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Office: 266 Albert W. Brown Building
Phone: (585) 395-5935
PhD, University of Missouri-Columbia
MA, Truman State University
BSE, Truman State University
Area(s) of specialty
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.