Sealey-Ruiz, Y., & Greene, P. (2015). Popular visual images and the (mis)reading of Black male youth: A case for racial literacy in urban preservice teacher education. The International Journal of Teaching Education. Vol 26(1). doi: 10.1080/10476210.2014997702.
Watson, W., Sealey-Ruiz, Y., & Jackson, I. (2014). Daring to care: The role of culturally relevant care in mentoring Black and Latino male high school students. Race, Ethnicity, and Education, 1-23. doi: 10.1080/13613324.2014.911169.
Jackson, I., Sealey-Ruiz, Y., & Watson, W. (2014). Reciprocal love: Mentoring Black and Latino male students through an ethos of caring. Journal of Urban Education, 49(4), 1-24.
Sealey-Ruiz, Y. (2013). Learning to Resist: Educational counter-narratives of Black college reentry mothers. Teachers College Record,Vol. 115, 4, http://www.tcrecord.org ID Number: 16911.
Sealey-Ruiz, Y. (2013). Toward a pedagogy of racial literacy in First Year Composition. (2013). Teaching English in a Two-Year College (TETYC), Vol. 40 (3), 384-398.
Haddix, M. & Sealey-Ruiz, Y. (2012). Cultivating digital and popular literacies as empowering and empancipatory acts among urban youth. Journal of Adolescent and Adult Literacy.pp. 56(3), 189-192. doi: 10.1002/jaal.00126.
Sealey-Ruiz, Y. (2012). A way of making it: Black reentry females' success and challenges to undergraduate education. National Journal of Urban Education and Practice. Vol. 5 (3), pp. 363-375.
Sealey-Ruiz, Y. (2011a). Learning to talk and write about race: Developing racial literacy in a college English classroom. English Quarterly. The Canadian Council of Teachers of English Language Arts, Vol. 42, 1, pp. 24-42.
Sealey-Ruiz, Y & Greene, P.E. (2011b). Embracing urban youth culture in the context of education. The Urban Review, Vol. 43, pp. 339-357.
Sealey-Ruiz, Y. (2011c), The use of educational documentary in urban teacher education: A case study of Beyond the Bricks. Journal of Negro Education, Vol. 80 (3), pp. 310-324.
Sealey-Ruiz, Y. & Lewis, C. (2011d). Transforming the field of education to serve the needs of the Black community: Implications for critical stakeholders, Guest editorial, Journal of Negro Education, Vol. 80 (3), 185-187.
Sealey-Ruiz, Y. & Lewis, C. (2011e). Passing the torch: The future of the Black community is in our hands. Journal of Negro Education, Epilogue, p. 426.
Sealey-Ruiz, Y. (2011f). Dismantling the School-to-Prison Pipeline: Racial literacy development in urban teacher education. Journal of Curriculum Pedagogy. Vol. 8 (2), pp. 116-120.
McCarthy, C., Sealey-Ruiz, Y. (2011).Teaching difficult history: Eric Williams' Capitalism and Slavery and the challenge of critical pedagogy in the contemporary classroom. Itinerrios: Frum Global de Investigao Educacional, Vol.1, 2, pp. 74-82.
McCarthy, C., Sealey-Ruiz, Y. (2010). Teaching difficult history: Eric Williams' Capitalism and Slavery and the challenge of critical pedagogy in the contemporary classroom. Power and Education. Vol. 2, 1 http://www.wwwords.co.uk/power/content/pdfs/2/issue2_1.asp
Sealey-Ruiz, Y., Noguera, P.A. & N. Handville. (2008). In pursuit of the possible: Lessons learned from district efforts to reduce racial disparities in achievement. T`he Sophist's Bane: Society of Professors of Education. Vol. 4, 1 & 2 pp. 31-41.
Sealey-Ruiz, Y. (2007a). Rising above reality: The voices of reentry Black mothers and their daughters. Journal of Negro Education, Vol. 76, 2, pp.141-153.
Sealey-Ruiz, Y. (2007b). Wrapping the curriculum around their lives: Using a culturally responsive curriculum with African American adult women. Adult Education Quarterly, Vol. 58, 1, pp. 44-60.
Sealey-Ruiz, Y. (2006). Getting to here from there: One woman's journey from the South Bronx to the academy. WILLA Journal, National Council of Teachers of English, Vol. XIV, pp. 40-42.
Sealey-Ruiz, Y. (2005). Spoken soul: The language of Black imagination and reality. Kappa Delta Pi's Educational Forum, Vol. 69, pp. 37-46.
Sealey-Ruiz, Y. (2004). Tasting memories. Food, Culture and Society: An International Journal of Multidisciplinary Research Vol.1,1 spring, J. Deutsch and A.H. Lawson (Eds.), pp. 131-134.
Miller, J.P., Deutsch, J. & Sealey-Ruiz, Y. (2003). Advancing multicultural education inhospitality education through the use of food studies curricula. Journal of Hospitality & Tourism Education,Vol. 16, 4 pp. 45-51.
Sealey-Ruiz, Y., Lewis, C.W., Toldson, I.A. (2014). Teacher Education and the Black Community: Implications for Equity, Access, and Achievement. Information Age Publishers.
Refereed & Invited Book Chapters:
Sealey-Ruiz, Y. & Johnson-Bailey, J. (2015). Mentoring while Black and Female: The Gendered Literacy Phenomenon of Black Women Mentors. In Ntiri, D. (Ed.) Literacy as gendered discourse, New York: Information Age Publishing.
