SELECTED ARTICLES AND BOOK CHAPTERS
Kennedy, B. L., Bondy, E., Dana, N. F., Vescio, V., & Ma, V. W. (2019). The development and enactment of practitioner scholarship among graduates from one online Ed.D. program. Journal of Further and Higher Education. Advance online publication. https://doi.org/10.1080/0309877X.2019.1576858
Ma, V. W., Dana. N. F., Adams, A., Kennedy, B. (2018). Understanding the problem of practice: An analysis of professional practice EdD dissertations. Impacting Education: Jounral on Transforming Professional Practice, 3, 13-22.
Griffin, C. C., Dana, N. F., Pape, S. J., Algina, J., Bae, J., Prosser, S. K., & League, M. (2018). Prime online: Exploring teacher professional development for creating inclusive elementary mathematics classrooms. Teaching Education and Special Education, 41(2) 121-139.
Dana, N.F. (2017). Practitioner inquiry and PDS work: A reflection on 25 years of purpose, problems, and potential. School-University Partnerships, 10(4), 5-12.
Dana, N. F., & Currin, E. (2017). Inquiry for equity: Exploring the impact of practitioner research. Journal of Practitioner Research, 2(2). http://scholarcommons.usf.edu/jpr/vol2/iss2/1/
Dana, N. F., Pape, S. J., Griffin, C.C., & Prosser, S. K. (2017). Incorporating practitioner inquiry into an online professional development program: The Prime Online experience. Professional Development in Education, 43(2), 212-231.
Dana, N. F., Marrs-Morford, L., & Roberts, S. (2017). Teaching principals to be action researchers: The Indiana Principal Leadership Institute (IPLI) Coaching Model. Journal of Practitioner Research, 2(1), http://scholarcommons.usf.edu/jpr/vol2/iss1/1/
Wolkenhauer, R., Hill, A., Dana, N. F., & Stuckey, M. (2017). Exploring the connections between action research and teacher leadership: A Reflection on teacher leader research for confronting new challenges. The New Educator, 13(2), 117-136.
Shannon, D., Smith, S., & Dana, N. F. (2016). Practitioner research in early childhood education and care: A twenty-one year review of the literature. Infants and Young Children, 29(4), 312-334.
Dana, N. F., Marrs-Morford, L., & Roberts, S. (2015). The promise of action research: Lessons learned from the Indiana Principal Leadership Institute. LEARNing Landscapes, 9(1), 59-79.
Jacobs, J., Yendol-Hoppey, D., & Dana, N. F. (2015). Preparing the next generation of teacher educators: The role of practitioner research. Action in Teacher Education, 37(4), 373-396.
Dana, N. F. (2015). Understanding inquiry as stance: Illustration and analysis of one teacher researcher’s work. LEARNing Landscapes, 8(2), 161-172.
Dana, N.F., Dawson, K., Wolkenhauer, R., & Krell, D. (2013). Pushing the envelope on what is known about teacher professional development: The virtual school teacher experience. Professional Development in Education, DOI:10.1080/19415257.2012.762417.
Dawson K., Dana, N.F., Wolkenhauer, R. & Krell, D. (2013). Identifying the priorities and practices of virtual school educators using action research. American Journal of Distance Education, 27(1), 29-39.
Dana, N. F., Krell, D., & Wolkenhauer, R. (2012). Taking action research in teacher education online: Exploring the Possibilities. In R. Hartshorne, T. Heafner, & T. Petty (Eds). Teacher education programs and online learning tools: Innovations in teacher preparation. IGA Global.
Wolkenhauer, R., Boynton, S., & Dana, N. F. (2011). The power of practitioner research and development of an inquiry stance in teacher education programs. Teacher Education and Practice, 24(4), 388-404.
Ross, D., Adams, A., Bondy, E., Dana, N. F., Dodman, S., & Swain, C. (2011). Impact of a cohort-based, job-embedded, blended teacher leadership program. Teaching and Teacher Education, 27, 1213-1222.
Dana, N. F., Delane, D. C., & George, P. (2010). Reclaiming Camelot: Capturing the reflections of exemplary veteran middle school teachers in an age of high-stakes testing and accountability through narrative inquiry. In K. F. Malu (Ed.) Handbook of Research on Middle Level Education. Greenwich, CT: Information Age Publishing, 151-172.
Dana, N. F., & Yendol-Hoppey, D. (2010). The role of inquiry-oriented learning communities and protocols in sustaining and enhancing teacher reflectivity throughout the professional lifetime. In E. G. Pultorak (Ed.) The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for 21stCentury Teachers and Students. Lanham, MD: Rowman & Littlefield, 277- 300.
Dana, N. F., Tricarico, K., & Quinn, D. (2010). The administrator as action researcher: A case study of five principals and their engagement in systematic, intentional study of their own practice. Journal of School Leadership, 19(3), 232-265.
Yendol-Hoppey, D., Dana, N.F., & Delane, D. (2009). Inquiry-oriented mentoring in the professional development school. School-University Partnerships, 3(1), 6 – 13.
Yendol-Hoppey, D., & Dana, N. F. (2009). Commingling action research and professional learning communities: An illustration of key components. In C. J. Craig and L. F. Deretchin (Eds.). Teacher Learning in Small Group Settings: Teacher Education Yearbook XVII. Lanham, Maryland: Rowman & Littlefield Education, 54-65
Dana, N. F. & Yendol-Hoppey, D. (2008). Resisting crash diet staff development, Kappa Delta Pi Record, 44(2), 66-71.
Dawson, K. & Dana, N. F. (2007). When curriculum-based, technology enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change? British Journal of Educational Technology, 38(4), 656-667.
Dana, N. F., Yendol-Hoppey, D., & Snow-Gerono, J. L. (2006). Deconstructing inquiry in the professional development school: Exploring the domains and contents of teachers’ questions. Action in Teacher Education, 27(4), 59-71.
Dana, N. F. & Yendol-Hoppey, D. (2005). Becoming an early childhood teacher leader and advocate for social justice: A phenomenological interview study. Journal of Early Childhood Teacher Education, 26(3), 191 – 206.