Christi Edge

Edge. C. U., & Olan, E. (2021). Learning to breathe again: Found poems and critical friendship as methodological tools in self-study of teaching practices. Studying Teacher Education, 17(2), 228-252. https://doi.org/10.1080/17425964.2021.1910807

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Edge, C., Cameron-Standerford, A., & Bergh, B. (2021). Power-With: Strength to Transform through Collaborative Self-Study Across Spaces, Places, and Identities. In B. Butler & S. Bullock (Eds.), Learning through Collaboration in Self-Study: Communities of Practice, Critical Friendship, and Collaborative Self-Study. Springer.

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Olan, E. & Edge, C. (2021). Problematizing the Notion of Story through Critical Friendship: An Exploration of Reframing Dissertation Writing through Collaborative Meaning-Making Events. In B. Butler & S. Bullock (Eds.), Learning through Collaboration in Self-Study: Communities of Practice, Critical Friendship, and Collaborative Self-Study. Springer.

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Edge, C. U. (2021). Learning from exploring S-STEP literature: Making meaning from a systematic review of discipline-focused self-studies. Journal of Higher Education Theory and Practice, 21(8).

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Edge, C. (2021). A Teacher Educator's Meaning-Making from a Hybrid "Online Teaching Fellows" Professional Learning Experience: Toward Literacy Practices for Teaching and Learning in Multimodal Contexts. In Information Resources Management Association (Eds.). Research Anthology on Facilitating New Educational Practices Through Communities of Learning (pp. 422-455). IGI Global. http://doi:10.4018/978-1-7998-7294-8.ch023

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Edge, C. (2021, Apr 8-12). Learning from Exploring Self-Study of Teacher Education Practices (S-STEP) Literature: Making Meaning from a Systematic Review of Discipline-Focused Self-Studies [Paper Session]. AERA Annual Meeting, Online Conference.

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Edge, C. U., & Olan, E. L. (2020). Reading, Literacy, and English Language Arts Teacher Education: Making Meaning from Self-Studies of Teacher Education Practices. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, H. Gu jo nsdo ttir, J. Kitchen, & M. Taylor (Eds.). 2nd International handbook for self-study of teaching and teacher education, pp. 779-821. Singapore: Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-13-6880-6_27

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Cameron-Standerford, A., Menard, K., Edge, C., Bergh, B., Shayter, A., Smith, K., & VandenAvond, L. (2020). The Phenomenon of Moving to Online/Distance Delivery as a Result of Covid-19: Exploring Initial Perceptions of Higher Education Faculty at a Rural Midwestern University. Frontiers in Education. https://doi.org/10.3389/feduc.2020.583881

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Bergh, B., Edge, C. U., Cameron-Standerford, A., Menard, K., VandenAvond, L. (2020). Weaving threads of care: A trans-disciplinary self-study of online teaching practices. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing, (pp. 620-629). Equity Press. https://equitypress.org/textiles_tapestries_self_study/weaving_threads_of_care

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Edge, C. U., & Olan, E. L. (2020). Envisioning New Meanings through Found Poetry: (Re)Stitching Narratives upon the Loom of Self-Study. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.). Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing, (pp. 466-485). Equity Press. https://equitypress.org/textiles_tapestries_self_study/Envisioning_new_found_poem

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Edge, C. U., Cameron-Standerford, A., & Bergh, B. (Eds.). (2020). Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing. Equity Press. https://equitypress.org/textiles_tapestries_self_study

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Bergh, B., Edge, C., Cameron-Standerford, A., Menard, K., VandenAvond, L., & Johnson, K. (2020). Developing glocal understandings of online teaching practices: Transforming practices through collaborative self-study. In M. Brown, M. Goilla Mhichil, E. Bernie, & E. Costello (Eds.), Proceedings of the 2019 ICDE World Conference on Online Learning, Volume 1, (pp. 69-77). Dublin. DOI: 10.5281/zenodo.3804013

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Edge, C., Bergh, B., & Cameron-Standerford, A. (2020). Reclaiming Opportunity, Access and Ownership through Multimodal Meaning Making in Three Online Programs. In M. Brown, M. Goilla Mhichil, E. Bernie, & E. Costello (Eds.), Proceedings of the 2019 ICDE World Conference on Online Learning, Volume 2, (p. 86). Dublin. DOI 10.5281/zenodo.3804256.

