Books
Kerkhoff, S. N., & Spires, H. A. (2023). Critical perspectives on global literacies: Bridging research and practice. Routledge.
Spires, H. A., Kerkhoff, S. N., & Paul, C. (2019). Read, write, inquire: Disciplinary literacy in grades 6-12. Teachers College Press.
Spires, H. A., Kerkhoff, S. N., & Paul, C. (2019). Read, write, inquire: Disciplinary literacy in grades 6-12. Teachers College Press.
Articles
Kerkhoff, S. N., Carpenter, J., Yang, Q., & Dong, Y. (2023). Part of something bigger: Critical literacies in the Global Read Aloud. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2022.2154084
Kerkhoff, S. N., Kline, K., Lannin, A., O’Daniels, K. A., Sheerman, J., & Singer, N. with Brosch, T.*, Hammond, D.*, & Obubo, L.* (2023). Teacher-centered literacy action plans: School improvement that starts with teachers. English Leadership Quarterly, 53(3), 19-23.
Carpenter, J., Kerkhoff, S. N., & Wang, Y. (2022). Teacher collaboration in the context of grassroots digital innovation: A mixed methods study. Teaching and Teacher Education, 114(2022). https://doi.org/10.1016/j.tate.2022.103719
Kerkhoff, S. N. (2022). A pedagogical framework for critical cosmopolitan literacies. Changing English, 29(3), 262-284.
https://doi.org/10.1080/1358684X.2022.2042673
Kerkhoff, S. N., Behizadeh, N. & Olan, E. L. (2022). The moves we make to reach praxis in teacher education courses. The New Educator, 18(3), 240-255.
https://www.tandfonline.com/doi/full/10.1080/1547688X.2022.2096948?src=
Kerkhoff, S. N., & Makubuya, T. (2022). Learner-centered teaching and digital literacy instruction in low-income countries: A case study in Kenya. Reading Research Quarterly, 57(1), 287-305. https://doi.org/10.1002/rrq.392
Kerkhoff, S. N. (2021-22). The digital divide is about more than access. The Missouri Reader, 45(1), 10-13.
Hauerwas, L. B., & Kerkhoff, S. N. (2021). Using global thinking routines to develop critical global perspectives in teacher education. Contingencies: A Journal of Global Pedagogy 1(2). https://doi.org/10.33682/myf5-zgtb
Hauerwas, L. B., Kerkhoff, S. N., & Schneider, S. (2021). Glocality, reflexivity, interculturality, and worldmaking: A framework for critical global teaching. Journal of Research in Childhood Education, 35(2), 184-199. https://www.tandfonline.com/doi/full/10.1080/02568543.2021.1900714
Kerkhoff, S. N. & Falter, M. M. (2021). Going the distance: Using Flipgrid to mediate race discussions across two young adult literature courses. Current Issues in Technology and Teacher Education, 21(4), 589-625. https://citejournal.org/category/english-language-arts/
Kerkhoff, S. N. & Mardi, F. (2021). The empathy by design approach to problem-based learning in ELA. Voices from the Middle, 29(1), 28-32.
Broere, M. & Kerkhoff, S. N. (2020). Discussing the word and the world: Critical conversations about global issues. Voices from the Middle, 27(3), 50-53.
Kerkhoff, S. N. (2020). Collaborative video case studies and online instruments for self-reflection in global teacher education. Journal of Technology and Teacher Education, 28(2), 341-351. http://learntechlib.org/primary/p/216212/
Kerkhoff, S. N. (2020). Developing critical global literacy through class discussions of literature. The Missouri Reader, 43 (2), 36-38.
