Research

My research is in global education. The question that has fascinated me since I taught in Atlanta (’71-’77) and Sierra Leone (’77-’79) is how do teachers teach and how do students learn about the world and its peoples? Although I was once a quantitative researcher doing large scale survey research for the US Government, I have found qualitative methods and naturalistic inquiry best serve my research interests.

I’ve also documented the status of teacher education in global education and studied teacher educators who intentionally make connections between multicultural education and global education. This line of inquiry has taken me into studies of lived experiences of globally-oriented teacher educators and cross-cultural experiential education in teacher education (see publications).

I extended this work in Hong Kong in 2005 where I collaborated with Professor Joe Lo at the Hong Kong Institute of Education (see photo of our research team to the left). We looked at how Chinese teachers are teaching about the world seven years after the return to Chinese rule.

I also have a line of research on the role of social studies in national development in Anglophone Africa. I’ve carried out studies in Nigeria, Kenya, Malawi, and Botswana (I also taught in Sierra Leone as a Peace Corps volunteer ‘77-’79 and worked briefly in Liberia).

Some of my work is cross-national and in other studies I have developed individual case studies of practice or ed reform that are focused on one country or even one school or teacher.

Since the late 1990s I have been writing about the use of electronic technology in teacher education in social studies and global education. I’ve been studying how electronic discussion, particularly threaded discussion, can be used to support diversity and equity in graduate classes. I’m finding that threaded discussion, compared with face to face discussion in class on campus, brings about more equitable pedagogy for teachers whose first language is not English and teachers whose views or experiences are not shared by the majority of people enrolled in the class. I also am studying how cross-cultural experiential learning takes place online and face to face.

2008 Research Team

I’m very interested in post-colonial theory, the challenges of decolonizing the mind and looking more directly at the relationships between culture, imperialism, and education.

My current research is looking at how whole school reform can prepare students to be citizens in a global age. I and six of my PhD students (see photo) are studying two schools where whole school reforms are taking place.

I enjoy studies where I am working with practicing teachers and PhD students. Much of my research and writing has benefited from their insights and collegiality.