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VandenAvond, L., Menard, K., Johnson, K., Cameron-Standerford, A., Bergh, B., & Edge, C. (2020). Care and rigor in online courses: An analysis of faculty and Student Perspectives. In M. Brown, M. Goilla Mhichil, E. Bernie, & E. Costello (Eds.), Proceedings of the 2019 ICDE World Conference on Online Learning, Volume 1, (pp. 968-980). Dublin. DOI: 10.5281/zenodo.3804013

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Edge, C. (2020). Access, opportunity, and curriculum making through multi-modal meaning-making and technology integration in teacher education. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Literacy and Digital Technology Integration in Teacher Education, (pp. 188-213). Hershey, PA: IGI Global. DOI 10.4018/978-1-7998-1461-0.ch011

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Edge, C. (2020). Introduction: Exploring, Inspiring, and Forming New Envisionments through S-STEP. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.). Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing, (pp. 8-11). Equity Press.

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Edge, C. (2020). Exploring the Weavings of Teaching and Teacher Education Practices through Self-Study Research. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.). Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing, (pp. 12-13). Equity Press.

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Edge, C. (2020, October 16). (Re)Designing for Multimodal Reading and Writing in an Online Course." Equity and Excellence in Literacy Education. International Literacy Association Annual Conference, Organization of Teacher Educators in Literacy, Online Conference.

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Edge, C., Cameron-Standerford, A., Bergh, B., Menard, K., VandenAvond, L. & Johnson, K. (2020, Apr 17 - 21) Collaborating Through Care: Creating a Transdisciplinary Self-Study of Online Teaching Practices Group Across Campus [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/uu4d9hf (Conference Canceled)

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Cameron-Standerford, A., Edge, C. & Bergh, B. (2020, Apr 17 - 21) Building Capacity through Universal Design for Learning in Cross-Disciplinary Online Graduate Programs [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rr84nwt (Conference Canceled)

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Edge, C., Menard, K., Cameron-Standerford, A., Bergh, B., & VandenAvond, L. (Accepted, February 2020). "Building Bridges to Superior Learning through Care and Rigor: Insights from Studying Care and Rigor Across Campus. Upper Peninsula Teaching and Learning Conference (Conference Canceled).

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Cameron-Standerford, A., Bergh, B., & Edge, C. (February, 2020). Exploring Equity: Universal Design for Learning in Cross-Disciplinary Online Graduate Programs. Council for Exceptional Children Annual Conference. Portland, OR.

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Edge, C. (January, 2020). Designing for Multimodal Literacy and Multimodal Learning: Connection, Communication, and Composition in an Online Reading Course. Global Society of Online Literacy Educators (GSOLE). Annual Online Conference.

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Edge, C., Cameron-Standerford, A., & Bergh, B. (2019). Creating Access, Opportunity, and Ownership through Cross-Cultural Meaning-Making in Academically Diverse Online Courses. In S. Keengwe & K. Kungu (Eds.), Handbook of Research on Cross-Cultural Online Learning in Higher Education (pp. 42-65). Hershey, PA: IGI Global. DOI 10.4018/978-1-5225-8286-1.ch003

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Edge, C., (2019). Lunch notes: Remember who we teach and why. Florida English Journal, 54(1), pp. 51-53.