Kerkhoff, S. N., Broere, M. & Premont, D. (2020). Average and avid: Preservice English teachers' reading identities. English Teaching: Practice & Critique, 9(2), 197-215.
http://www.emerald.com/insight/content/doi/10.1108/ETPC-07-2019-0092/full/html
Kerkhoff, S. N. & Cloud, M. (2020). Equipping teachers with globally competent practices: A mixed method study on integrating global competence and teacher education. International Journal of Educational Research, 103 (2020), 101629. http://doi.org/10.1016/j.ijer.2020.101629
Kerkhoff, S. N., Spires, H. A., & Wanyonyi, P.** (2020). Teaching new literacies and inquiry: A grassroots effort to bring about educational change in Kenya. Journal of Adolescent and Adult Literacy, 64(2), 145-156. http://onlinelibrary.wiley.com/share/author/BSKZI5XVXVNGIMV6EXSM?target=10.1002/jaal.1067
Premont, D., Kerkhoff, S. N., & Alsup, J. (2020). Preservice teacher writer identities: Tensions and implications. Teaching/Writing: The Journal of Writing Teacher Education, 8(1). http://scholarworks.wmich.edu/wte/vol8/iss1/1/
Kerkhoff, S. N., Dimitrieska, V., Woerner, J., & Alsup, J. (2019). Global teaching in Indiana: A quantitative case study of K-12 public school teachers. Journal of Comparative Studies and International Education, 1(1). https//www.jcsie.com/ojs/dir/index.php/JCSIE/article/view/14
Spires, H. A., Himes, M., Paul, C. M., & Kerkhoff, S. N. (2019). Going global with Project Based Inquiry Global: Cosmopolitan literacies in practice. Journal of Adolescent and Adult Literacy, 63(1), 51-64. http://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.947
Falter, M. M., & Kerkhoff, S. N. (2018). Slowly shifting out of neutral: Using young adult literature to discuss PSTs’ beliefs about racial injustice and police brutality. English Teaching: Practice & Critique, 17(3), 257-276. http://doi.org/10.1108/ETPC-05-2017-0057
Spires, H. A., Kerkhoff, S. N., & Fortune, N. (2018). Educational cosmopolitanism and collaborative inquiry with Chinese and US teachers. Teaching Education, 30(4), 437-454. https://doi.org/10.1080/10476210.2018.1506431
Spires, H. A., Kerkhoff, S. N., Graham, A. C. K., Thompson, I., & Lee, J. K. (2018). Operationalizing and validating disciplinary literacy in secondary education. Reading and Writing: An Interdisciplinary Journal, 31(6), 1401-34. http://doi.org/10.1007/s11145-018-9839-4
Kerkhoff, S. N. (2017). Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale. Teaching and Teacher Education, 65, 91-106. http://dx.doi.org/10.1016/j.tate.2017.03.011
Graham, A. C. K., Spires, H. A., & Kerkhoff, S. N. (2017). Disciplinary literacy in the middle school: Exploring pedagogical tensions. Middle Grades Research Journal, 11(1), 63-84. https://eric.ed.gov/?id=EJ1146221
Pruden, M., Kerkhoff, S. N., Spires, H. A., & Lester, J. (2017). Enhancing writing achievement through technology: Case studies of three struggling adolescent male writers. Reading & Writing Quarterly, 33(1), 1-19. https://doi.org/10.1002/jaal.577
Kerkhoff, S. N. (2016). Partnership to empowerment: A case study of INGO and public school partnerships in Belize. International Journal of Adult, Community, and Professional Learning, 23(3), 23-39.
Spires, H. A., Kerkhoff, S. N., & Graham, A. C. K. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161. https://doi.org/10.1002/jaal.577
Kerkhoff, S. N. (2015). Dialogism: Feminist revision of argumentative writing instruction. Literacy Research: Theory, Method, and Practice, 64,443-460.
http://lrx.sagepub.com/content/64/1/443.abstract
Kerkhoff, S. N. & Spires, H. A. (2015). Getting close to close reading: How teachers are making instructional shifts in early literacy. Journal of Language and Literacy Education, 11(2), 44-63. http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-3-Kerkhof.pdf
Saylor, E. E., & Kerkhoff, S. N. (2014). Change is the only constant: Beginning teachers’ perceptions of implementing the Common Core State Standards. Current Issues in Education, 17(3). http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1311/592
Kerkhoff, S. N., Kline, K., Lannin, A., O’Daniels, K. A., Sheerman, J., & Singer, N. with Brosch, T.*, Hammond, D.*, & Obubo, L.* (2023). Teacher-centered literacy action plans: School improvement that starts with teachers. English Leadership Quarterly, 53(3), 19-23.
