Research & Scholarship
Research Projects & Academic Studies
Response to Intervention within urban school settings
Strategies for teaching and assessing Culturally and Linguistically Diverse Exceptional students
Preparing and supporting quality urban educators
Science Education within the context of school reform
Teacher relationships and collaboration within the context of school reform
Grassi, E. & Barker, H.B. (2012). Involving parents of young culturally and linguistically diverse exceptional students. Accellerate quarterly review of the National Clearinghouse for English Language Acquisition 4(2). Winter 2012, pgs. 11-12.
Armon, J., E. Grassi, H. Barker, J. Cross, K. Nutting, and E. Dorman (2012). Developing
justice-oriented teachers: Personal transformation through relationships. Jesuit
Higher Education: A Journal 1. Available at http://jesuithighereducation.org/index.php/jhe/index
Barker, H.B., Grassi, E. (2011). Culturally Responsive Practices for the Special Education Eligibility Process. Accellerate quarterly review of the National Clearinghouse for English Language Acquisition 3(1). Spring 2011, pgs. 2-4.
Books & Book Chapters
Grassi, E. & Barker, H. B. (2010). Teaching and assessing culturally and linguistically diverse students with exceptionalities. Thousand Oaks, CA: Sage.
Osborne, M.D. & Barker, H.B. (2010). Local teacher-based curriculum development in McGaw, B., Peterson, P. & Baker, E. (Eds.), International Encyclopedia of Education. Oxford: Elsevier.
Barker, H.B. & Westland, C. (2009), Evolving Roles: Relationships and Policy in C. Basile, (Ed.), Intellectual capital: The intangible assets of professional development schools. Albany, NY: SUNY Press.
Olson, F. & Barker, H.B. (2009), Literacy and Technology as capital in C. Basile, (Ed.), Intellectual capital: The intangible assets of professional development schools. Albany, NY: SUNY Press.