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Articles

  • Cohn, J., Miller, D., & Goudvis, A. (1997). Becoming thoughtful readers: Comprehensive instruction in a readers’ workshop. Colorado Reading Council Journal, 8, 38-42.
  • Conrad, L.L. (2001). Remembering and re-engaging: Authentic writing in our classrooms. Colorado Reading Council Journal, 12, 4-11.
  • Damico, James & Lowenstein, Karen. (Spring 2006). Reconsidering difference(s) with the picture book, Smoky Night. Dragon Lode, 24(2), 12-15.
  • Dorman, Elizabeth; Brill, Andra; & Lowenstein, Karen. (Spring 2005). Using reflective practice in mentoring as a way to improve schools. (pp. 29-34). Headfirst Colorado: The Magazine of Enterprising Ideas for Educators.
  • Harvey, S. (2002). Nonfiction inquiry: Using real reading and writing to explore the world.  Language Arts, 80, 12-22.
  • Harvey, S. (2001). Questioning the text: A surefire strategy to improve students’ reading comprehension. Scholastic Instructor, May/June, 16-18.
  • Harvey, S., McAuliffe, S., Benson, L., Cameron, W., Kempton, S., Lusche, P., Miller, D., Schroeder, J., & Weaver, J. (1996). Teacher- researchers study the process of synthesizing in six primary classrooms. Language Arts, 73, 564-574.
  • Herll, S., & O’Drobinak, B. (2004). Role of the Coach: Dream Keeper, Supporter, Friend.  Journal of Staff Development, Spring, 42-45.
  • Higgins, K., Jenner, F., & Goudvis, A. (1998). Collaborating to learn: Teachers and librarians become instructional partners. Colorado Reading Council Journal, 9, 35-39.
  • Keene, E.O. (1994).  A new paradigm for reading instruction or Now that I don’t teach from the basal, what and how do I teach kids to read?  Colorado Reading Council Journal, 5, 39-41.
  • Keene, E.O. (2002). From good to memorable: Characteristics of highly effective comprehension teaching. In C.C. Block, L.B. Gambrell & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice. San Francisco, CA: Jossey-Bass.
  • Kim, Youb; Lowenstein, Karen; Pearson, P. David; & McLellan, Meredith. (2001). A framework for conceptualizing and evaluating contributions of written language activity in oral language development for ESL students. In J. V. Hoffman, D. L. Shallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), 50th Yearbook of the National Reading Conference, pp. 333-345.
  • Lowenstein, Karen. (Winter 2003). Readings of diversity from an undergraduate foundations course: The insights of four undergraduates and the implications for teacher education. Multicultural Education.
  • Lowenstein, Karen & Damico, James. (October 2003). What counts as legitimate research?: The generalizability of teacher-research. Networks: An On-line Journal for Teacher Research.
  • Miller, D. (2001). The classroom community: Creating a culture and climate for thinking. Colorado Reading Council Journal, 12, 34-37.
  • Plaut, S. (2006). “I Just Don’t Get It”: Teachers’ and Students’ Conceptions of Confusion and Implications for Teaching and Learning in the High School English Classroom. Curriculum Inquiry, Winter 2006, 391-421
  • Plaut, S.  (March 2004).  Editor’s Review of The Testing Trap and Ways of Thinking, Ways of Teaching by George Hillocks Jr.  Harvard Educational Review, 74(1).
  • Plaut, S. and Sharkey, N. (Eds.).  (2003).  Education Policy and Practice: Bridging the Divide. Boston, MA : Harvard
  • Plaut, S., Patterson, C., and Zaremba, J.  (2002). Reading and Writing History.  In E. Cousins, A. Mednick, M. Campbell (Eds.), Literacy All Day Long. Dubuque, IA : Kendall/Hunt Publishing Co., 131-158.
  • Plaut, S.  (March 24, 1999).  Learning to Snowboard.  Education Week, 53.
  • Plaut, S.  (Spring 1999).  Grading Disorders: IndependentSchool Magazine, 60-65. Winner, Association of Educational Publishers’ Distinguished Achievement Award.
  • Plaut, S. (Summer 1996). A New Viewpoint: Curriculum, Methodology, and Assessment in New Zealand. Statement: Journal of the Colorado Language Arts Society, 32-37. Winner, McBride Award.
  • Sweeney, D.R., & Harris, L. S. (2002). Learning to work with – not against – a system. Journal of Staff Development, 23(3), 16-19.
  • Information-Powered Professional Development, by PEBC Library Power Staff
  • Salazar, Maria; Lowenstein, Karen; & Brill, Andra. (forthcoming 2010). The moral and ethical practice of teaching diverse learners: Infusing humanizing dispositions into teacher preparation.  In Feiman-Nemser, S. (Ed.) Dispositions in teacher education: Probing practice. Cambridge, MA: Harvard Education Press.
  • Lowenstein, Karen. (March 2009).  The work of multicultural teacher education:  Re-conceptualizing White teacher candidates as learners.  Review of Educational Research, 79(1), 163-196.
  • Damico, James; Baildon, Mark; & Lowenstein, Karen. (Winter, 2008). Did the bombs just fall from the sky?  Examining agency in a text set of children’s WWII literature.  Social Studies Research and Practice, 3(3).
  • Damico, James & Lowenstein, Karen.  (Spring 2006).  Reconsidering difference(s) with the picture book, Smoky Night.  Dragon Lode, 24(2), 12-15.
  • Dorman, Elizabeth; Brill, Andra; & Lowenstein, Karen.  (Spring 2005).  Using reflective practice in mentoring as a way to improve schools.  (pp. 29-34).  Headfirst Colorado: The Magazine of Enterprising Ideas for Educators.
  • Lowenstein, Karen. (Winter 2003). Readings of diversity from an undergraduate foundations course: The insights of four undergraduates and the implications for teacher education. Multicultural Education, 11(2), 15-22.
  • Lowenstein, Karen & Damico, James. (October 2003). What counts as legitimate research?:  The generalizability of teacher-research. Networks: An On-line Journal for Teacher Research.
  • Kim, Youb; Lowenstein, Karen; Pearson, P. David; & McLellan, Meredith. (2001). A framework for conceptualizing and evaluating contributions of written language activity in oral language development for ESL students.  In J. V. Hoffman, D. L. Shallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), 50th Yearbook of the National Reading Conference, pp. 333-345.