Books: Scholarly Books and Chapters

  • How Are Teachers Responding to Globalization? (In press). In Walter Parker (Ed.), Social Studies Today: Research and Practice. Routledge.
  • A meeting on the Congo: Race, voice and representation (in press). In Elizabeth Heilman (Ed.) Methods for Social Studies Methods: What We Do and Why We Do It. Teachers College Press.
  • Teaching social issues from a global perspective. (in press). In Samuel Totten and Jon E. Pedersen (Eds.), Teaching about social issues in the 20th and 21st centuries: Innovative approaches, programs, strategies. Greenwich, CN: Information Age Publishing.
  • Moving the center of global education. (2009). In Toni Kirkwood (Ed). Leadership and Vision in Global Education: The Globalization of Curriculum and Pedagogy in Teacher Education and School. Peter Lang Publishers.
  • Decolonizing social studies and global education. (2008). In George Richardson and Ali Abdi (Eds.), De-colonizing Democratic Education: Transcultural Dialogues. Sense Publishers, pp. 87-97.
  • Globalization. (2008). In James Arthur, Ian Davies, Carole Hahn (Eds.). The Handbook of Citizenship and Democracy. London: Sage, pp. 80-93. This is a volume in the SAGE Series Library of Educational Thought and Practice.
  • Decolonizing the mind for world-centered global education. (2006). Co-author with Binaya Subedi. In E. Wayne Ross (Ed.), Contemporary Perspectives on the Social Studies Curriculum, 3rd edition (pp. 283-294). Albany, NY: State University of New York Press.
  • Teachers’ and students’ experiences working with religious issues in U.S. schools. (2006). In Farideh Salili and Rumjahn Hoosain (Eds.), Religion in Multicultural Education, Greenwich, CN: Information Age Publishing, pp. 215-238. Co-author with Binaya Subedi, Elvan Gunel, Khadar Bashir-Ali.
  • Whose worldview? Representation and reality in the social studies (2005). Cleo Cherryholmes and Elizabeth Heilman (Eds). Social studies: The next generation — Re-searching in the postmodern. Peter Lang Publishers.
  • The press and global education (2005). In Margaret Smith Crocco (Ed.). Social Studies and The Press: Keeping the Beast at Bay? Greenwich, CN: Information Age Publishing.
  • Social Studies and the World: Teaching Global Perspectives. (2005). Silver Spring, MD: National Council for the Social Studies. (co-author with Angene Wilson).
  • Using electronic discussions to enhance academic learning. (2003). In Teaching Online, EOS Publishing. (Chapter 8–No page numbers as it is electronic.)
  • Moving the center of global education: From imperial world views that divide the world to double consciousness, contrapuntal pedagogy, hybridity, and cross-cultural competence. (2001). In William B. Stanley (Ed.), Critical Issues in Social Studies Research for the 21st Century. Greenwich, CN: Information Age Publishing. pp. 79-208.
  • Pedagogy for global perspectives in education. (2001). In Patrick O’Meara, Howard Mehlinger and Roxana Ma Newman (Eds.), Changing Perspectives on International Education. Bloomington, IN: Indiana University Press. pp. 244-280.
  • Implementing the Reforms of the Coalition of Essential Schools through ‘World Connections:’ Dual Agendas of Reform and Research. (2001). Co-author with Steve Shapiro. In Marilyn Johnston, Mary Christensen,and Jim Norris (Eds.), Teaching Together: School/University Collaboration to Improve Social Studies Education. Washington DC: The National Council for the Social Studies. pp. 129-140.
  • Decolonizing the mind for world-centered global education. (2001). Co-author with Binaya Subedi. In E. Wayne Ross (Ed.), Contemporary Perspectives on the Social Studies Curriculum, 2nd edition (pp. 277-290). Albany, NY: State University of New York Press.
  • After the Honeymoon Is Over: Reflections on What Seven Years of PDS Have Taught Us about School/University Collaboration in Social Studies and Global Education. (2000). Co-author with Sue Chase. In Marilyn Johnston, Patti Brosnan, Don Cramer, and Tim Dove (Eds.), Collaborative Reform and Other Improbable Dreams: The Challenges of Professional Development Schools (pp. 123-140). New York: State University of New York Press.
  • Preparing teachers to teach global perspectives: A handbook for teacher educators. (1997). Thousand Oaks, CA: Corwin Press. Co-editor with Elaine Jarchow and Sarah Pickert.
  • Infusing Global Perspectives into the Social Studies Curriculum. (1997). In Contemporary Perspectives on the Social Studies Curriculum, edited by E. Wayne Ross. Albany, NY: State University of New York Press.
  • Issues-Centered Global Education. (1996). In the Handbook on Teaching Social Issues edited by Ronald Evans and David Warren Saxe. Washington DC: The National Council for the Social Studies. Co-author with Connie White.
  • Making Connections Between Multicultural and Global Education: Teacher Educators and Teacher Education Programs. (1996). Washington DC: American Association of Colleges for Teacher Education.
  • Teaching About International Conflict and Peace. Co-editor with Richard Remy. (1995). Albany, NY: The State University of New York Press. Merryfield also co-authored the first two chapters.
  • Constructing Scenes to Display Findings in Case Study Reporting. (1994). In Subjectivity: Perceptions and Biases, edited by Judith Preissle. Athens, GA: College of Education, University of Georgia.
  • Uncovering Evidence of Corruption: A Moral Dilemma in Cross-Cultural Inquiry. (1993). A Casebook of Ethical Issues in Qualitative Research. Washington DC: American Educational Research Association.
  • “Science, Technology, and Society and Global Perspectives.” (1992). In Multicultural Education: A Global Approach, edited by Donald Bragaw and Scott Thomson. New York: The American Forum for Global Education. This chapter is a reprint of an article published in Theory Into Practice in 1991.
  • “Science, Technology and Society and Global Perspectives.” (1992). In The Handbook of STS (pp.148-156), edited by M.O. Thirunarayanan. Tempe, AZ: the Arizona State University Science, Technology and Society Project. This chapter is a reprint of an article published in Theory Into Practice in 1991.
  • “A Review of Research of Social Studies Education in Africa.” (1991). The Handbook of Research in Social Studies Teaching and Learning (pp. 621-631), edited by James Shaver. New York: Macmillan. Co-author. Peter Muyanda-Mutebi provided studies from Uganda for the review. Merryfield did the rest of the research and wrote the chapter. (refereed)
  • Teaching About the World: Teacher Education Programs with a Global Perspective. (1990). Columbus: Mershon Center, Ohio State University.
  • “Naturalistic Inquiry and Cross-Cultural Research.” (1990). In Qualitative Research in Education (pp. 251-262), edited by JoBeth Allen and Judith P. Goetz. Athens, Georgia: College of Education, University of Georgia.
  • “The Challenges of Cross-Cultural Evaluation: Views From The Field.” (1985). In Culture and Evaluation (pp. 3-17), edited by Michael Patton. San Francisco: Jossey-Bass.
  • The Role of the Peace Corps in Education in Developing Countries. (1981). Washington, D.C.: Peace Corps. Co-Author.
  • Program Evaluation Handbook. (1981). Washington, D.C.: Peace Corps.

