Education and Conflict in the Southern Philippines. Educational Policy, 24(1), 28-51.

  • Milligan, J. A., & Zhang, H. (2010). Self-Enlightenment in the Context of Radical Social Change: A Neo-Confucian Critique of John Dewey’s Conception of Intelligence. Journal of Thought, 45(1-2), 29-41. Retrieved from http://journalofthought.com/?page_id=347.

  • Ramos Mattoussi, F. (2010). Assessing the impact of short-term technical assistance and gender integration training implemented by international organizations in developing countries. In Virtual Conference on Methodology in Program Evaluation, September-December, 2010. School of Human and Community Development, University of the Witwatersrand, Johannesburg. Johannesburg, South Africa. Retrieved from http://wpeg.wits.ac.za

  • Schoen, R.C. (2010). Professional vision: Elementary school principals’ perceptions of mathematics instruction. Unpublished doctoral dissertation, Florida State University.

2009

  • Haciomeroglu, E.S., Bu, L., Schoen, R.C., & Hohenwarter, M. (2009). Learning to develop mathematics lessons with GeoGebra. MSOR Connections, 9 (2), 26–28.

  • Haciomeroglu, E.S., & Schoen, R.C. (2009). What does it mean to teach mathematics “in depth”? Dimensions in Mathematics, 29 (2), 20–24.

  • Milligan, J. A. (2009). Prophetic Pragmatism? Post-Conflict Educational Development in Aceh and Mindanao. Diaspora, Indigenous and Minority Education: An International Journal, 3(4), 245-259.

  • Merry, M., & Milligan, J. A. (2009). Complexities of Belonging in Democratic/Democratizing Societies: Islamic Identity, Ethnicity and Citizenship in the Netherlands and Aceh. Journal of Muslim Minority Affairs, 29(3), 311-323.

  • Ramos Mattoussi, F. (2009). Imaginary Pictures, Real Life Stories: The FotoDialogo Method. In Barbara Harrison (Ed.) (Ed.), Life Story Research in SAGE Benchmarks in Social Research Methods Series (pp. 337-375). London: SAGE Publications.

  • Ramos Mattoussi, F. (2009). The FotoDialogo Method: A new approach for making meaning and building dialogue in multicultural community settings. Saarbrucken, Germany: VDM Verlag Dr. Müller.

2008

  • Theresa S. Betancourt, Stephanie Simmons, Ivelina Borisova, Stephanie E. Brewer, Uzo Iweala, and Marie de la Soudière. “High Hopes, Grim Reality: Reintegration and the Education of Former Child Soldiers in Sierra Leone.” Comparative Education Review 52, no. 4 (2008): 565–587. doi: 10.1086/591298. http://diginole.lib.fsu.edu/edlp_faculty_publications/7/

  • Fernández, M.L., Schoen, R.C. (2008). Teaching and learning mathematics through hurricane tracking. Mathematics Teaching in the Middle School, 13(9), 500–512.

  • Haciomeroglu, E.S. & Schoen, R.C. (2008). Mathematical continuity: Identifying, exposing, and closing the gaps of understanding. Dimensions in Mathematics, 28 (1), 9–12.

  • Milligan, J. A. (2008). Islam and Educational Policy Reform in the Southern Philippines. Asia Pacific Journal of Education, 28(4), 369-381.

2007

  • Milligan, J. A. (2007). Pedagogical Fundamentalisms: Religion, Markets and the Discourse of Accountability in U.S. Educational Reform. Educational Awakenings, 4(1), 1-25.

  • Ramos Mattoussi, F. (2007). Imaginary pictures, real life stories: The FotoDialogo method. International Journal of Qualitative Studies in Education, 20 (2) March-April 2, 191-224. {ref}

  • Ramos Mattoussi, F. (2007). Life’s Structures and the Individual’s Voice: Making Sense of Women’s Words. In Mary Ann Maslak (Ed.), The structure and agency of women’s education. Albany: State University of New York Press. {ref}

  • Schoen, R.C. & Clark, J.T. (2007). Florida’s answer to “A Mile Wide and an Inch Deep:” Mathematics content standards that allow time for in-depth teaching and learning. Dimensions in Mathematics, 27(2), 6–12.