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Olan, E. L., & Edge, C. (2019). Collaborative meaning-making and dialogic interactions in critical friends as co-authors. Studying Teacher Education, 15(1), 31-43. https://doi.org/10.1080/17425964.2019.1580011

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Edge, C. (2019). A teacher educator's meaning-making from a hybrid "Online Teaching Fellows" professional learning experience: Toward literacy practices for teaching and learning in multimodal contexts. In S. Keengwe (Ed.), Handbook of Research on Virtual Training and Mentoring of Online Instructors (pp. 76-109). Hershey, PA: IGI Global. http://doi:10.4018/978-1-5225-6322-8.ch005

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Bergh, B., Cameron-Standerford, A., & Edge, C. (November, 2019). Reclaiming Opportunity, Access, and Ownership through Multimodal Meaning Making in Three Online Programs: Empowering Learners and Re-Seeing Teaching Practices. World Conference on Online Learning. Dublin, Ireland.

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Cameron-Standerford, A., Edge, C., Bergh, B., VandenAvond, L., & Menard, K. (November, 2019). Care and Rigor in Online Courses: An Analysis of Faculty and Student Perspectives. World Conference on Online Learning. Dublin, Ireland.

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Edge, C., (November, 2019). From Fail to "This is Fantastic!": Learning from My Own Modeling in Two Online Graduate Reading Courses. World Conference on Online Learning. Dublin, Ireland.

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Edge, C., Bergh, B., Cameron-Standerford, A., Menard, K., & VandenAvond, L. (November, 2019). Developing Glocal Understandings of Online Learning Practices through Collaborative Self-Study. World Conference on Online Learning. Dublin, Ireland.

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Edge, C., & Betz, J. (October, 2019). (Co)Creating a Culture of Agency, Discovery, and Relationship-Building: Exploring Understanding of Meaningful Events in Teacher-Student Writing Conferences. Organization of Teacher Educators in Literacy. International Literacy Association Annual Conference. New Orleans, LA.

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Edge, C. (August, 2019). Multimodal Global Literacy Practices: (Re)Considering Print-Based Challenges to Create Access and Opportunity for Online Learners. World Education Research Association (WERA). Tokyo, Japan.

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Edge, C., & Olan, E. (August, 2019). Exploring the Meanings Educators in Nine Countries Made from Studying their Teaching Practices: A Metasynthesis of Self-Study Literature. World Education Research Association (WERA). Tokyo, Japan.

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Edge, C., Monske, L., & Smock, M. (May, 2019). Reimagining Online Expectations for Faculty and Program. Upper Peninsula Teaching and Learning Conference. Michigan Technological University. Houghton, MI.

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Edge, C. (May, 2019). Accessing, Generating, and Sharing Knowledge through Multimodal Learning in Asynchronous Online Courses. Upper Peninsula Teaching and Learning Conference. Michigan Technological University. Houghton, MI.

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Menard, K., VandenAvond, L., Edge, C., Cameron-Standerford, A., Bergh, B., & Johnson, K. (May, 2019). Care "vs" Rigor: Exploring Faculty and Student Perspectives in Online Courses. Upper Peninsula Teaching and Learning Conference. Michigan Technological University. Houghton, MI.

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Edge, C. (April, 2019). Considering Print-Based Challenges for Online Literacy Instruction: Creating Access and Opportunity through Multimodal Literacy Practices. Online Consortium (OLC) Innovate Conference. Denver, CO.

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Edge, C. (January, 2019). Learning from My Own Modeling: From Fail to "SO MUCH FUN!" in Two Online Graduate Reading Courses. Global Society of Online Literacy Educators 2nd Annual Online Conference.

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Edge, C. (January, 2019). Whose Meaning is This?: Navigating the Narrative Inquiry Story World. The Qualitative Report 10th Annual Conference, "Teaching and Learning Qualitative Research." Nova Southeastern University. Fort Lauderdale, FL.

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Olan, E. L., & Edge, C. (2018). Critical friends as co-authors: Pushing boundaries and crossing borders together. In D. Garbett & A. Ovens, (Eds.). Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy (pp. 461-467). Herstmonceux, UK: S-STEP, ISBN: 978-0-473-35893-8.

