• The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty 

  Reybold, L. Earle (SciEdu Press, 2014-04-28)

  What does it mean to ‘be’ an ethical faculty member? A number of scholars point to legal and moral issues, aligning ethics with professional codes and regulated by institutional policy. From this perspective, being ethical ...
• Effect of compensatory acceleration training in combination with accommodating resistance on upper body strength in collegiate athletes 

  Jones, Margaret T. (Dove Medical Press Lmtd., 2014-08-04)

  Purpose: To determine the impact of inclusion of a band or chain compensatory acceleration training (CAT), in a 5-week training phase, on maximal upper body strength during a 14-week off-season strength and conditioning ...
• A Novel Application of Musculoskeletal Ultrasound Imaging 

  Eranki, Avinash; Cortes, Nelson; Ferenček3, Zrinka Gregurić; Siddhartha, Sikdar (Journal of Visualized Experiments, 2013-09)

  Ultrasound is an attractive modality for imaging muscle and tendon motion during dynamic tasks and can provide a complementary methodological approach for biomechanical studies in a clinical or laboratory setting. Towards ...
• Understanding Electronic Medical Record Adoption in the United States: Communication and Sociocultural Perspectives 

  Nambisan, Priya; Kreps, Gary L.; Polit, Stan (JMIR Publications, 2013-03-26)

  Background: This paper adopts a communication and sociocultural perspective to analyze the factors behind the lag in electronic medical record (EMR) adoption in the United States. Much of the extant research on this topic ...
• Teachers' Discoveries of Their Cultural Realms: Untangling the Web of Cultural Identity 

  Ndura, Elavie (Lawrence Erlbaum Assoc, 2004)

  Educators need to explore and understand their own cultural identities before they can comprehend and appreciate their students* cultural backgrounds. In this article, the author presents the findings from a qualitative ...
• Transcending the majority rights and minority protection dichotomy through multicultural reflective citizenship in the African Great Lakes region 

  Ndura, Elavie (Taylor & Francis, 2006-05)

  In this paper, the author examines how colonial racist policies and western-bound post-colonial educational practices have contributed to the recurring ethnic conflicts in the Great Lakes region of Africa. After defining ...
• Western education and African cultural identity in the Great Lakes region of Africa: A failed case of globalization 

  Ndura, Elavie (Blackwell Synergy, 2006)

  The purpose of this paper is to discuss the identity crisis that has resulted from the Western-bound educational system prevalent in the Great Lakes region of Africa, particularly in Burundi, the Democratic Republic of ...
• Book review: From digital divide to digital opportunity by Appu Kuttan and Laurence Peters 

  Ndura, Elavie (Haworth Press, 2003)

  ABSTRACT. This article reviews the book From Digital Divide to Digital Opportunity, byKuttan and Peters (2003). After providing a brief summary of the authors’ backgrounds, the reviewer presents a systematic overview ...
• ESL and cultural bias: An analysis of elementary through high school textbooks in the Western United States of America 

  Ndura, Elavie (2004)

  The content of instructional materials significantly affects students’ attitudes and dispositions towards themselves, other people and society. This is particularly so with students of English as a Second Language (ESL) ...
• The Role of Cultural Competence in the Creation of a Culture of Nonviolence 

  Ndura, Elavie (Culture of Peace Online Journal, 2006)

  Using stories from her personal experiences and drawing on historical and contemporary voices of non-violence, the author discusses the importance of developing cultural competence in order to build a non-violent ...
• Reflections of teachers’ culture in the classroom: Beginning to see and hear 

  Ndura, Elavie (2006)

  This qualitative study investigated practicing teachers’ characterization of their classroom practices and relationships with culturally different students after being engaged in three weeks of reflective activities ...
• Exploring the Self and the Other: Achieving the Empathic Goals of Teacher Preparation Through Multicultural Education 

  Ndura, Elavie; Lafer, Stephen (2004)

  Effective multicultural education courses require both instructors and students to examine their own cultural backgrounds and philosophical underpinnings in order to understand their societal dispositions and behaviors. ...
• Self-study of the craft of faculty team teaching in a non-traditional teacher education program 

  Samaras, Anastasia P.; Kayler, Mary A.; Rigsby, Leo C.; Weller, Karen L.; Wilcox, Dawn Renee (2006)

  We share our self-study research of faculty building a successful collaborative culture and team teaching experience in a unique Master’s program for PK-12 practicing teachers. As part of selfstudy and reflective practice, ...
• First Teachers Training Manual: An After-School Family Literacy Program Using Technology 

  Samaras, Anastasia P. (2007-11-26)
• Spheres of Learing in Teacher Collaboration 

  Samaras, Anastasia P.; DeMulder, E.K.; Kayler, Mary A.; Newton, L.; Rigsby, L.C.; Weller, K.L.; Wilcox, D.R. (Springer, 2006)

  In this chapter, we report on two studies in a Master’s program for practicing teachers that maintains collaborative culture making at its core, for students and faculty alike. We conducted two studies related to this ...
• Finding my way: Teaching methods courses from a sociocultural perspective 

  Samaras, Anastasia P. (Caddo Gap Press, 1998)

  As teacher educators we are asked little about our teaching and offer little to others about ourselves (Bullough, 1994; Cole, 1995; Lanier & Little, 1986; McIntyre, 1980). This fear of self has been observed in both ...
• Self-Study Through Personal History 

  Samaras, Anastasia P.; Hicks, Mark A.; Berger, Jennifer Garvey (Kluwer Academic Publishers, 2004)

  The profession of teaching, historically, has struggled with the degree to which the personal experiences of the teacher can or should influence classroom practice. This chapter explores the benefits of including ...
• Self-Study Supports New Teachers’ Professional Development 

  Samaras, Anastasia P.; Beck, Clive; Freese, Anne; Kosnik, Clare (2005)

  New teachers face incredible challenges, and often alone, forcing nearly half of all newly hired teachers to leave the profession within their first five years (Darling-Hammond, 1997). As teacher educators, we believe ...
• Beginning with Trusted Friends: Venturing Out to Work Collaboratively in Our Institutions 

  Kosnik, Clare; Freese, Anne; Samaras, Anastasia P. (2006)

  Aself-study community encourages the sharing of experiences and new insights, both positive and negative. The building of knowledge develops through dialogue in a personal-constructivist-collaborative approach (Beck, Freese, ...
• Searching for Integrity in our Research and Practice 

  Kosnik, Clare; Freese, Anne; Samaras, Anastasia P. (2002)

  We are three teacher educators practicing selfstudy and reflecting on its value to our students while also exchanging our reflections with each other. As with artists who come together in schools of study in both ...

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