Publications

 
  • Garin, E. & Burns, R.W. (2021). Series Editors. Clinically Based Teacher Education in Action.
  • Marshall-Krauss, C., Garin, E. & Nowlin D. (2021 proposal accepted). Mentoring in times of uncertainty. A Themed Issue of School-University Partnerships Teaching in Times of Uncertainty. Helfrich, S.R. & Keifer-Kennedy, M. (Editors)
  • Badiali, B., Polly, D. Burns, R.W. & Garin, E. (Eds.) (2021). Clinical Practice and School-University Partnerships. A special themed issue of The Peabody Journal of Education
  • Garin, E. & Burns, R.W. (Eds.). (2020). Clinically-Based Teacher Education in Action: Cases from Professional Development Schools. Charlotte, NC: Information Age Publishing.
  • Garin, E. (2020). PDS and the Pandemic: Lessons learned from creating a virtual third space. School- University Partnerships:13(2). 77-81.
  • Garin, E. (2020). It was the best of times, it was the worst of times: A tale of two school districts. In E. Garin & R.W. Burns Clinically-Based Teacher Education in Action: Cases from Professional Development Schools. Charlotte, NC: Information Age Publishing
  • Garin, E., Mellen, S. & Nowlin, D. (2019). Summer strategic planning. PDS Partners: Bridging Theory and Practice, 13(4), 9-11.
  • Garin, E. Burns, R.W. & Polly, D. (2018). The intersection of the AACTE clinical practice report  and the napds nine essentials. PDS Partners: Bridging Research to Practice, 13(3), 5-7.
  • Garin, E., McRae, T., Hargraves, J., Rosenau, J., Santini, J. & Swann, D. (2018). Strategies to welcome and support interns to our pds network. PDS Partners, 13(2), 11-13.
  • Garin, E., & Burns, R.W. (Eds). (2017). Teacher inquiry in professional development schools: How it makes a difference. A special online issue of School-University Partnerships, 10(4).
  • Garin, E. (2017). Teacher inquiry in professional development schools: Does it make a difference? A special online issue of School-University Partnerships, 10(4), 13-29.
  • Garin, E., Farmer, C.E., Nowlin, D. Myers, D. & Wine, D. 2017 (Volume 13. Issue 1). Bowie State University’s road map to pds success: A 3-tier mentoring approach. PDS Partners
  • Garin, E. 2017 (Volume 10. Number 4). Action Research in professional development schools: How it makes a difference. School-University Partnerships.
  • Garin, E. & Harper, M.  2016 (Volume 9. Number 1). A self-study investigation of using inquiry groups in a PDS context. School-University Partnerships.
  • Garin, E., Harper, M. & Nowlin, D. 2016 (Volume 9. Number 2).  What every pds stakeholder should know about action research. School-University Partnerships.
  • Garin, E., Taylor, T., Madden, M., Beiter, J., Davis, J. Farmer, C. & Nowlin, D.,(Fall 2015) (Volume 8, Number 2). The Bowie State University Professional Development Schools Partnership. School-University Partnerships.
  • Garin, E., Winter 2015 (Volume 10, Issue 2). PDS network signature programs: What we have learned. PDS Partners.
  • Garin, E., (2014). Action research in professional development schools. PDS Partners Summer 2014(Volume 10, Issue 4).
  • Garin, E., Harper, M. & Nowlin, D. (2017). What every PDS partner should know about action research. School-University Partnerships 9(2), 9-17.
  • Garin, E., Winter 2015 (Volume 10, Issue 2). PDS network signature programs: What we have learned. PDS Partners.
  • Garin, E., (2015). A self-study investigation of using inquiry groups in a PDS context. School-University Partnerships.9(1), 54-63.
  • Garin, E., (2014). Action research in professional development schools. PDS Partners Summer 2014(Volume 10, Issue 4).
  • Garin, E., McBride, S., Glass, A. (2013).  Promoting equity and social justice in professional development schools through action research and inquiry groups. In K. Zenkov, D. Corrigan, and R. Beebe (Eds.), Professional development schools and social justice: Schools and universities partnering to make a difference.
  • Schwartz-Bechet, B., & Garin, E. (2012), Using technology to enhance teacher education.  In L.A. Wankel, P. Blessinger (Eds.), Increasing student engagement and retention using social technologies (Cutting-edge technologies in higher education, volume 6) (pp. 235-261).  Emerald Group Publishing Limited.
  • Somerville, R., & Garin, E., & (2011).  Writing strategy instruction for struggling writers.  In J. Richards & C. Lasson (Eds.), Writing strategies for all primary students: Scaffolding independent writing with differentiated mini-lessons, grades K-3 (pp. 55-74).  San Francisco, CA:  Jossey-Bass. 
  • Garin, E., Bell, J., Cox, A., & Sheffield, L.  (2009, May).  From college students to teachers: A view from interns. PDS Partners, 5(1), 4.
  • Garin, E., & Hammond, D. (2009).  Transforming reading assessment classes into professional development school reading clinics:  What we have learned.  In J. Richards & C. Lasson (Eds.), Literacy tutoring that works:  A look at successful in-school, after-school, and summer programs (pp. 70-82).  United States:  International Reading Association.
  • Schwartz-Bechet, B., Garin, E., & Norman, M. (2009, January).  The IHE liaison viewed as an active member of the PDS community - AKA : The doer.  PDS Partners, 4(3), 2-3
  • Garin, E., Guerrero, J., & Sabra, G. (2007, Spring).  Reading, technology, and teacher preparation: Can we do it all? Journal of the National Association for Professional Development Schools, 1(1), 87-95.
  • Garin, E. (2006, Spring). Using action research and inquiry groups to enhance student learning in a professional development school context. Journal of the Maryland Association of Supervision and Curriculum Development.
  • Garin, E. (2006, March).  Growing an inquiry group in your professional development school. PDS Partners, 2(1), 6.