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Bergh, B., Edge, C., & Cameron-Standerford, A. (2018). Reframing our use of visual literacy through academic diversity: A cross-disciplinary collaborative self-study. In J. Sharkey & M. M. Peercy (Eds.), Self-Study of Language and Literacy Teacher Education Practices across Culturally and Linguistically Diverse Contexts. Advances in Research on Teaching, Vol. 30 (pp. 115-142). Bingley, UK: Emerald Group Publishing. 10.1108/S1479-368720180000030010

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Edge, C. (2018). Five ways to invest in your children's lifelong literacy. In T. Payor (Ed.), Reading Across America: Ways to Celebrate your Child's Love of Reading. Tampa Bay Parenting. http://www.tampabayparenting.com/article/lifelong-literacy/

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Edge, C., Cameron-Standerford, A., & Bergh, B. (November, 2018). Reclaiming Opportunity, Access, and Ownership through Multimodal Literacy Practices in Online Classes: (Re)Seeing Teaching Practices and Empowering Learners. 68th Literacy Research Association Conference, Indian Wells, CA.

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Olan, E. L., & Edge, C. (July, 2018). Critical friends as co-authors: Pushing boundaries and crossing boarders together. 12th International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England.

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Edge, C. & Betz, J. (2018). Shifting Writing Practices through Conferences: Discovery, Agency and Relationships to Drive Change. International Literacy Association 63rd Annual Convention. Austin, TX.

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Edge, C., Cameron-Standerford, A., VandenAvond, L., Menard, K., Johnson, K., & Bergh, B. (May, 2018). Cross-Disciplinary Self-Study of Online Teaching Practices. Upper Peninsula Teaching and Learning Conference. Marquette, MI.

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Olan, E. L., & Edge, C. (April, 2018). (Re)Imagining living and doing narrative research: Critical friends as co-authors. Paper presented for the American Educational Research Association Annual Conference: New York, NY.

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Edge, C. (January, 2018). Considering Print-Based Challenges for Online Literacy Instruction: Creating Access and Opportunity through Multimodal Literacy Practices. Global Society of Online Literacy Educators First International Online Conference.

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Edge, C. (January, 2018). From Discovering to Generating Multimodal Literacy Practices in an Online Course: Toward Understanding Literacy Practices for Teaching and for Learning in Diverse Contexts. Global Society of Online Literacy Educators First International Online Conference.

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Edge, C. (2017). (Mis)Reading the classroom: A two-act 'play' on the conflicting roles in student teaching. International Journal of Learning, Teaching and Educational Research, 16(1), 38-56. https://www.ijlter.org/index.php/ijlter/article/view/850

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Edge, C., & Betz, J. (November 2017). Expanding Understanding of Meaningful Literacy Practices in Teacher-Student Paper Conferences: Discovery, Agency, and Relationship-building through Transactional Events. Literacy Research Association Annual Conference: Tampa, FL.

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Edge, C. (July 2017). Reimagining Teacher Preparation through Transmediation: Using Sketching to Stretch Prospective Teachers' Understandings. Research presented for the International Literacy Association Annual Conference: Orlando, FL.

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Edge, C., Bergh, B., & Cameron-Standerford, A. (April 2017). Exploring Use of Multimodal Literacies in Academically Diverse Online Classrooms: Creating Opportunity, Access, and Ownership. Paper presented for the American Educational Research Association Annual Conference: San Antonio, TX.

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Edge, C. (March 2017). Considering Teachers' Classroom Literacy: Toward Uniting the Knowledge Base for Teaching and for Learning. Paper presented for the American Association of Colleges for Teacher Education Annual Conference: Tampa, FL.

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Roberts, C., Higdon, K., Atkins, H., Duhon, L., Va squez, A., Edge, C., & Greathouse, P. (November, 2016). Advocacy in Teacher Preparation: Preparing teachers for what is or for what could be? National Council Teachers of English Annual Conference: Atlanta, GA.

