McHenry, N., Alvare, B., Bowes, K., & Childs, A. (2013). Sharing the environment: Cultural exchange through inquiry-based environmental education. International Journal of Environmental and Science Education, 8(2), 381–400. Retrieved from https://eric.ed.gov/?id=EJ1008611
McHenry, N. and Borger, L. (2013). How can teacher-directed professional development lead to the identification, utilization, reflection on and revision of 5E learning progressions. Electronic Journal of Science Education, 17 (1), 1-24. Retrieved from http://ejse.southwestern.edu/article/download/10874/8110
McHenry, N. (2011). Teacher education in the community: Integrating field work through service learning and community engagement. In Ledoux, M. W., Wilhite, S.C. & Silver, P. (Eds.). Civic engagement and service learning in a metropolitan university: Multiple approaches and perspectives. Hauppauge, N.Y.: Nova Science Publishers, Inc. Retrieved from https://0-ebookcentral-proquest-com.libcat.widener.edu/lib/widener-ebooks/detail.action?docID=3019107#
O'Halloran, K.C., O'Halloran, R.P. & Chaparro, C. (March, 2016). Mathematics Anxiety in College Students. American College Personnel Association International Conference. Montreal, CA.
O'Halloran, K.C., & Gordon, M. (2014). A synergistic approach to turning the tide of grade inflation. Higher Education, 68(6), 1005-1023. Retrieved from http://0-search.ebscohost.com.libcat.widener.edu/login.aspx?direct=true&db=edsjsr&AN=edsjsr.43648767&site=eds-live
O'Halloran, K.C., & Delaney, M.E. (2011). Using learning contracts in the counselor education classroom. Journal of Counselor Preparation and Supervision, (3)2, 69-81. Retrieved from http://0-search.ebscohost.com.libcat.widener.edu/login.aspx?direct=true&db=ehh&AN=90599133&site=eds-live
Olanoff, D., Lo, J., & Tobias, J. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on fractions. The Mathematics Enthusiast, 11(2), 267–310. Retrieved from http://0-search.ebscohost.com.libcat.widener.edu/login.aspx?direct=true&db=ehh&AN=97328705&site=eds-live
Masingila, J.O., Olanoff, D.E., & Kwaka, D. (2012). Who teaches mathematics content courses for prospective teachers in the United States? Results of a national survey. Journal of Mathematics Teacher Education, 15(5), 347–358. Retrieved from http://0-search.ebscohost.com.libcat.widener.edu/login.aspx?direct=true&db=ehh&AN=80375069&site=eds-live
Tobias, J.M., Olanoff, D., Hillen, A., Welder, R., Feldman, Z., & Thanheiser, E. (2014). Research-based modifications of elementary school tasks for use in teacher preparation. In K. Karp (Ed.), Annual Perspectives in Mathematics Education 2014: Using Research to Improve Instruction. Reston, VA: National Council of Teachers of Mathematics.
Reisboard, D. (2015). Promoting equity and inclusion with critical literacy pedagogy. Workshop presentation at the European Conference on Literacy, Klagenfurt, Austria.
Reisboard, D., & Jay, A. B. (2013). Teachers’ perceptions: Transitioning from teacher selected materials to implementing a core reading program. E- Journal of Balanced Reading Instruction, 1(2), 24–39. Retrieved from http://www.balancedliteracyinstruction.com/uploads/1/8/9/6/18963113/ejbri_v1i2_reisboard__jay_teachers_perceptions.pdf
Jay, A. B., & Korin, D. R. (2011). The parent’s academy: Fostering family literacy through a school-university partnership. Pennsylvania Reads: Journal of the Keystone State Reading Association, 10(1), 50–55.