Carpenter, J., Kerkhoff, S. N., & Wang, Y. (2022). Teacher collaboration in the context of grassroots digital innovation: A mixed methods study. Teaching and Teacher Education, 114(2022). https://doi.org/10.1016/j.tate.2022.103719
Kerkhoff, S. N. (2022). A pedagogical framework for critical cosmopolitan literacies. Changing English, 29(3), 262-284.
https://doi.org/10.1080/1358684X.2022.2042673
Kerkhoff, S. N., Behizadeh, N. & Olan, E. L. (2022). The moves we make to reach praxis in teacher education courses. The New Educator, 18(3), 240-255.
https://www.tandfonline.com/doi/full/10.1080/1547688X.2022.2096948?src=
Kerkhoff, S. N., & Makubuya, T. (2022). Learner-centered teaching and digital literacy instruction in low-income countries: A case study in Kenya. Reading Research Quarterly, 57(1), 287-305. https://doi.org/10.1002/rrq.392
Kerkhoff, S. N. (2021-22). The digital divide is about more than access. The Missouri Reader, 45(1), 10-13.
Hauerwas, L. B., & Kerkhoff, S. N. (2021). Using global thinking routines to develop critical global perspectives in teacher education. Contingencies: A Journal of Global Pedagogy 1(2). https://doi.org/10.33682/myf5-zgtb
Hauerwas, L. B., Kerkhoff, S. N., & Schneider, S. (2021). Glocality, reflexivity, interculturality, and worldmaking: A framework for critical global teaching. Journal of Research in Childhood Education, 35(2), 184-199. https://www.tandfonline.com/doi/full/10.1080/02568543.2021.1900714
Kerkhoff, S. N. & Falter, M. M. (2021). Going the distance: Using Flipgrid to mediate race discussions across two young adult literature courses. Current Issues in Technology and Teacher Education, 21(4), 589-625. https://citejournal.org/category/english-language-arts/
Kerkhoff, S. N. & Mardi, F. (2021). The empathy by design approach to problem-based learning in ELA. Voices from the Middle, 29(1), 28-32.
Broere, M. & Kerkhoff, S. N. (2020). Discussing the word and the world: Critical conversations about global issues. Voices from the Middle, 27(3), 50-53.
Kerkhoff, S. N. (2020). Collaborative video case studies and online instruments for self-reflection in global teacher education. Journal of Technology and Teacher Education, 28(2), 341-351. http://learntechlib.org/primary/p/216212/
Kerkhoff, S. N. (2020). Developing critical global literacy through class discussions of literature. The Missouri Reader, 43 (2), 36-38.
Kerkhoff, S. N., Broere, M. & Premont, D. (2020). Average and avid: Preservice English teachers' reading identities. English Teaching: Practice & Critique, 9(2), 197-215.