2006

  • Milligan, J. A. (2006). Gender and the Limits of Inclusion: Should Multiculturalism ‘Include’ Fundamentalisms? Manifest, 1(2), 89-96.

  • Milligan, J. A. (2006). Reclaiming an Ideal: The Islamization of Education in the Southern Philippines. Comparative Education Review, 50(3), 410-430.

  • Ramos Mattoussi, F. (2006). Helping Adult Learners Tell Their Stories Using Photo-Literature: The FotoDialogo Method. Electronic Magazine of Multicultural Education, 8(1), 1-17. Retrieved from  http://www.eastern.edu/publications/emme/2006spring/ramos.pdf. It can be accessed here.

2005

  • Milligan, J. A. (2005). Faith in School: Educational Policy Responses to Ethno-Religious Conflict in the Southern Philippines, 1935-1985. Journal of Southeast Asian Studies, 36(1), 67-86.

2003

  • Ramos Mattoussi, F., Nasser, I., Irvine Belson, S., O’Leary, C., & Gray, M. (2003). Data Collection Tool for the Rapid Assessment Project (RAP) for Iraqi Schools and Education. Creative Associates International, USAID-Iraq.

2002

  • Ramos Mattoussi, F. (2002). Needs Assessment for the Brazil Child Labor Education Initiative. (USDOL Technical Report, P.O. No. B9k22633), Washington, DC: Bureau of International Labor Affairs, U.S. Department of Labor.

2001

  • Ramos, F. (2001). Chameleon Career: The Education of an International Educator. Chalkboard, 10 (2), 2.

  • Ramos Mattoussi, F., Bolomey, A., Munoz-Lopez, R., & Ramirez-Garnica, G. (2001). Nosotras Viviremos. Las destrezas: A Capacity Building Training Manual for Working with Latina Farmworking Youth. 145 p. Boston, MA: National Coalition of Advocates for Students. ERIC ED 459145.

  • Ramos Mattoussi, F., Bolomey, A., Munoz-Lopez, R., & Ramirez-Garnica, G. (2001). Nosotras Viviremos. Los consejos: A Capacity Building Training Manual for Working with Latina Farmworking Mothers and Mentors of Girls. 138 p. Boston, MA: National Coalition of Advocates for Students. ERIC ED 459144.

1999

  • Milligan, J. A. (1999). Multiculturalism or ‘Second-Persons?’ An Alternative Approach to Teaching. Encounter: Education for Meaning and Social Justice, 12(3), 23-32.

  • Milligan, J. A. (1999). The Idolatry of Multicultural Education: A Prophetic Pragmatic Alternative? Multicultural Education, 6(3), 2-5.

  • Milligan, J. A. (1999). Love, Jazz and a Sense of the Holy: Conceptualizing the Teacher in Toni Morrison’s “Beloved”. Philosophy of Education, 368-376.

1998

  • Milligan, J. A. (1998). Critical Pedagogy: Responsible Teaching for the Rural Community College. Removing Vestiges: Research Based Strategies to Promote Inclusion, 1(1), 21-26.

1997

  • Milligan, J. A. (1997). Multiculturalism and Christian Fundamentalism: Strange Postmodern Bedfellows? Religion and Education, 24(2), 28-34.

  • Milligan, J. A. (1997). Teaching at the Crossroads of Faith and School: The Teacher as Prophetic Pragmatist. Philosophy of Education, 47-56.

1996

  • Milligan, J. A. (1996). Religion, Public Education and Dewey’s Call for an ‘Intelligent’ Theory of Education. Educational Foundations, 10(3), 69-83.

  • Milligan, J. A. (1996). Multiculturalism and the Religious Right: Is Dialogue Possible? Journal of Thought, 31(1), 45-54.