Books: Educational Books

  • Democracy and Diversity: Principals and Concepts for Educating Citizens in a Global Age. (2005) Seattle: Multicultural Education Center, the University of Washington. Co-author with Cherry Banks, James Banks, Carole Hahn, Audrey Osler, Kogila Moodley; Carlos Cortes; Stephen Murphy-Shigematsu and Walter Parker.
  • Joint Guidelines for Multicultural and Global/International Education. Co-author. (1997). Washington D.C.: The American Association of Colleges for Teacher Education.
  • Lessons From Africa, editor. (1989). Bloomington, Indiana: ERIC and the Social Studies Development Center, Indiana University. (refereed)
  • Great Decisions 1988 Activity Book. (1987). New York: Foreign Policy Association. Co-author. Merryfield wrote chapters “Middle East Options” and “South Korean Democracy,” approximately one-fourth of the book.
  • Great Decisions 1985 Teacher’s Guide. (1985). New York: Foreign Policy Association.
  • Integrating Japanese Perspectives in U.S. Geography. (1985). In Search of Mutual Understanding: A Classroom Approach (pp. 51-87), edited by Linda S. Wojtan. Denver: The Center for Teaching International Relations.
  • Resources for Strengthening International Studies In Schools. (1984). Bloomington, Indiana: The Social Studies Development Center. Co-author with James Becker.
  • Teaching about Francophone Africa: Lessons and Resources for Teachers of French and Social Studies. (1983). Bloomington, Indiana: The African Studies Program.
  • Global Education Resources for Social Studies Teacher Education. (1983). Bloomington, Indiana: The Social Studies Development Center. Co-Author with James Becker.

