Teacher Education & Research

Hong, S., Shaffer, S., Han, J. (2016). Reggio Emilia Inspired Learning Groups: Relationships, Communication, Cognition, and Play.  Early Childhood Educ J. doi:10.1007/s10643-016-0811-0

Adler, M. & Trepanier-Street, M. (2007). College Students' Beliefs about Preschooler's Literacy Development: Results from a National Study of Jumpstart. Early Childhood Research & Practice, [Online], 9.2.

Broderick., J. & Hong, S. (2011). Introducing the Cycle of Inquiry System: A Reflective Inquiry Practice for Early Childhood Education Teacher Development. Early Childhood Research and Practice [Online], V13 (2).

Broderick, J. & Hong, S. (2005). Inquiry in Early Childhood Teacher Education: Reflections on Practice. The Constructivist, 16(1), 1-30.

Donegan, M., Hong, S., Trepanier-Street, M., & Finkelstein, C. (2005). Exploring How Project Work Enhances Student Teacher’s Understanding of Children with Special Needs. Journal of Early Childhood Teacher Education, 26, 37-46.

Hong, S. & Reynolds-Keefer, L. (2013).  Transdisciplinary Team Building: Strategies in Creating Early Childhood Educator and Health Care Teams.  International Journal of Early Childhood Special Education, 5(1), 30-44.

Hong , S. (2010). Book Review: Preschools in Three Cultures Revisited: China, Japan, and the United States. Journal of Asian Studies, 69 (02) 540-542.

Hong, S. & Broderick, J. (2005). Instant Video Revisiting for Reflection: Extending the Learning of Children and Teachers. In R. Parker-Rees and J. William (Eds.). Early Years in Education: Major themes in education. [Online], V5(1).

Hong, S. & Trepanier-Street, M. (2004). Technology: A Tool for Knowledge Construction in a Reggio Inspired Teacher Education Program. Early Childhood Education Journal, 32(1) 87-94.

Hong, S. & McNair, S. (2003). Documentation of Children’s Project Work: A Tool for Fostering Reflection and Reconstruction in Pre-service and In-service Teachers. The Journal of Early Education and Family Review, 11(1) 35-42.

Hong, S., & Forman, G. (2000). What Constitutes a Good Documentation Panel and How to Achieve It? Canadian Children, 25(2), 26-31.

Luera, G., & Hong, S. (2003). A Collaborative Long-Term Garden Project: Integrating Early Childhood Education, Environmental Education, and Landscape Architecture. Canadian Children, 28(1), 9-15.

Saltz, R. (1997). The Reggio Influence at the University of Michigan-Dearborn Child Development Center: Challenges and Change. In J. Hendrick (Ed.), First Steps Toward Teaching the Reggio Way (pp. 167-180). Englewood Cliffs, NJ; Prentice Hall.

Silverman. K., Hong. S., & Trepanier-Street, M (2010). Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers. Early Childhood Education Journal, 37, 461-468.

Taylor, J. & Trepanier-Street, M. (2007). Civic Education in Multicultural Contexts: New Findings from a National Study. The Social Studies, Jan/Feb 2007, 98(1), 14-18.

Trepanier-Street, M., Hong, S., Silverman, K., and Reynolds Keefer, L., and Morris, T. (2011). Young Children With and Without Disabilities: Perceptions of Peers with Physical Disabilities. International Journal of Early Childhood Special Education. 3(2), 117-127.

Trepanier-Street, M. (2010). Education and Medical Professionals Collaborating to Prepare Early Childhood Teachers for Inclusive Settings. Journal of Early Childhood Teacher Education, 31: 63-70.

Trepanier-Street, M., Adler, M., & Taylor, J. (2007). Impact of a Mentoring Experience on College Students' Beliefs about Early Childhood Development. Early Childhood Education Journal, 34(5), 337-343. (M. Trepanier-Street, M. Adler, J. Taylor)

Trepanier-Street, M. (2007). Mentoring Young Children: Impact on College Students. Childhood Education, Fall 2007, 15-19.

Trepanier-Street, M. (2005). Teachers Mentors of Children. Childhood Education, Winter 2004/2005, 81(2), 66-69.

Trepanier-Street, M., Hong, S., Bauer, J. (2001). Using Technology in Reggio Inspired Long-Term Projects. Early Childhood Education Journal, 28 (3), 181-188.

Trepanier-Street, M., Hong, S., & Donegan, M. (2001). Constructing the Image of Teacher in a Reggio-Inspired Teacher Preparation Program. Journal of Early Childhood Teacher Education, 22, 47-52.

Trepanier-Street, M., McNair, S., & Donegan, M. (2001). The View of Teachers on Assessment: A Comparison of Lower and Upper Elementary Teachers. Journal of Research in Childhood Education, Spring, 2001, 15(2), 234-241.

Trepanier-Street, M. (2000). Multiple Forms of Representation in Long-Term Projects: The Garden Project. Childhood Education, 77 (1), 18-25.

Trepanier-Street, M., Gregory, L., & Bauer, J. (1999). Child Directed Learning: The Project Approach. Offspring, 41(2), 12-15.

Trepanier-Street, M. & Romatowski, J. (1999). The Influence of Children's Literature on Gender Role Perceptions: A Reexamination. Early Childhood Education Journal, 26(3), 155-159.

Trepanier-Street, M., Gregory, L., & Donegan, M. (1998). Collaboration Among Early Childhood Teachers and Faculty through a Reggio Inspired Long-Term Project. Journal of Early Childhood Teacher Education, 171-179.

Donegan, M. & Trepanier-Street, M. (1998). Teacher and Parent Views on Standardized Testing: A Cross-Cultural Comparison of the Uses and Influencing Factors. Journal of Research in Childhood Education, Fall 1998, 13(1), 85-93.