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Cameron-Standerford, A., Edge, C., & Bergh, B. (2016). Toward a framework for reading lived experiences as texts: A four-year self-study of teacher education practices. In D. Garbett & A. Ovens (Eds.). Enacting self-study as methodology for professional inquiry (pp. 371-377). Herstmonceux, UK: S-STEP, ISBN: 978-0-473-35893-8.

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Bergh, B., Cameron-Standerford, A., Edge, C., & Reissner, L. (December, 2016). Connecting Worlds through Multimodal Literacy Practices in Three Academic Disciplines. Research presentation for the American Reading Forum Annual Conference: Sanibel, FL.

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Reaves, M., Kamberelis, G., Edge, C., Kirshner, J., Sanders, A., & Billie, B. (November, 2016). Instruction as Learner-Centered, Responsive, Improvisational Practice: Possibilities and Pushbacks. 66th Annual Literacy Research Association Annual Conference: Nashville, TN.

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Cameron-Standerford, A., Edge, C., & Bergh, B. (August, 2016). Toward a framework for reading lived experiences as texts: A four-year self-study of teacher education practices. International Conference of Self-Study of Teacher Education Practices: Herstmonceux Castle, East Sussex, England.

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Edge, C. (July, 2016). Transmediation for Teacher Preparation: Using Sketching to Stretch Teacher Candidates' Understanding of Teaching in a Field-based Literacy Methods Course. Research presentation to the Organization of Teacher Educators in Literacy. International Literacy Association Annual Conference: Boston, MA.

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Edge, C. Bergh, B., & Cameron-Standerford, A. (April, 2016). Critically Reading Lived Experiences as Texts: A Four-Year Study of Teacher Education Practices. Paper presentation for the American Educational Research Association Annual Conference: Washington D.C.

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Reaves, M., Edge, C., Rayner, K., Sippola, T., & Corcoran, K. (March, 2016). Expanding Definitions and Applications of Literacy. Michigan Reading Association Annual Conference: Detroit, MI.

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Cameron-Standerford, A., Bergh, B., & Edge, C. (February, 2016). Multimodal Representations of Academic Diversity: An Ethnographic Cross-Disciplinary Collaborative Study. Annual Ethnographic and Qualitative Research Conference: Las Vegas, NV.

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Edge, C. (2015). On the nature of experience in the education of prospective teachers: A philosophical problem. International Journal of Learning, Teaching and Educational Research, 13(1), 29-41. http://commons.nmu.edu/cgi/viewcontent.cgi?article=1210&context=facwork_journalarticles

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Edge, C., (July, 2015). Becoming teachers: Secondary teacher candidates' use of literacy strategies to read experiences as texts. 60th Annual International Reading Association Conference: St. Louis, MO.

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Bergh, B., Edge, C., & Cameron-Standerford, A., (April, 2015). Examining the culture of policy: Creating the space to change our teaching practice. American Educational Research Association Annual Meeting: Chicago, IL.

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Vipperman, C., & Edge, C., (April, 2015). Transition from student to teacher: A phenomenological study. 29th Annual National Conference on Undergraduate Research: Cheeney, WA.

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Edge, C., Bergh, B., & Cameron-Standerford, A., (April, 2015). Using visual literacy strategies to enhance online learning. International Conference on College Teaching and Learning: Jacksonville, FL. Accepted research presentation; unable to attend.

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Edge, C., Bergh, B., & Cameron-Standerford, A., (March, 2015). Using visual literacy strategies to enhance online learning. SOTL Commons Conference: Savanah, GA. Accepted research presentation; unable to attend.

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Edge, C., Swanson, A., Kleinpaste, A., & Morrison, E., (March, 2015). United we know: Critically "reading" our classrooms through teacher research." Michigan Reading Association 59th Annual Conference: Grand Rapids, MI.

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Edge, C., Bergh, B., & Cameron-Standerford, A., (February, 2015). Examining lived experiences: A Three-Year Inquiry of Teacher Education Practices as "Texts." 29th Annual Ethnographic and Qualitative Research Conference: Las Vegas, NV.

