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Publications

Stapleton, S.R. (2021). Bringing teachers to the table: the need to teach food in teacher education. Food, Culture and Society. https://www.tandfonline.com/doi/abs/10.1080/15528014.2021.2012925

Stapleton, S.R., and Meier, B.* (2021). Science education for resiliency: promises and challenges of indoor agriculture. Journal of Research in Science Education. 59(2). 169-194. https://onlinelibrary.wiley.com/doi/10.1002/tea.21724?af=R

Stapleton, S.R. and Lynch, K. (2021). Fostering relationships between elementary students and the more-than-human world: a longitudinal study. Journal of Environmental Education. 52(4), 272-289. https://www.tandfonline.com/doi/abs/10.1080/00958964.2021.1955650?journa...

Stapleton, S.R. (2020) Nevertheless, they persisted: How a group of “noisy moms” overcame dismissal and helped to improve school food in a small US city school district. Gender, Place, and Culture. https://www.tandfonline.com/doi/full/10.1080/0966369X.2019.1710475

Stapleton, S.R. (2019) Towards critical environmental education: a standpoint analysis of race within the American environmental context. Environmental Education Research.  https://www.tandfonline.com/doi/abs/10.1080/13504622.2019.1648768

Stapleton, S.R. (2019) Parent activists versus the Corporation: a fight for ‘school food sovereignty’. Agriculture and Human Values. https://doi.org/10.1007/s10460-019-09955-w

Stapleton, S.R. (2019) Boundaries, gatekeeping, and oppression within science education research. In J. Bazzul & C. Siry (Eds.), Critical voices in science education: narratives of hope and struggle. Springer. https://link.springer.com/chapter/10.1007/978-3-319-99990-6_2

Stapleton, S.R. (2018). Data analysis in participatory action research: using poetic inquiry to describe urban teacher marginalization. Action Research. https://doi.org/10.1177/1476750318811920

Stapleton, S.R. (2018). A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh. Environmental Education Researchhttps://doi.org/10.1080/13504622.2018.1472220

Stapleton, S.R. (2018). Teacher participatory action research (TPAR): A methodological framework for political teacher research. Action Researchhttp://journals.sagepub.com/doi/abs/10.1177/1476750317751033

Stapleton, S.R. & Cole, P. (2018). School lunch and student food insecurity: A teacher’s observations and reflections. In S. Rice & A.G. Rud (Eds.) Educational Dimensions of School lunch: Critical Perspectives. Springer. https://link.springer.com/chapter/10.1007/978-3-319-72517-8_9

Stapleton, S.R., Cole, P., Washburn, M., Jason, M., & Alvarado, T. (2017). Views from the Classroom: Teachers on Food in a Low-Income Urban School District. In I. Werkheiser and Z. Piso (Eds.), Food Justice in US and Global Contexts: Bringing Theory and Practice Together. Springer. https://link.springer.com/chapter/10.1007/978-3-319-57174-4_11

Stapleton, S.R. (2017). Oral traditions, changing rural landscapes, and science education. Cultural Studies of Science Education. 12(1). 189-98. https://link.springer.com/article/10.1007/s11422-016-9749-1

Stapleton, S.R. (2015). Food, identity, and environmental education. Canadian Journal of Environmental Education. 20. https://cjee.lakeheadu.ca/article/view/1346

Stapleton, S.R. (2015). Environmental identity development through social interactions, action, and recognition. Journal of Environmental Education. 46(2). http://www.tandfonline.com/doi/abs/10.1080/00958964.2014.1000813

Stapleton, S.R. (2015). Supporting teachers for race-/class-/gender-responsive science teaching. Cultural Studies of Science Education. 10(2). https://link.springer.com/article/10.1007/s11422-014-9655-3