Wang, N., Wilhite, S. C., & Martino, D. (2015). Understanding the relationship between school leaders’ social and emotional competence and their transformational leadership: The importance of self-other agreement. Educational Management Administration and Leadership, 43(4), 467-490. Retrieved from http://0-journals.sagepub.com.libcat.widener.edu/doi/pdf/10.1177/1741143214558568
Wang, N., Wilhite, S. C., Wyatt, J., Young, T., Bloemker, G., & Wilhite, E. (2012). Impact of a college freshman social and emotional learning curriculum on student learning outcomes: An exploratory study. Journal of University Teaching and Learning Practice, 9(2). Retrieved from http://0-search.ebscohost.com.libcat.widener.edu/login.aspx?direct=true&db=eric&AN=EJ984909&site=eds-live
Wang, N., Young, T., Wilhite, S. C., & Marczyk, G. (2011). Assessing students’ emotional learning in higher education: Development and validation of the Widener Emotional Learning Scale. Journal of Psycoeducational Assessment, 29(1), 47–62. Retrieved from http://0-journals.sagepub.com.libcat.widener.edu/doi/pdf/10.1177/0734282909359394
Brown, R.E., Mackiewicz-Wolfe, Z. & Tily, S. (2017). Using push and support cards for differentiation. Ohio Journal of School Mathematics, 76(2), 1-7. https://library.osu.edu/ojs/index.php/OJSM/article/view/5767
Ciampa, K., Wolfe, Z. M. & Merchant, W. R. (2017). Does an autonomous professional development model reflect professional development standards? A mixed-methods case study. Pennsylvania Educational Leadership, 37(2), 4-37. https://www.pascd.org/resources/Documents/PEL_Journals/2017_Winter_PEL.pdf#page=7
Ciampa, K. & Wolfe, Z. (2019). Preparing for dissertation writing: Doctoral education students' perceptions. Studies in Graduate and Postdoctoral Education, 10(2), 86-108. https://doi.org/10.1108/SGPE-03-2019-0039
Furtak, E., Glasser, H., & Wolfe, Z. (2016). The feedback loop: Using formative assessment data for science teaching and learning. Arlington, VA: NSTA Press. Retrieved from http://0-search.ebscohost.com.libcat.widener.edu/login.aspx?direct=true&db=e700xna&AN=1538569&site=eds-live&ebv=EB&ppid=pp_C1
Groffman, J., & Wolfe, Z. M. (2019). Using visual mapping to promote higher-level thinking in music-making. Music Educators Journal, 95(4), 58-65. https://doi.org/10.1177/0027432119877926
Herman, Z. & Wolfe, Z. (2017). Creating a culture of entrepreneurship in schools. [blog post]. Retrieved from https://www.edutopia.org/article/getting-beyond-teacherpreneur-zachary-herrmann-zora-wolfe
Merchant, W., Ciampa, K. & Wolfe, Z. M. (2020). Examining the psychometric properties of the standards assessment inventory. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications. 1714-1727.
Turk, E. W. & Wolfe, Z. M. (2019). Principal's perceived relationship between emotional intelligence, resilience, and resonant leadership throughout their career. International Journal of Educational Leadership Preparation, 14(1), 147-169. https://eric.ed.gov/?id=EJ1218931
Wolfe, Z., Rostock, R., Vissa, J., Galosy, J., & Portnoy, D. (2014). Teacher leadership and beginning STEM teachers: Inroads, barriers and new directions. Group session presentation at the Ethnography in Education Research Forum, Philadelphia, PA.
Wolfe, Z. (2013). The relationship between teacher practice and teacher leadership skills in second stage teachers. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Puerto Rico, US. Retrieved from http://0-search.proquest.com.libcat.widener.edu/docview/1371026810?accountid=29103
Wolfe, Z. (2017). Using protocols in online discussions. NSRF Connections, 4-6. https://www.nsrfharmony.org/wp-content/uploads/2018/01/2017.November.Connections.UsingProtocolsinonlinediscussions.pdf
Wolfe, Z. & Brown, R. (2017). Navigating the bridge between teachers and administrators. The New Jersey Mathematics Teacher: Journal of the Association of Mathematics Teachers of New Jersey, 75(1), 17-25. http://amtnj.org/wp-content/uploads/2017/09/NJMathTeacherSP17.pdf
Wolfe, Z. M. & McCarthy, J. (2018). Supporting and evaluating teaching in an online or blended classroom. The Pennsylvania Administrator, 22(2), 23-25.
Wolfe, Z. M. (2019). Challenges to implementing STEM professional development from an ecological systems perspective. K-12 STEM Education in Urban Learning Environments, 69-94.
Wolfe, Z. M. (2019). "You Explore, I Guide, We Learn!": Developing an inquiry-based teaching curriculum. Childhood Education, 95(4), 30-35. https://doi.org/10.1080/00094056.2019.1638710
Ledoux, M. W., Yoder, N. N., & Hanes, B. (April-June 2010). The use of personal data assistants in early childhood assessment. Computers in the Schools, 27, 132–144. Retrieved from http://0-search.ebscohost.com.libcat.widener.edu/login.aspx?direct=true&db=ehh&AN=51095460&site=eds-live
The use of personal digital assistants in early childhood assessments. Research study-Purpose of the study was to examine early childhood teachers using personal digital assistants when assessing young children at the Widener University Child Development Center. IRB Approved Fall 2008.
Dissertation: Yoder, N. A case study related to community medicine education: Perspective of pediatric residents of Crozer-Chester Medical Center 2004.