Peer-Reviewed Conference Proceedings (24 Lifetime)

24. Bullock, S. M. & Madigan Peercy, M. (2018). Crossing borders to challenge self-study methodology: Affordances and critiques. In A. Ovens, & D. Garbett (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching (pp. 19- 26). Proceedings of the 12th International Conference on Self-Study of Teacher Education Practices. Herstmonceux, UK: S-STEP.

23. Sabatier, C., & Bullock, S. M. (2018). Understanding the origins of our pedagogies of teacher education: Crossing borders through “tricky cases.” In A. Ovens, & D. Garbett (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching (pp. 271- 278). Proceedings of the 12th International Conference on Self-Study of Teacher Education Practices. Herstmonceux, UK: S-STEP.

22. Sator, A. J., Bullock, S. M., & MacKinnon, A. (2018). Teacher education as good work: A collaborative self-study using aesthetic education. In A. Ovens, & D. Garbett (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching (pp. 125- 132). Proceedings of the 12th International Conference on Self-Study of Teacher Education Practices. Herstmonceux, UK: S-STEP.

21. Stump, M., Madigan Peercy, M., & Bullock, S. M. (2018). “I have to understand self-study furst before I can engage in it”: Working through tensions in learning to do self-study. In A. Ovens, & D. Garbett (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching (pp. 67- 74). Proceedings of the 12th International Conference on Self-Study of Teacher Education Practices. Herstmonceux, UK: S-STEP.

20. MacKinnon, A. & Bullock, S. M. (2016). Playing in tune: Reflection, resonance, and the dossier. In A. Ovens, & D. Garbett (Eds.), Enacting self-study as  methodology  for  professional  inquiry (pp. 291- 296). Proceedings of the 11th International Conference on Self-Study of Teacher Education Practices. Herstmonceux, UK: S-STEP

19. Sator, A. J. & Bullock, S. M. (2016). Understanding our identities as teachers through “maker pedagogy”: A collaborative self-study. In A. Ovens, & D. Garbett (Eds.), Enacting self-study as  methodology  for  professional  inquiry (pp. 219- 226). Proceedings of the 11th International Conference on Self-Study of Teacher Education Practices. Herstmonceux, UK: S-STEP

18. Bullock, S. M., Russell, T., & MacKinnon A. (2014). Making the tacit explicit: Reframing knowing-in-action through collaborative self-study. In A. Ovens, & D. Garbett (Eds.), Changing practices for changing times: Past, present, and future possibilities for self-study research (pp. 38- 40). Proceedings of the 10th International Conference on Self-Study of Teacher Education Practices. Auckland, NZ: The University of Auckland.

17. Fletcher, T., & Bullock, S. M. (2014). Pedagogies and identities disrupted: A collaborative self-study of teaching about teaching online. In A. Ovens, & D. Garbett (Eds.), Changing practices for changing times: Past, present, and future possibilities for self-study research (pp. 79-81). Proceedings of the 10th International Conference on Self-Study of Teacher Education Practices. Auckland, NZ: The University of Auckland.

16. Ling, M., & Bullock, S. M. (2014). Teaching teachers about teacher inquiry: Developing our pedagogies of teacher education. In A. Ovens, & D. Garbett (Eds.), Changing practices for changing times: Past, present, and future possibilities for self-study research (pp. 136-138). Proceedings of the 10th International Conference on Self-Study of Teacher Education Practices. Auckland, NZ: The University of Auckland.

15. Ragoonaden, K., & Bullock, S. M. (2014). Challenging our pedagogies of teacher education: Crossing boundaries through collaborative self-study. In A. Ovens, & D. Garbett (Eds.), Changing practices for changing times: Past, present, and future possibilities for self-study research (pp. 171-173). Proceedings of the 10th International Conference on Self-Study of Teacher Education Practices. Auckland, NZ: The University of Auckland.

14. Bullock, S. M. (2012). How student teachers learn from experience: A case study of a physics education course. In V. Ellis, J. Orchard, I. Finlay, & P. Rai (Eds.), What and how do teachers learn from experience? Proceedings of the Research Symposium Supported by the Society for Educational Studies and the Oxford Centre for Sociocultural and Activity Theory Research (pp. 108-118). University of Oxford, Oxford, United Kingdom.