Journal Articles

  • Scaffolding social studies for global awareness. (2008). Social Education 72(7), pp.363-367
  • The challenge of globalization: Preparing teachers for a global age. (2008). Teacher Education & Practice 21(4).
  • Worldmindedness: Taking off the blinders. ( 2008). Journal of Curriculum and Instruction 2 (1). Co authored with Joe Lo, Sum Po, Masataka Kasai. Retrieved January 8, 2008 from http://www.joci.ecu.eu/index.php/JoCI
  • The web and teachers’ decision-making in global education. (2007). Theory and Research in Social Education 35(2), 256-275.
  • Problems and practices in promoting global education in Hong Kong Primary Schools: A Case Study (2007). Pacific-Asia Education.Co-author with Joe Lo & Sum-Cho Po.
  • Teaching about the world: Two case studies (2006). Research in Comparative and International Education 1(3), 286-300. Co-author with Joe Lo & Sum-Cho Po.
  • Electronic discourse, school/university collaboration and democratic spaces in teacher education. (2006). International Journal of Social Education 21 (no.1), 73-94.
  • How are teachers responding to globalization? (2004). Social Education 68 (5), 354-359. Co-authored with Masataka Kasai.
  • Engaging elementary students in substantive culture learning. (2004). Social Education 68 (4), 270-273.
  • Like a veil: Cross-cultural experiential learning online (2003). Contemporary Issues in Technology and Teacher Education.[Online serial], 3(2). Available http://www.citejournal.org/vol3/iss2/socialstudies/article1.cfm
  • A Framework for Teaching About the World’s Women from a Global Perspective. (2003.) Social Education 67(1), 10-15.
  • The difference a global educator can make. (2002). Educational Leadership 60(2), 18-21.
  • Rethinking our framework for understanding the world. (2002). Theory and Research in Social Education 30(1), 148-152.
  • The paradoxes of teaching a multicultural education course online. (2001). The Journal of Teacher Education 52(4), 283-299.
  • How can electronic technologies promote equity and cultural diversity? Using threaded discussion in graduate courses in social studies and global education (2000). Theory and Research in Social Education 28(4), 502-526.
  • Global Education Circa 2025: Cross-Cultural Learning for Local/Global Participation. (2000). School of Education Review 12 (Summer), 140-148.
  • Why Aren’t Teachers Being Prepared to Teach for Diversity, Equity, and Global Interconnectedness? A Study of Lived Experiences in the Making of Multicultural and Global Educators. (2000). Teaching and Teacher Education 16 (4), 429-443.
  • Pedagogy for Global Perspectives in Education: Studies of Teachers’ Thinking and Practice. (1998). Theory and Research In Social Education 26 (2), 342-379.
  • How Do Secondary Teachers Benefit from PDS Networks? Factors Teachers Associate with the Effectiveness of Building a Learning Community in Social studies and Global Education. (1998). The Clearing House 71 (4), pp. 251-254. Co-author with Sue Chase.
  • Towards Relevance in Education: A Comparison of Primary School Social Studies in Nigeria, Kenya, Malawi and Zimbabwe. (1996). Nigerian Journal of Social Studies 12 (1-2), pp. 1-18.
  • The Process of Africanizing the Social Studies. (1995). The Social Studies 86 (6), pp. 260-269. Co-author with Josiah Tlou who wrote sections on Botswana and Zimbabwe.
  • Institutionalizing Cross-Cultural Experiences and International Expertise in Teacher Education: The Development and Potential of A Global Education Network. (1995). The Journal of Teacher Education 46 (1), pp. 19-27.
  • Shaping the Curriculum in Global Education: The Influence of Student Characteristics on Teacher Decision-Making. (1994). Journal of Curriculum and Supervision 9 (3), pp. 233-249.
  • Global Connections. (1993). Educational Leadership 51 (1), pp. 73-75. Co-author. Merryfield wrote this article on interdisciplinary global education with two classroom teachers, Barbara Levak, and Robert Wilson.
  • Responding to the Gulf War: A Case Study of Instructional Decision-Making. (1993). Social Education 57 (1), pp. 33-41.
  • Constructing Scenes and Dialogues To Display Findings in Case Studies. (1992). Journal on Learning About Learning 5 (1), pp. 44-65.
  • Getting Started in Global Education: Essential Literature, Essential Linkages for Teacher Educators. (1992). The School of Education Review 4, pp. 56-66. Co-author. Merryfield wrote the article and Jay Harris added in illustrations of major points from his perspective as a program administrator.
  • Preparing Social Studies Teachers for the Twenty-First Century: Perspectives on Program Effectiveness From A Study of Six Exemplary Programs in the United States. (1992). Theory and Research in Social Education 20 (1), pp. 17-46.
  • Preparing American Social Studies Teachers To Teach with A Global Perspective: A Status Report. (1991). The Journal of Teacher Education 42 (1), pp. 11-20.
  • Social Studies As Citizenship Education in Africa: The Significance of Contextual Factors. (1989). The International Journal of Social Education 4 (2), pp. 22-43.
  • Twenty-Five Years of Social Studies Education in Africa 1963-1988. (1988). The Social Studies 79 (6), (November-December) pp. 281-287.
  • Developing Social Studies Materials in a Front-Line State: Experiences from Botswana. (1988). The Social Studies Teacher 10 (1), pp. 6-7.
  • South African Perspectives and American Resources. (1987). Social Education 51 (2), pp. 96-100.
  • Curricular Reform In Kenyan Primary Schools: A Comparison of Classroom Instruction in Social Studies with Geography, History and Civics. (1986). The Kenya Journal of Education 3 (1), pp. 64-84.
  • African Social Studies: Power, Paradoxes and Challenges. (1986). The African Social Studies Forum 1 (1), pp. 2-10.
  • A Day With A Social Studies Teacher in Kenya. (1985-86). The Social Studies Teacher 7 (2), pp. 7-8.
  • An Inquiry into Land Use Change, (1973). Journal of Geography 72 (7), pp. 54-58.

Monographs

  • Implications of Globalization: Towards a Framework of Globally Competent Teacher Educators. (2001). Washington D.C.: The American Association of Colleges for Teacher Education.
  • What Is African-Centered Education? in Education in Africa: Whither the Future? (1993). Co-Author with Josiah Tlou. Monograph published by the Research Focus on Education in the Caribbean and Africa Special Interest Group of the American Educational Research Association.
  • International Trade and National Manpower Development: Policy Changes and Economic Realities in Nigeria. (1983). Monograph published by the African Studies Program, Indiana University. (refereed)

Reviews of Research

  • A Review of Research of Social Studies Education in Africa. (1991). The Handbook of Research in Social Studies Teaching and Learning, edited by James Shaver. New York: Macmillan. Co-author. Peter Muyanda-Mutebi provided studies from Uganda. Dr. Merryfield did the rest of the research and wrote the chapter.

