Publications

BU Wheelock Scholarly Accomplishments March 2025

BU Wheelock presents the following faculty publications, presentations, and awards for March 2025.

Books and Book Chapters

Anna Lim

Lim, A. (2024). Immigrant deaf students of color: On the axes of accommodation, acculturation, and racialization. In C. M. Leider, C. L. Dobbs, & E. Nerlino (Eds.), Preparing antiracist teachers: Fostering antiracism and equity in teacher preparation. Taylor and Francis. DOI: 10.4324/9781032685090-11

Catherine Ritz

Ritz, C., & Travers, M. (2024). Proficiency-based instruction: Teaching grammar for proficiency. ACTFL. https://www.ipgbook.com/proficiency-based-instruction-products-9781961332119.php

Articles

Jennifer Altavilla-Giordano

Altavilla‐Giordano, J., & Monley, N. (2025). How teachers’ beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner. TESOL Journal, 16(1), e890. https://doi.org/10.1002/tesj.890

Joshua Goodman

Smith, J., Goodman, J., & Hurwitz, M. (2025a). The economic impact of access to public four-year colleges. Journal of Human Resources, 60(1). https://doi.org/10.3368/jhr.0324-13461r2  

Davena Jackson and Kate Frankel

Jackson, D., Johnson, W. F., Frankel, K. K., & Houston‐King, A. (2025). Preserving integrative and humanizing literacies: A commentary on the current literacy debates and the narrowing of literacy instruction. Reading Research Quarterly, 60(1).

Nathan Jones and Marcus Winters

Jones, N., Kaler, L., Markham, J., Senese, J., & Winters, M. A. (2025). Service delivery models: Impacts for students with and without disabilities. Educational Researcher, 0(0). https://doi.org/10.3102/0013189X251316269

Yasko Kanno

Kanno, Y., Leider, C., Li, K., David, N., & Chen, E. (2025). High schools’ role in promoting equity for multilingual learners’ access to college. TESOL Quarterly [Online First]. https://doi.org/10.1002/tesq.3378 https://onlinelibrary.wiley.com/doi/10.1002/tesq.3378

Rob Martinelle

Martell, C., Martinelle, R., Chalmers-Curren, J. P. (2025). Barriers and pathways to enacting justice-oriented social studies: A longitudinal study of novice teachers in urban contexts. Urban Education, 60(4), 1124-1153. https://doi.org/10.1177/00420859231170638

Zachary Rossetti

Rossetti, Z. (2025). “Not sure how to approach them the right way”: Nondisabled students’ perspectives on friendship. Remedial and Special Education, 46(1), 66-78. https://doi.org/10.1177/07419325231221215

Ariel Tichnor-Wagner and Olivia Chi

Tichnor-Wagner, A., Bacher-Hicks, A., & Chi, O. L. (2025). Motivations to enter the teaching profession during the COVID-19 pandemic: Insights from emergency license holders in Massachusetts. Teaching and Teacher Education, 158, 104968. https://doi.org/10.1016/j.tate.2025.104968   

Eli Tucker-Raymond

Wright, C., Harbison, M., Tucker‐Raymond, E., Edouard, K., Meehan, S., Cameron, T., & Schafer, G. (2025). Racialized spatial imaginaries: Authoring an elementary school teacher of engineering identity. Science Education, 109(1), 157-177. https://onlinelibrary.wiley.com/doi/full/10.1002/sce.21887

Presentations

Anna Lim

Lim, A. (2024, October 25–27). Patterns WHAT: The colorful mosaic of the experiences of immigrant deaf students of color [Conference presentation]. California Educators of the Deaf (CAL-ED) Conference, La Jolla, CA, United States. https://www.cal-ed.org/conference

Meghan Shaughnessy

Shaughnessy, M., Boerst, T., & DeFino, R. (2025, February). Teaching simulations as formative assessments: Generating validity evidence related to the test content [Conference presentation]. 14th Congress of the European Society for Research in Mathematics Education (CERME14), Bozen-Bolzano, Italy.

Publications

Mary Churchill

American Council on Education. (2025). Preparing for a presidential or executive-level search: A guide for women in leadership. https://www.acenet.edu/Documents/Preparing-for-Presidential-Search-Guide.pdf

New Grants

Stephanie Curenton

Learnings about the Process and Sense-making of Power, Collaboration, and Narrative Change in the Reimagining Child Care Ecosystem (Wave 2 Evaluation), January 1, 2025–December 31, 2026.

COMPASS: Evaluations of Competency-Based Approaches to Support the Infant and Toddler Workforce. September 28, 2024–September 27, 2029. Funder: Mathematica.