http://www.emerald.com/insight/content/doi/10.1108/ETPC-07-2019-0092/full/html
Kerkhoff, S. N. & Cloud, M. (2020). Equipping teachers with globally competent practices: A mixed method study on integrating global competence and teacher education. International Journal of Educational Research, 103 (2020), 101629. http://doi.org/10.1016/j.ijer.2020.101629
Kerkhoff, S. N., Spires, H. A., & Wanyonyi, P.** (2020). Teaching new literacies and inquiry: A grassroots effort to bring about educational change in Kenya. Journal of Adolescent and Adult Literacy, 64(2), 145-156. http://onlinelibrary.wiley.com/share/author/BSKZI5XVXVNGIMV6EXSM?target=10.1002/jaal.1067
Premont, D., Kerkhoff, S. N., & Alsup, J. (2020). Preservice teacher writer identities: Tensions and implications. Teaching/Writing: The Journal of Writing Teacher Education, 8(1). http://scholarworks.wmich.edu/wte/vol8/iss1/1/
Kerkhoff, S. N., Dimitrieska, V., Woerner, J., & Alsup, J. (2019). Global teaching in Indiana: A quantitative case study of K-12 public school teachers. Journal of Comparative Studies and International Education, 1(1). https//www.jcsie.com/ojs/dir/index.php/JCSIE/article/view/14
Spires, H. A., Himes, M., Paul, C. M., & Kerkhoff, S. N. (2019). Going global with Project Based Inquiry Global: Cosmopolitan literacies in practice. Journal of Adolescent and Adult Literacy, 63(1), 51-64. http://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.947
Falter, M. M., & Kerkhoff, S. N. (2018). Slowly shifting out of neutral: Using young adult literature to discuss PSTs’ beliefs about racial injustice and police brutality. English Teaching: Practice & Critique, 17(3), 257-276. http://doi.org/10.1108/ETPC-05-2017-0057
Spires, H. A., Kerkhoff, S. N., & Fortune, N. (2018). Educational cosmopolitanism and collaborative inquiry with Chinese and US teachers. Teaching Education, 30(4), 437-454. https://doi.org/10.1080/10476210.2018.1506431
Spires, H. A., Kerkhoff, S. N., Graham, A. C. K., Thompson, I., & Lee, J. K. (2018). Operationalizing and validating disciplinary literacy in secondary education. Reading and Writing: An Interdisciplinary Journal, 31(6), 1401-34. http://doi.org/10.1007/s11145-018-9839-4
Kerkhoff, S. N. (2017). Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale. Teaching and Teacher Education, 65, 91-106. http://dx.doi.org/10.1016/j.tate.2017.03.011
Graham, A. C. K., Spires, H. A., & Kerkhoff, S. N. (2017). Disciplinary literacy in the middle school: Exploring pedagogical tensions. Middle Grades Research Journal, 11(1), 63-84. https://eric.ed.gov/?id=EJ1146221
Pruden, M., Kerkhoff, S. N., Spires, H. A., & Lester, J. (2017). Enhancing writing achievement through technology: Case studies of three struggling adolescent male writers. Reading & Writing Quarterly, 33(1), 1-19. https://doi.org/10.1002/jaal.577
Kerkhoff, S. N. (2016). Partnership to empowerment: A case study of INGO and public school partnerships in Belize. International Journal of Adult, Community, and Professional Learning, 23(3), 23-39.
Spires, H. A., Kerkhoff, S. N., & Graham, A. C. K. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161. https://doi.org/10.1002/jaal.577
Kerkhoff, S. N. (2015). Dialogism: Feminist revision of argumentative writing instruction. Literacy Research: Theory, Method, and Practice, 64,443-460.
http://lrx.sagepub.com/content/64/1/443.abstract
Kerkhoff, S. N. & Spires, H. A. (2015). Getting close to close reading: How teachers are making instructional shifts in early literacy. Journal of Language and Literacy Education, 11(2), 44-63. http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-3-Kerkhof.pdf
Saylor, E. E., & Kerkhoff, S. N. (2014). Change is the only constant: Beginning teachers’ perceptions of implementing the Common Core State Standards. Current Issues in Education, 17(3). http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1311/592
Chapters in Academic Books
Kerkhoff, S. N., Bolton, N., Zhou, C., & Wang, L. (2023). Inquiry circles as PD to internationalize teaching and learning. In C. Ullom & N. Guler (Eds.), At school in the world: Developing globally engaged teachers (pp. 261-285). Rowman & Littlefield.
Kerkhoff, S. N. (2023). Measuring the teaching of global literacies. In Kerkhoff, S. N., & Spires, H. A. (Eds.), Critical perspectives on global literacies: Bridging research and practice (pp. 193-212). Routledge.
Kerkhoff, S. N., & Spires, H. A. (2023). Introduction: Towards an overarching definition of global literacies. In Kerkhoff, S. N., & Spires, H. A. (Eds.), Critical perspectives on global literacies: Bridging research and practice (pp. 1-8). Routledge.