Sealey-Ruiz, Y. (2014). Activating Racial Literacy Among Black and Latino Male High School Students. In Cohan, A. & Honigsfeld, A. (Series Eds.) Breaking the mold of classroom organization and management: Innovative and successful practices of engagement, motivation, and student empowerment for 21st Century schools, New York: Rowman and Littlefield.
Sealey-Ruiz, Y., Allen, K., & Nolan, E. (2014). Invisible hands: Seeing and noticing Black and Latino male youth. In Y. Sealey-Ruiz, C. W. Lewis, & I. A. Toldson (Eds.), Teacher education and Black communities: Implications for equity, access, and achievement (pp. 99-115). New York, NY: Information Age Publishing.
Sealey-Ruiz, Y. (2013). The Art (and Play) of Alternative to Incarceration Programming. Afterword. Media, and Justice: Multimodal Explorations with Youth. In L. Vasudevan and T. DeJaynes (Eds.) Peter Lang Publishers.
Sealey-Ruiz, Y. & Lewis, C. (2013). Letters to our teachers: Black and Latino males write about race in the urban English classroom. In J. Landsman (Ed.) Learning to Talk About Race: Alleviating the Fear, Virginia: Stylus.
Sealey-Ruiz, Y. (2012). A way of making it: Black reentry females' success and challenges to undergraduate education. In H.T. Frierson (Series Ed.), & C. Chambers & R.V. Sharpe (Vol. Eds.), Diversity in Higher Education: Vol. 12. Black Female Undergraduates on Campus: Successes and Challenges, United Kingdom: Emerald Group.
Sealey-Ruiz, Y. (2010). Reading, writing and racism: Developing racial literacy in the adult education English classroom. In The Handbook of Race and Adult Education: A resource for dialogue, V. Sheared, J. Johnson-Bailey, S. Colin, E. Peterson, & S. Brookfield (eds.) California: Jossey-Bass.
Greene, P. & Y. Sealey-Ruiz. (2008). Teaching race: making the invisible concrete. In The Problem of the Colorblind: College Teachers Talk About the Fears, Risks, and Rewards of Teaching Race in 21st Century America. L. Guerro (ed.). New York: McMillan Palgrave.
Sealey-Ruiz, Y. (2014). In W. A. Howe & P. L. Lisi's Becoming a multicultural educator: Developing awareness, gaining skills, and taking action. Thousand Oaks, CA: SAGE.
Invited Book Reviews & Evaluations:
Sealey-Ruiz, Y. (2013). Pedagogy of Confidence by Yvette Jackson. Teachers College Record, Published: January 08, 2013. http://www.tcrecord.org, ID Number: 16984
Sealey-Ruiz, Y. (2012). Evaluation of documentary film "40 Years Later: Now Can We Talk?" for Teachers College Press.
Sealey-Ruiz, Y. (2011). Culturally responsive teaching: Theory, research, and practice, Second edition, by Geneva Gay. Teachers College Record, Published: January 21, 2011. http://www.tcrecord.org ID Number: 16249
Refereed Conference Proceedings:
Jester, M. & Sealey-Ruiz, Y. When and Where I Enter: Facilitating Transformative Learning Experiences Among Preservice Teachers to Prepare Them for Today's Culturally Diverse Classroom. (2011, May). Proceedings of the 9th Annual International Transformative Learning Conference in Europe, Athens, Greece. http://www.tlcathens2011.gr/proceedings.
Noguera, P.A., Sealey-Ruiz,Y., Fergus, E.A., et al. (2007). Charting the course of excellence for all: The Ossining High School Diversity Project.
Noguera, P.A., Sealey-Ruiz, Y., Fergus, E.A., et al. (2006). Toward equity and excellence: A study of the Achievement Gap in Teaneck public schools.
The course integrates theory and practice for teachers. Topics include the textual character of genres, critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing. This course is taught with A&HE 4156, Writing: Nonfiction, as part of a 6 point sequence. Special fee required.
A&HE 4156: Writing: NonfictionA non-fiction writing workshop.
This course is taught as part of 6 credit block with A&HE 4151: Teaching of writing. Special fee required.
A&HE 5518: Teaching English in diverse social/cultural contexts
A seminar examining how gender, class, race, ethnicity and sexual orientation issues inform instructional goals, curriculum planning/implementation, and practices in the teaching of literature, language, and composition in English language arts classrooms. Special fee required.
Curriculum Design, Planning and Assessment (Peace Corp Fellows Program)
Students learn to develop unit plans (using UBD - Understanding By Design technique). Assessment is viewed through the following lenses: 1) Assessment of Learning; 2) Assessment for Learning; and 3) Assessment as Learning. Through case studies and classroom video observations, students will be able to identify the differences between formative and summative assessments and design various assessments for classroom use. Co-taught with a doctoral student.
A&HE 4151: Teaching of writing
The course integrates theory and practice for teachers. Topics include the textual character of genres, critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing. This course is taught with A&HE 4156, Writing: Nonfiction, as part of a 6-credit block. Special fee required.
A&HE 4156: Writing: Nonfiction
A non-fiction writing workshop. This course is taught as part of 6 credit block with A&HE 4151: Teaching of writing. Special fee required.
A&HE 5518: Teaching English in diverse social/cultural contexts
This course examines how gender, class, race, ethnicity, and sexual orientation issues may impact learning and teaching in classrooms. This course also emphasizes and models culturally responsive teaching. Special fee required.