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Edge, C., (February, 2015). Using literate thinking skills to read the classroom as text: Examining how two beginning English teachers made meaning from classroom events. 29th Annual Ethnographic and Qualitative Research Conference: Las Vegas, NV.

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Edge, C., (February, 2015). Whose meaning is this? A case study examining how one researcher navigated the narrative inquiry story world. 18th Annual American Association of Behavioral and Social Sciences Conference: Las Vegas, NV.

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Bergh, B., Edge, C., Cameron-Standerford, A., Imdieke, S., Standerford, N. S., & Reissner (2014). "(Re)Seeing our Teacher Education Practices through Visual Literacy." American Reading Forum Annual Yearbook [Online]. Vol. 34. http://americanreadingforum.org/yearbook/14_yearbook/documents/Bergh.ReSeeing_Our_Teacher_Education_Practices.pdf

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Edge, C., Cameron-Standerford, A., Bergh, B. (2014). Using Self-Study to Navigate the Changing Seas of Standards-Based Education. In D. Garbett & A. Ovens (Eds.), Changing Practices for Changing Times: Past, Present and Future Possibilities for Self-Study Research. Proceedings of the Tenth International Conference of Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England. Auckland, New Zealand: University of Auckland. http://www.aera.net/SIG109/Conferences/PastCastleProceedings/tabid/15213/Default.aspx

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Edge, C., (November, 2014). Story as a transactional space for teachers and students: Examining how a second-year English teacher made meaning before, during, and after teaching through stories lived and told. National Council Teachers of English Annual Conference: Washington, DC.

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Edge, C., Cameron-Standerford, A., Bergh, B. (August, 2014). Using Self-Study to Navigate the Changing Seas of Standards-Based Education. International Conference of Self-Study of Teacher Education Practices: Herstmonceux Castle, East Sussex, England.

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Edge, C., (May, 2014). Reading and composing the classroom as text: Illuminating Two Second-Year English Teachers' Meaning Making from Classroom Events through Narrative Inquiry. 59th Annual International Reading Association Conference: New Orleans, LA.

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Bergh, B., Edge, & C., Cameron-Standerford, A., (April, 2014). Examining educative experiences: Critically reading the texts of teacher education practices. American Educational Research Association Annual Conference: Philadelphia, PA.

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Edge, C. & Swanson, A., (March, 2014). Literacy power inverter: (Re)Discovering content area texts. Michigan Reading Association Annual Conference: Grand Rapids, MI.

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Cameron-Standerford, A., Bergh, B., Edge, C., Standerford, S., Sabin, J., Reissner, L., & Standerford, C. (2013). Textualizing Experiences: Reading the "texts" of teacher education practices. American Reading Forum Annual Yearbook. http://americanreadingforum.org/yearbook/13_yearbook/volume13.htm

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Edge, C. (May, 2013). Navigating the narrative inquiry story world: Whose Meaning is this? Research paper presentation, International Congress of Qualitative Inquiry: University of Illinois at Urbana-Champaign, IL.

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Edge, C., Bergh, B., & Cameron-Standerford, A. (May, 2013). Tensions and transitions: textualizing teacher education practices through self-study. Research paper presentation, International Congress of Qualitative Inquiry: University of Illinois at Urbana-Champaign, IL.

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Edge, C., Cameron-Standerford, A., Bergh, B., Standerford, N. S., Reissner, L., Imdieke, S., Sabin, J. M., & Licht-Mallo, M. (December, 2013). Looking back at policy: Re-seeing teacher education practices through visual literacy. Research panel presentation, American Reading Forum Annual Conference: Sanibel Island, FL.

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Standerford, N. S., Sabin, J. M., Anderson, D., Edge, C., Lubig, J., & Cameron-Standerford, A. (2012). Minding the gap: Navigating chasms of confusion and fogs of frustration-A Problems Court. American Reading Forum Annual Yearbook, Vol. 32. http://americanreadingforum.org/yearbook/12_yearbook/volume12.htm

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Edge, C., Cameron-Standerford, A., Bergh, B., Standerford, N. S., Reissner, L., Imdieke, S., & Sabin, J. M. (December, 2012). Textualizing experiences: Reading the "texts" of teacher education practices. American Reading Forum Annual Conference: Sanibel Island, FL.

