Office: 254 Albert W. Brown Building
Phone: (585) 395-5935
PhD, University of Missouri-Columbia
MA, Truman State University
BSE, Truman State University
Early language and literacy, multiple literacies, early childhood education, qualitative research, critical pedagogy
Impact of federal and state policies on P-12 and higher education, impact of leveling on literacy teaching and learning, multiple literacies, teacher identity construction
O’Brien, L.M., & Novinger, S. (2013). Our “excellent adventures” with NCATE: Stories of struggle, resistance, and hope. In B. Porfolio & E. Daniels (Eds.), Dangerous counter-stories in the corporate academy: Narrating for understanding, solidarity, resistance, and community in the age of neoliberalism. North Carolina: New Age Information Publishing.
Wurst, L. & Novinger, S. (2011). Hidden boundaries, education, and ideology. In R. Bernbeck & R. McGuire (Eds.), Ideologies in Archaeology (pp. 303-320). Tempe, AZ: University of Arizona Press.
Halquist, D., & Novinger, S. (2009). Cracks in the Mirror: Discovering Teacher Candidates’ Strategies for Resisting Reflection. In C. Craig and L. Deretchin (Eds.), ATE Yearbook XVII: Teacher Learning in Small-Group Settings (pp. 200-225). Lanham, MD: Rowman & Littlefield.
O’Brien, L., Novinger, S., & Bizari-Leach, A. (2007). What does it mean to be a “good” early childhood teacher? Journal of Early Childhood Teacher Education, 28 (3), 205-217.
Novinger, S., O’Brien, L., & Sweigman, L. (2005). Challenging the culture of expertise: Moving beyond training the always, already failing early childhood educator. In S. Ryan and S. Grieshaber (Eds.), Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education. Oxford, UK: Elsevier.
Novinger, S. & Compton-Lilly, C. (2005). Telling literacy stories: Speaking truth to power. Language Arts, 82(3), 195-203.