Billen, M. B., Soltero-Lopez, A., Hart, S., Wahleithner, J. M., Horsley, H., & Alamillo, A. (in press). If we want culturally
sustaining teachers, we must be culturally sustaining teacher educators: Modeling
culturally sustaining pedagogy in a teacher education residency program. In S. R.
Helfrich & S. L. Hartman (Eds.), Exemplary clinical models of teacher education (pp. xx-xx). Information Age Publishing.
King, J. R., Hart, S., & Kozdras, D. (2020). Identity matters in service-learning literacies: Becoming
authentic and agentic within role affordance. In L. A. Henry & N. Stahl (Eds.), Literacy across the community: Research, praxis, and trends (chapter 16). Routledge. doi: 10.4324/9781003031550-21
Wandeler, C., Hart, S., & Mercado, F. (2019). Youth design the future of transportation for their community. Mineta Transportation Institute Publications. Retrieved from https://scholarworks.sjsu.edu/mti_publications/285/
Lemley, S. M., & Hart, S. M. (2019). Using inquiry to develop agricultural education preservice teachers' disciplinary
literacy pedagogy. Journal of Agricultural Education, 60(4), 149-163. doi: 10.5032/jae.2019.04149
Hart, S. & Wandeler, C. (2018). The impact of action civics service-learning on eighth-grade
students’ civic outcomes. International Journal of Research on Service-Learning and Community Engagement, 6(1), Article 11. Retrieved from https://ijrslce.scholasticahq.com/article/6878-the-impact-of-action-civics-service-learning-on-eighth-grade-students-civic-outcomes
Lemley, S., & Hart, S. (2018). Using inquiry to develop art and music preservice teachers’ disciplinary
literacy pedagogy. Ubiquity: The Journal of Literature, Literacy and the Arts, 5(1), 49-73. Retrieved from http://ed-ubiquity.gsu.edu/wordpress/wp-content/uploads/2018/10/Lemley-and-Hart-5-1b.pdf
Lemley, S., Hart, S., & King, J. (2018). Teacher inquiry develops elementary teachers’ disciplinary literacy.
Literacy Research & Instruction. https://doi.org/10.1080/19388071.2018.1520371
Yue, H., & Hart, S. (2017). Service-learning and graduation: Evidence from event history analysis. Michigan Journal of Community Service Learning, 23(1), 24-41.
Mullooly, J., & Hart, S. (2015). Building service learning into an academic discipline: Urban civic education.
In. O. Delano-Oriaran, M. W. Parks, and S. Fondrie (Eds.). The Sage sourcebook of service-learning and civic engagement (pp. 107-113). Thousand Oaks, CA: SAGE Publications.
Bennett, S., & Hart, S. (2015). Addressing the ‘shift’: Preparing preservice secondary teachers for the Common
Core," Reading Horizons: Volume 53: Issue 4, Article 5. Available at: http://scholarworks.wmich.edu/reading_horizons/vol53/iss4/5
Hart, S., & Mullooly, J. (2015). From student to steward of democracy: Developing teachers as transformative change agents. In. K. M. Sturges (Ed.). Neoliberalizing Educational Reform: America’s quest for profitable market-colonies
and the undoing of public good (pp. 123-148). Rotterdam, Netherlands: Sense Publishers.
Hart, S. (2014). “This isn’t what we normally do.” : Test preparation and the teaching of writing. In J.J. Schneider (Ed.). Casework in K-6 writing instruction: Connecting composing strategies, digital literacies,
and disciplinary content to the Common Core (pp. 165-174). New York, NY: Peter Lang.
Hart, S., & Bennett, S. (2013). Disciplinary literacy development of STEM preservice teachers. Teacher Education and Practice, 26(2), 221-241.
Minkler, J., & Hart, S. (2013). Valley change agents: A service-learning guide for K-12 teachers. Fresno, CA: Fresno Urban Civic Education
Hart, S. (2011). Critical openings and possibilities: Navigating challenges for change. In
B. Porfilio & H. Hickman (Eds.), Critical-service learning as a revolutionary pedagogy: An international project of
student agency in action (pp. 249-269). Greenwich, CT: Information Age.
Hart, S. (2010). Service-learning: A third space for literacy education. In G. T. Papanikos
& N. Pappas (Eds.), Horizons in education (pp. 381-392). Athens, Greece: Athens Institute for Education and Research.
Hart, S. (2007). Service-learning and literacy motivation: Setting a research agenda. In S.
Gelmon & S. Billig (Eds.), Advances in service-learning research: Vol. 7. From passion to objectivity: International and cross-disciplinary perspectives on
service-learning research (pp. 135-156). Greenwich, CT: Information Age Publishing.
King, J., Hart, S., & Kozdras, D. (2007). When is it critical literacy with adolescent learners? In B.
Guzzetti (Ed.), Literacy for the new millennium: Vol. 3. Adolescent Literacy (pp. 173-187). Westport, CT: Praeger.
Kelley, K., Hart, S., & King, J. (2007). Negotiating pedagogy development: Learning to teach writing in
a service-learning context. Action in Teacher Education, 29(2), 94-108.
Hart, S., & King, J. (2007). Service-learning and literacy tutoring: Academic impact on preservice
teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 23, 323-338.
Hart, S. (2006). Breaking literacy boundaries through critical service-learning: Education
for the silenced and marginalized. