Profile: Laurie Puchner
Ph.D., 1998, University of Pennsylvania
1118 Alumni Hall
About Dr. Puchner
Laurie Puchner teaches courses in qualitative research methods and educational psychology in a variety of graduate programs, including K-12 administrator preparation and college student personnel administration. She also frequently supervises student capstone research projects at the masters and doctoral level. Dr. Puchner joined SIUE in 1999 after obtaining her Ph.D. in Psychology in Education with a specialization in cross-cultural human development from the University of Pennsylvania.
Dr. Puchner’s current research focuses primarily on teacher education for social justice. She has published in the areas of women’s literacy in developing countries, professional development of teachers, action research, critical media literacy and gender, and white teachers’ beliefs about race, among other areas.
- Puchner, L., Markowitz, L. & Roseboro, D. TBA. Whites-Only Anti-Racist Groups: Promise and Perils. Accepted Multicultural Education Magazine.
- Puchner, L. & Markowitz, L. (2018, September) Christmas in U.S. K-12 schools: categorizing and explaining teacher awareness of Christo-normativity, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2018.1512074
- Markowitz, L. & Puchner, L. (2018). Structural Ignorance of Christian Privilege. International Journal of Qualitative Studies in Education, 31 (10), 877-894.
- Puchner, L. & Markowitz, L. (2016). Using an Adult Development Model to Help Explain Preservice Teacher Resistance to Learning about Race. Race, Ethnicity and Education, 19 (5), 1043-1062. DOI: 10.1080/13613324.2014.946489
- Markowitz, L. & Puchner, L. (2016). “Troubling the ontological bubble: middle school students challenging gender stereotypes.” Journal of Gender Studies, 25 (3) 413-426.
- Puchner, L., Markowitz, L., & Hedley, M. (2015). Critical Media Literacy and Gender: Teaching Middle School Children about Gender Stereotypes and Occupations. Journal of Media Literacy Education, 7 (2), 21-32.
- Puchner, L. (2014). Disruptions of the Self-narrative: Musings on Teaching Social Justice Topics in a Research Methods Course. Multicultural Education, 22 (1), 51-55.
- Taylor, A. R., Puchner, L. D., Powell, M., Harris, V., & Marshall, R. (2012). Reconceiving with action research: working within and across communities of practice in a university/community college collaborative venture. Educational Action Research, Vol. 20 (3), 333-351.
- Puchner, L. & Klein, N.A. (2012). Skirting the Issue: Teachers’ experiences addressing sexuality issues in middle school language arts. Research in Middle Level Education, Vol. 36 (1).
- Murray, M. & Puchner, L. (2012). Teaching for cultural competency: Using fiction to learn about “Others”. Canadian Journal of Action Research, Vol. 13 (1), 36-49.
- Puchner, L. & Klein, N. A. (2011). The Right Time and Place: Middle School Language Arts Teachers Talk about Not Talking About Sexual Orientation. Equity and Excellence in Education, Vol. 44 (2), 233-248.
- Puchner, L. & Roseboro, D. (2011). Speaking of whiteness: Compromise as a purposeful pedagogical strategy toward white students’ learning about race. Teaching in Higher Education, Vol. 16 (4), doi:10.1080/13562517.2010.54652.
- Klein, N. A., Markowitz, L., Puchner, L., & Anderson, J. (2011). Undressing the hidden curriculum: Sexuality education and middle school literature. In D. Carlson & D. Roseboro (Eds.) The Sexuality Curriculum and Youth Culture. New York: Peter Lang, 288-302.
- Puchner, L., Taylor, A., Harris, V., Marshall, R. & Powell, M. (2010). It’s not about the Numbers, it’s about Policy: The Bridge to Manufacturing Project. Community College Enterprise Vol. 16 (1), 7-22.
- Puchner, L., Taylor, A., O’Donnell, B. & Fick, K. (2008). Teacher learning and math manipulatives: A collective case study about teacher use of manipulatives in elementary and middle school math lessons. School Science and Mathematics Journal, Vol. 108 (7).
- Puchner, L. & Smith, L. M. (2008). The ethics of researching those who are close to you: The case of the abandoned ADD project. Educational Action Research, Vol. 16 (8).