PUBLICATIONS     Peer-Reviewed 

Casey, E. M. & House, E. (2024). Trusting in the power or play to help children connect with math. Mathematical Association of America. October/November. *not peer-reviewed. 

Casey, E.M. & Spivey, E. (2024). Supporting the community through early childhood teachers playing together in the summer teacher play lab chapter in Winterbottom, C. et al. (Eds.), Community-based Transformational Learning in Early Childhood Settings: Integrating Experiences of Teachers, students, and the community.  

Casey, E.M., Christie, T., & Waggoner, R. (2024). Liberty and justice for all: Play as a vehicle for democratic citizenship skills. YC Young Children 79(1), 41-49. 

Cooper, P. M., & Casey, E. M. (2023). Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short. Journal of Early Childhood Teacher Education, 44(4), 1093–1121. https://doi.org/10.1080/10901027.2023.2262742 

Dewhirst, C. B., & Casey, E. (2023). Listening to mothers’ voices of children’s play challenges and changes during social distancing. Journal of Early Childhood Research, 21(2), 256-270. https://doi.org/10.1177/1476718X231153079  

Casey, E. M. (2022). The Importance of Using Anti-Bias Education and Supporting Diversity in Early Childhood Education. EBSCO Pathways to Research in Education. Retrieved on 1/24/23 at https://www.pathways2research.com/pte/The%20Importance%20of%20Using%20Antibias%20Education%20and%20Supporting%20Diversity%20in%20Early%20Childhood %20Education.

Casey, E. M. & Dewhirst, C. (2022). Play: Important for Everyone at Every Age. EBSCO Pathways to Research in Education. Retrieved on 1/24/23 at https://www.pathways2research.com/pte/Play%3A%20Important%20for%20Everyone% 20at%20Every%20Age.  

Casey, E. M., Dewhirst, C.B., Unsicker-Durham, S., Nahar, G. & Wescoup, S. (2022). Factors affecting parent and child play experiences during the COVID-19 spread and initial social distancing efforts. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2022.2027581

Casey, E.M., Chester, S., Spivey, E., & Vandehei, K. (2021). Bullying, divorce, death, race, and poverty: An analysis of social studies pre-teacher candidates’ experiences in presenting “Tender Topics” through read-alouds to children. Social Studies Journal 41(1), 39-50. 

Dewhirst, C., Cascio, C., & Casey, E.M. (2021). Young children’s play during a time of social distancing. Early Childcare and Development. DOI: 10.1080/03004430.2021.1990907 

Casey, E.M. (2021). Can pre-k use C3? Exploring the usefulness of the C3 Framework for prekindergarten students and their teacher in an inquiry on landmarks. The Social Studies, 112(4), 161-176. DOI: 10.1080/00377996.2020.1854162. (Impact Factor = 4.038). 

Casey, E.M. (2020). What’s my favorite landmark? Investigating pre-kindergartener’s interest and ability during a C3 Framework inquiry. Social Studies and the Young Learner 33(2), 9-13. 

Casey, E.M., & Casey, J. (2019). Building democratic citizenship competencies in K-5 economics through analysis of popular culture. Social Studies Research and Practice, 14(1), 135-149. https://doi.org/10.1108/SSRP-12-2018-0048  

Casey, E.M., DiCarlo, C., & Sheldon, K. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies, 43(4), 361-373 (Impact Factor=1.08).  

Casey, E.M. (2018). What If We Could Make America Great Again? Taboo: The Journal of Culture and Education, 17 (2). https://doi.org/10.31390/taboo.17.2.04 

Casey, E.M., Tobin, K. J., & Cruz, M. (2018). Chanting about citizenship: Using arts-integration in the C3 Framework. Social Studies and the Young Learner, 30 (3), 14-19.  

Casey, E.M. & DiCarlo, C.F.  (2018). Early childhood education teachers’ constructs of teacher quality in Belize. Early Child Development and Care, 1-15.  DOI:10.1080/03004430.2017.1337009 (Impact Factor = .968) 

Casey, E.M. (2016). Her/Him, them, and me: Using a three-perspective format in social studies methods to promote intercultural education initiatives. Journal of International Social Studies, 6(3), 23-36. 

Casey, E.M. & DiCarlo, C.F. (2016). Social studies surprises found in the garden. Focus on PK/K, Early Years Bulletin, 4(2), 7-10. http://www.acei.org/sites/default/files/eybwinter2016.pdf. 

Casey, E.M. (2016b). Voices of parents: Early childhood education in Belize. In M. Berson & I. Berson (Eds.), Child advocacy and early childhood education policies in the Caribbean, Vol. 6. (pp.125-146). Charlotte, NC: Information Age Publishing.  

Hudson, M. K., & Casey, E. M. (2016). Focus on Middle School: Assessing and Planning for Second Language Literacy Success With Middle Level Refugee Children: Mary Kathryn Hudson, Editor. Childhood Education, 92(2), 158–160. https://doi.org/10.1080/00094056.2016.1150758 

Casey, E.M. & DiCarlo, C.F. (2015, Fall). Play traditions in the Garifuna culture of Belize. International Play Association, www.Ipausa.org. 

Casey, E.M. (2014). Using literacy response activities with early childhood English language learners and immigrant students. In J. Keenwe & G. Onchwari (Eds.), Cross-Cultural considerations in the education of young immigrant learners (pp.50-66). Hershey, PA: IGI Global.