Critical Essay Reviews

  • Global Education for a Post 9/11 World. (2003). The International Social Studies Forum. 3(1), pp. 311-314.
  • Reaction to Banks: Education for Equity and Diversity in an Interconnected World. (1995). A solicited critique of James Banks’ article The Transformative Challenges to the Social Sciences: Implications for Social Studies Teaching and Learning. Published in Theory and Research in Social Education 23 (1), pp. 21-26.
  • Implementing Global Education Within the Contexts of School Change and American Culture. (1992). A solicited critique of Kenneth A. Tye’s Global Education: From Thought to Action. Alexandria, VA: The Association of Supervision and Curriculum Development, 1990. Published in Theory and Research in Social Education 20 (3), pp. 351-359.

Book Reviews

  • (2009). Book review of Bite of the Mango. Review published in Africa Access. See http://www.africaaccessreview.org/aar/detail.aspx?r=2165
  • (2009). Book review of EveryDay Anti-racism: Getting real about race in school. Review published in Teachers College Record. See online at the TCR website.
  • (Fall, 2008). Book review of Diamonds in the shadows. Review published in Africa Access.org and Global TeachNet, pp. 5.
  • (2008). Book review of Learning in the Global Era: International Perspectives on Globalization and Education. Review published in Globalizations.
  • (2006). Book review of This Isn’t the America I thought I would find: Africans students in the Urban US High School by Rosemary Traore and Robert Lukens. Landham, MD: University Press of America. Review published in Global TeachNet, September 2006, pp. 9-10.
  • (2001). Book review of Fiona Macdonald’s et al., Peoples of Africa, a series of eleven volumes. Tarrytown, NY: Marshall Cavendish Corporation. 648 pages. Review published in Africa Access and online in H-Africa..
  • (2001). Book review of Margy Burns Knight and Mark Melnicove’s Africa Is Not A Country. Brookfield, CN: Milbrook Press, 2000. Review published in Africa Access and online through H-Africa.
  • (1994). Book reviews of the following in The African Studies Review (the journal of the African Studies Association), vol. 37, No. 3, December 1994: 132-135.
  • J. Amin. The Peace Corps in Cameroon. Kent. OH: The Kent state University Press, 1992.
  • S. Lowerre. Under the Neem Tree. Seattle: University of Washington Press, 1991.
  • B.E. Swimmer and D.M. Warren. Anthropology and the Peace Corps. Ames, IO. University of Iowa Press, 1993.
  • (1993). Book review of Who’s Doing What? A Directory of US Organizations & Institutions Educating About Development & Other Global Issues. Published in Social Education, Vol. 57, No. 7, November-December 1993: 395.
  • (1990). Book reviews of the following were published in The African Studies Review 33 ( 3), 126-130.
  • J. Hoben. School, Work and Equity: Educational Reform in Rwanda. Boston: African Studies Center, Boston University, 1989.
  • G. Psacharopoulos. Why Educational Policies Can Fail: An Overview of Selected African Experiences. World Bank Discussion Paper 82. Washington, D.C.: The World Bank, 1990.
  • J. Craig. Comparative African Experiences in Implementing Educational Policies. World Bank Discussion Paper 83. Washington, D.C.: The World Bank, 1990.
  • F. R. Kiros. Implementing Educational Policies in Ethiopia. World Bank Discussion Paper 82. Washington, D.C.: The World Bank, 1990.
  • G. S. Eshiwani. Implementing Educational Policies in Kenya. World Bank Discussion Paper 85. Washington, D.C.: The World Bank, 1990.
  • C. J. Galabawa. Implementing Educational Policies in Tanzania. World Bank Discussion Paper 86. Washington, D.C.: The World Bank, 1990.
  • T. S. Thelejani. Implementing Educational Policies in Lesotho. World Bank Discussion Paper 86. Washington, D.C.: The World Bank, 1990.
  • C. Magagula. Implementing Educational Policies in Swaziland. World Bank Discussion Paper 88. Washington, D.C.: The World Bank, 1990.
  • C. F. Odaet. Implementing Educational Policies in Uganda. World Bank Discussion Paper 89. Washington, D.C.: The World Bank, 1990.
  • P. P. W. Achola. Implementing Educational Policies in Zambia. World Bank Discussion Paper 90. Washington, D.C.: The World Bank, 1990.
  • O. E. Masrayaniyika. Implementing Educational Policies in Zimbabwe. World Bank Discussion Paper 91. Washington, D.C.: The World Bank, 1990.
  • (1989) Book review of Juha I. Uitto’s The Kenyan Conundrum: A Regional Analysis of Population Growth and Primary Education in Kenya. Lund, Sweden: Lund University Press, 1989. Published in The African Studies Review (32) 3, pp. 151-152.