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Edge, C. (November, 2012). Connections that sparked instructional decisions and kindled an understanding of teaching and learning: Illuminating two second-year English teachers' meaning making from classroom events through narrative inquiry. Paper presented at National Council Teachers of English Annual Conference, Las Vegas, Nevada.

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Edge, C. (April, 2012). Exploring the tacit: A Narrative inquiry into how two beginning English teachers make meaning from classroom events. Paper presented at American Educational Research Association Annual Conference, Vancouve, British Colombia.

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Edge, C. (2011). Making meaning with "readers" and "texts": A narrative inquiry into two beginning English teachers' meaning-making from classroom events. Graduate School Theses and Dissertations. http://scholarcommons.usf.edu/etd/3722/

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Standerford, N. S., Lubig, J., Anderson, D., Edge, C., Sabin, J., & Cameron-Standerford, A. (December, 2011). Minding the gap: Avoiding chasms of confusion and fogs of frustration. Paper presented at American Reading Forum Annual Conference, Sanibel Island, FL.

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Edge, C. (October, 2011). The hidden power of haiku: Playing with words, reflecting on meaning, and transforming texts with haiku. Paper presented at Upper Peninsula Reading Association Conference, Marquette, MI.

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Edge, C. (October, 2011). The hidden power of haiku: Writing to learn in content-area classrooms. Fall Conference for Educators, Marquette, MI.

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Edge, C. (February, 2011). (Re)Considering meaning-making: Time and space in teachers' classroom literacy practices. Paper presented at National Council Teachers of English Assembly for Research Annual Conference, University of Wisconsin, Madison.

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Edge, C. (September, 2010). The hidden power of haiku: Playing with words, transforming texts, and reflecting on meaning. Tampa Bay Area Writing Project Annual Fall Conference, Tampa, FL.

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Edge, C. (2009). Research Brief: Strengthening at-risk students' affiliation with school. The Principals' Partnership. A Program of Union Pacific Foundation. http://www.principalspartnership.com/affiliation.pdf.

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Edge, C. (April, 2009). (Mis)Reading the classroom text: A two-act play on the tensions of teaching. Paper presented at American Educational Research Association Annual Conference, San Diego, CA.

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Semon, S., Edge, C., Mucci, A., Applegate, J., & Kleinhammer, J. (February, 2009). Becoming teacher educators: An exploratory study. Paper presented at American Association of Colleges for Teacher Education Annual Conference, Chicago, IL.

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Edge, C. (November, 2008). Publishing: Creating classroom community in common places and cyberspaces. Paper Presented at National Council Teachers of English Annual Conference, San Antonio, TX.

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Edge, C. (October, 2008). Extending meaning on Mango Street: Novel ideas. Florida Council Teachers of English Annual Conference, Orlando, FL.

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Kaywell, J. F., Kelley, P. K., Edge, C., McCoy, L., & Steinberg, N. (2006). Growing Up Female around the Globe with Young Adult Literature. The ALAN Review, 33(3), 62-69.

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Edge, C. (September, 2005). Academic writing with voice: Coaching students through literature. Tampa Bay Area Writing Project Annual Fall Conference, Tampa, FL.

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Edge, C., Monske, L. Boyer-Davis, S., VandenAvond, S., & Hamel, B. (accepted). Leading university change: A case study of meaning-making and implementing online learning quality standards. American Journal of Distance Education.

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Edge, C. (forthcoming). Making Meaning with Readers and Texts: Beginning Teachers' Meaning-Making from Classroom Events. Emerald.

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Edge, C., & Vipperman, C. (in press). How do we praxis?: Becoming teachers of diverse learners in urban environments. In A. Martin (Ed.), Self-Studies in urban teacher education: Preparing U.S. teachers to advance equity and social justice. Springer.

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