Song, K., Kerkhoff, S. N., & Slapac, A. (2023). The world at home and at home in the world: Educating racially, culturally, and linguistically diverse learners. In J. Chitiyo & Z. Pietrantoni (Eds.), Social justice and culturally-affirming education in K-12 settings. IGI Global.
Kerkhoff, S. N., O’Daniels, K. A., Mardi, F., & Parton, C. (2022). Successes and challenges with anti-racist community building in online environments: A dual pandemic intersection. In R. Hartshorne (Ed.), A retrospective of teaching, technology, and teacher education during the covid-19 pandemic. AACE/Site Publications.
Kerkhoff, S. N., & Yi, M.* (2022). Educational cosmopolitanism to frame teaching global literacies. In L. Assaf, P. Sowa, and K. Zammit (Eds.), Global meaning making: Disrupting and interrogating international literacy research and teaching (pp. 179-200). Emerald.
Kerkhoff, S. N., Mardi, F., & Rong, H. (2021). An action research study on globally competent teaching in online spaces. In A. Slapac, P. Balcerzak, & K. O’Brien (Eds.). Handbook of research on the global empowerment of educators and student learning through action research (pp. 264-288). IGI Global.
Kerkhoff, S. N., Spires, H. A., & Wright, S. J. (2020). A world of difference: Teaching global citizenship through inquiry in a rural junior high school. In R. Cordova & W. Reynolds (Eds.) Educating for social justice: Field notes from rural communities (pp. 298–328). Sense Publishers.
Spires, H. A., Medlock, C., & Kerkhoff, S. N. (2019). Digital literacy for the 21st century. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (5th ed.). IGI Global.
Kerkhoff, S. N. (2018). Teaching for global readiness: A model for locally situated and globally connected literacy instruction. In E. Ortlieb and E. H. Cheek (Eds.), Addressing diversity in literacy instruction (pgs. 193-205). Emerald.
Spires, H. A., Kerkhoff, S. N., Zheng, M. (2017). Creating a community of inquiry as a professional development model with teachers in China: New literacies, new complexities. In H. A. Spires (Ed.), Digital transformation and innovation in Chinese education (pg. 100-118). IGI Global.
Spires, H. A., & Kerkhoff, S. N. (2016). New literacies. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), Encyclopedia of middle grades education (2nd ed.). Information Age Publishing.
Kerkhoff, S. N. (2023). Measuring the teaching of global literacies. In Kerkhoff, S. N., & Spires, H. A. (Eds.), Critical perspectives on global literacies: Bridging research and practice (pp. 193-212). Routledge.
Kerkhoff, S. N., & Spires, H. A. (2023). Introduction: Towards an overarching definition of global literacies. In Kerkhoff, S. N., & Spires, H. A. (Eds.), Critical perspectives on global literacies: Bridging research and practice (pp. 1-8). Routledge.
Song, K., Kerkhoff, S. N., & Slapac, A. (2023). The world at home and at home in the world: Educating racially, culturally, and linguistically diverse learners. In J. Chitiyo & Z. Pietrantoni (Eds.), Social justice and culturally-affirming education in K-12 settings. IGI Global.
Kerkhoff, S. N., O’Daniels, K. A., Mardi, F., & Parton, C. (2022). Successes and challenges with anti-racist community building in online environments: A dual pandemic intersection. In R. Hartshorne (Ed.), A retrospective of teaching, technology, and teacher education during the covid-19 pandemic. AACE/Site Publications.
Kerkhoff, S. N., & Yi, M.* (2022). Educational cosmopolitanism to frame teaching global literacies. In L. Assaf, P. Sowa, and K. Zammit (Eds.), Global meaning making: Disrupting and interrogating international literacy research and teaching (pp. 179-200). Emerald.
Kerkhoff, S. N., Mardi, F., & Rong, H. (2021). An action research study on globally competent teaching in online spaces. In A. Slapac, P. Balcerzak, & K. O’Brien (Eds.). Handbook of research on the global empowerment of educators and student learning through action research (pp. 264-288). IGI Global.