13. Bullock, S. M., & Russell, T. (2012). Developing coherence at the end of a preservice methods course. In J. R. Young, L. B. Erickson, & S. Pinnegar (Eds.), Extending Inquiry Communities: Illuminating Teacher Education through Self-Study. Proceedings of the 9th International Conference on Self-Study of Teacher Education Practices (pp. 64–67). Provo, UT: Brigham Young University.

12. Fletcher, T., Bullock, S. M., & Kosnik, C. (2012). An investigation into collaborative mentoring using self-study: Our processes and our learning. In J. R. Young, L. B. Erickson, & S. Pinnegar (Eds.), Extending Inquiry Communities: Illuminating Teacher Education through Self-Study. Proceedings of the 9th International Conference on Self-Study of Teacher Education Practices (pp. 102-105). Provo, UT: Brigham Young University.

11. Kosnik, C., Menna, L., & Bullock, S. M. (2012). No longer digital novices: Integrating technology into our literacy methods courses. In J. R. Young, L. B. Erickson, & S. Pinnegar (Eds.), Extending Inquiry Communities: Illuminating Teacher Education through Self-Study. Proceedings of the 9th International Conference on Self-Study of Teacher Education Practices (pp. 175-178). Provo, UT: Brigham Young University.

10. DiGiuseppe, M., DeCoito, I., Bullock, S., vanOostveen, R., & Desjardins, F. (2011). Exploring pre-service teachers’ views regarding use of computer-based technologies in a teacher preparation program. In Proceedings of the IADIS International Conference on e-Learning 2011 (Vol. 1)(pp. 461–472). IADIS Press.

09. Bullock, S. M. (2010). The challenge of digital technologies to educational reform. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 1436–1440). Chesapeake, VA: AACE.

08. Bullock, S. M., & Ritter, J. (2010). Blogging as professional development: A collaborative self-study between two beginning academics. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2313–2318). Chesapeake, VA: AACE.

07. Bullock, S. M., & Ritter, J. K. (2010). The turning point: Troubling the transition into academic through collaborative self-study. In L. B. Erickson, J. R. Young, & S. Pinnegar (Eds.), Navigating the public and private: Negotiating the diverse landscape of teacher education. Proceedings of the 8th International Conference on Self-Study of Teacher Education Practices (pp. 45–48). Provo, UT: Brigham Young University.

06. Desjardins, F., vanOostveen, R., Bullock, S. M., DiGiuseppe, M. & Robertson, L. (2010). Exploring Graduate Students’ Use of Computer-Based Technologies for Online Learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 440–444). Chesapeake, VA: AACE.

05. Russell, T., & Bullock, S. M. (2010). Making deliberate moves: A collaborative self-study of teaching practices early in a pre-service teacher education program. In L. B. Erickson, J. R. Young, & S. Pinnegar (Eds.), Navigating the public and private: Negotiating the diverse landscape of teacher education. Proceedings of the 8th International Conference on Self-Study of Teacher Education Practices (pp. 232–235). Provo, UT: Brigham Young University.

04. van Oostveen, R., Desjardins, F., Bullock, S. M., DiGiuseppe, M., & Robertson, L. (2010). Towards a reconceptualization of online teacher professional learning: Problem-based learning objects (PBLOs). In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 1579–1588). Chesapeake, VA: AACE.

03. Bullock, S. M., & Russell, T. (2008). Moving from best practices to seeing teaching as a discipline: Self-study of a new pre-service teaching strategy. In M. L. Heston, D. L. Tidwell, K. K. East, & L. M. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity, and self-study. Proceedings of the 7th International Conference on Self-Study of Teacher Education Practices (pp. 46–49). Cedar Falls, IA: University of Northern Iowa.

02. Hutchinson, N. L., Martin, A. K., & Bullock, S. M. (2008). Blended graduate courses: An adventure in self-study, collaboration, and listening to graduate students. In M. L. Heston, D. L. Tidwell, K. K. East, & L. M. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity, and self-study. Proceedings of the 7th International Conference on Self-Study of Teacher Education Practices (pp. 177–181). Cedar Falls, IA: University of Northern Iowa.

01. Bullock, S. M., & Russell, T. (2006). Team teaching as self-study: Learning and re-learning how we help people learn to teach. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the 6th International Conference on Self-Study of Teacher Education Practices (pp. 46–49). Cedar Falls, IA: University of Northern Iowa.