Other Scholarly Work

  • Guest editor (March, 2008) of a special issue of Social Studies and the Young Learner on “Voices From the World.” Includes 8 articles of which half were written by international scholars.
  • Citizens of the world? Thoughts about cosmospolitanism. (Spring, 2006). Global TeachNet, p.1, p. 5.
  • Rethinking what we know (November-December 2005) Global TeachNet, pp.6.
  • Guest editor with Margaret Crocco of a Social Education issue on women of the world (January/February 2003). Includes 12 articles on different aspects of teaching about the world’s women.
  • Recognizing Knowledge Based upon Imperial Worldviews: Ten Questions to Ask. (March/April 2002). Global TeachNet, p. 9.
  • How Do Teachers Actually Teach Global Perspectives? (January-February 1999). Global TeachNet, pp. 1, 6-7.
  • Global Education. (1997). In the Dictionary of Multicultural Education (pp. 127-128), edited by C.A. Grant and G. Ladson-Billings. Phoenix: Oryx Press.
  • Bridging the Gap Between Campus and School. (Fall, 1997). From the Inside 1 (1), 17-19. Co-author with Sue Chase.
  • Global Education and Multicultural Education: Making Connections. (April-May 1997). Global TeachNet, pp. 1-4.
  • Science, Technology, and Society: Global Perspectives. Global TeachNet, October-November, 1996, pp. 1-4.
  • Teacher Education in Global and International Education. ERIC Digest. July 1995.
  • Africanizing Social Studies in Nigeria. (1994). ACCESS Issue 121, January/February, pp. 4-5.
  • Constructing Scenes to Display Findings in Case Study Reporting. In Subjectivity: Perceptions and Biases, edited by Judith Preissle. Athens, GA: College of Education, University of Georgia, 1994.
  • Uncovering Evidence of Corruption. 1993. In A Casebook for Teaching About Ethical Issues in Qualitative Research edited by Sandra Mathison, E. Wayne Ross and Jeffrey W. Cornett. Washington DC: American Educational Research Association.
  • Reflective Practice in Teacher Education in Global Perspectives: Strategies for Teacher Educators. (1993). Theory Into Practice 32(1), pp. 27-32.
  • Guest editor of an issue of Theory Into Practice on Teacher Education In Global Perspectives (1993).
  • Help Teach Dynamic Change and Global Interdependence. (1991). ACCESS 105, October, p. 5.
  • Personal Choice and Global Perspectives: Reflections From Fieldwork. (1991). ACCESS 104, Summer, pp. 8-9. (Co-author with Ann Ratliff).
  • STS and Global Perspectives. (1991). Theory Into Practice 30 (4), pp. 288-293.
  • Are Global Education Studies Antithetical to National Self-Interest? (1990). Editorial published in ASCD Update 32 ( 1), 7.
  • Methods for Teaching Social Studies: Role-Playing. (1988). Primary Education in Botswana 5 ( 3), pp. 9-12.
  • The African Social Studies Program: An Effort to Improve Curriculum and Instruction Across 17 African Nations. (1988). ERIC Digest EDO-SO-88-1 (January).
  • Teaching About Africa. (1987). Global Awareness, vol. III, no. 1 (Winter), pp. 12-13.
  • Teaching About Africa In American Schools. (1986). ERIC Digest no. 36 (November).
  • Learning About Social Studies Education in Kenya: A Rationale for Naturalistic Inquiry. Published as a Seminar Paper, Bureau of Educational Research, Kenyatta University College, Nairobi, Kenya, June, 1985.
  • Nigerian Notes. (1983). Global Educator, vol. 3, no. 1 (October) pp. 2-3.
  • Europe in U.S. Textbooks: An Analysis. (1983-84). News and Notes on the Social Studies (Winter), pp. 1-3.
  • Traditional Hausa Food Production and Practices. (1982-83). News and Notes on the Social Studies (Winter), pp. 3-5.
  • Africa in Indiana Schools: A Survey for African Studies Outreach. (1982). African Studies Association Outreach Newsletter (February), pp. 2-3.
  • Interdependence: the African Connection. (1981-1982). News and Notes on the Social Studies (Winter), pp. 4-5.