Kerkhoff, S. N., Spires, H. A., & Wright, S. J. (2020). A world of difference: Teaching global citizenship through inquiry in a rural junior high school. In R. Cordova & W. Reynolds (Eds.) Educating for social justice: Field notes from rural communities (pp. 298–328). Sense Publishers.
Spires, H. A., Medlock, C., & Kerkhoff, S. N. (2019). Digital literacy for the 21st century. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (5th ed.). IGI Global.
Kerkhoff, S. N. (2018). Teaching for global readiness: A model for locally situated and globally connected literacy instruction. In E. Ortlieb and E. H. Cheek (Eds.), Addressing diversity in literacy instruction (pgs. 193-205). Emerald.
Spires, H. A., Kerkhoff, S. N., Zheng, M. (2017). Creating a community of inquiry as a professional development model with teachers in China: New literacies, new complexities. In H. A. Spires (Ed.), Digital transformation and innovation in Chinese education (pg. 100-118). IGI Global.
Spires, H. A., & Kerkhoff, S. N. (2016). New literacies. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), Encyclopedia of middle grades education (2nd ed.). Information Age Publishing.
EDITORIALS and Book Reviews
Kerkhoff, S. N., Kline, K., Lannin, A., O’Daniels, K. A., Sherman, J., & Singer, N. (2023, July). Co-creating school literacy action plans: Leading responsive and sustainable action for change in times of turmoil. International Literacy Association’s Literacy Today.
Kerkhoff, S. N. (2020). Book review of International Development Leadership. International Journal of Education Development and Global Learning.
Morris, K., Johnson, T. S., Jimerson, L., Kerkhoff, S. N., & Premont, D. (2019). Fifty years of English Education: What the Emig award-winning articles tell us [Editorial]. English Education, 51 (4).
Johnson, T. S., Jimerson, L. Kerkhoff, S. N., Premont, D. & Former Editors (2019). Fifty years of English Education: Former editors speak [Editorial]. English Education, 51 (3).
Johnson, T. S. & Kerkhoff, S. N. (2018). #Metoo in English education [Editorial]. English Education, 51(1), 4-16.
Kerkhoff, S. N. (2018). Happily imbalanced [Editorial]. English Education, 50(4), 300-304.
Kerkhoff, S. N. (2017). Embracing the and [Editorial]. English Education, 49(3), 316-319.
Kerkhoff, S. N., with Beauchamp, L., Ferrill, C., Lee, L., Adomako, A., Bonini, R., Jang, Y., & Queen, C. (2017). First Opinion: Race, identity, and social justice in the young adult novel All American Boys. First Opinions Second Reactions: Innovative Online Reviews of Literature for Children and Young Adults, 10(1).
Kerkhoff, S. N. (2020). Book review of International Development Leadership. International Journal of Education Development and Global Learning.
Morris, K., Johnson, T. S., Jimerson, L., Kerkhoff, S. N., & Premont, D. (2019). Fifty years of English Education: What the Emig award-winning articles tell us [Editorial]. English Education, 51 (4).
Johnson, T. S., Jimerson, L. Kerkhoff, S. N., Premont, D. & Former Editors (2019). Fifty years of English Education: Former editors speak [Editorial]. English Education, 51 (3).
Johnson, T. S. & Kerkhoff, S. N. (2018). #Metoo in English education [Editorial]. English Education, 51(1), 4-16.
Kerkhoff, S. N. (2018). Happily imbalanced [Editorial]. English Education, 50(4), 300-304.
Kerkhoff, S. N. (2017). Embracing the and [Editorial]. English Education, 49(3), 316-319.
Kerkhoff, S. N., with Beauchamp, L., Ferrill, C., Lee, L., Adomako, A., Bonini, R., Jang, Y., & Queen, C. (2017). First Opinion: Race, identity, and social justice in the young adult novel All American Boys. First Opinions Second Reactions: Innovative Online Reviews of Literature for Children and Young Adults, 10(1).