Contributions: (published works or studies, conference presentations)
Flessner, R. (in press). ‘Making the work
interesting’: Empowerment through ownership in elementary literature circles.
In A. Cohan, & A. Honigsfeld (Eds.), Breaking
the mold of classroom organization and management: Innovative and successful
practices of engagement, motivation, and student empowerment for 21st
century schools.
Flessner, R., Miller, G., Patrizio, K., & Horwitz,
J. (Eds.). (in press). Agency through
teacher education: Reflection, community, and learning. Lanham, MD: R&L
Education.
Flessner, R., & Magee, P. (in press).
Understanding community voices as a force in teacher education. In R. Flessner,
G. Miller, K. Patrizio, & J. Horwitz (Eds.), Agency through teacher education: Reflection, community, and learning. Lanham,
MD: R&L Education.
Shelley, E., & Flessner, R. (in press). Reggio
Emilia approach. In J. Ainsworth, & G. J. Golson (Eds.), Sociology of Education. Thousand Oaks,
CA: Sage Publications, Inc.
Flesner, R. (2012). Addressing the research/practice
divide in teacher education. Action in Teacher Education, 34(2), 159-171.
Magee, P., & Flessner, R. (2012). Connecting
science to the real world: Utilizing inquiry-based teaching and kids inquiry
conferences to strengthen elementary science instruction. In R. Yager (Ed.), Exemplary Science for Building Interest in STEM Careers. Arlington,
VA: National Science Teachers Association.
Flessner, R., & Horwitz, J. (2012). Easing into
the academy: Using technology to foster cross-institutional critical
friendships. The New Educator, 8(1),
86-103.
Flessner, R. (2011). Pushing the field of practitioner research: Utilizing
‘reflective third spaces’ to explore educational practice. In I. M. Saleh,
& M. S. Khine (Eds.), Practitioner
research in teacher education: Theory and best practices (pp. 121-140).
Frankfurt, Germany: Peter Lang.
Magee, P., & Flessner, R. (2011). PD Pathways:
Have a Kids Inquiry Conference. Science
& Children, 48(8), 63-67.
Magee, P., & Flessner, R. (2011). Five strategies
to support all teachers. Science &
Children, 48(7), 34-36.
Selected for re-publication as:
Magee,
P., & Flessner, R. (2012). Five strategies to support all teachers. In L.
Froschauer (Ed.), A year of inquiry: A
collection for elementary educators. Arlington, VA: NSTA Press.
Flessner, R. (2009). Working toward a third space in
the teaching of elementary mathematics. Educational
Action Research, 17(3), 425-446.
Zeichner, K. M., & Flessner, R. (2009). Educating
teachers for critical education. In M. W. Apple, W. Au, & L. Gandin (Eds.),
The Routledge international handbook of
critical education (pp. 296-311). New York: Routledge.
Zeichner, K. M., & Flessner, R. (2009). Educating
teachers for social justice. In K. M. Zeichner (Ed.), Teacher education and the struggle for social justice (pp. 24-43).
New York: Routledge.
Caro-Bruce, C., Flessner, R., Klehr, M., &
Zeichner, K. M. (Eds.). (2007). Creating
equitable classrooms through action research. Thousand Oaks, CA: Corwin
Press.
Flessner, R., Zeichner, K. M., Eggington, K. (2007). Tying
it all together: Implications for classrooms, schools, and districts. In C.
Caro-Bruce, R. Flessner, M. Klehr, & K. Zeichner (Eds). Creating equitable classrooms through action
research (pp. 277-296). Thousand Oaks, CA: Corwin Press.
Flessner, R. (2007). Book Review. Teaching Education, 18(3), 279-282.
Butler Assignment (classes or work duties)
ED 112 - Introduction to Education
ED 244 - Concepts of Education
ED 416 - Curriculum in Early Childhood Education
ED 535 - Teacher Research
ED 658 - Teacher Leadership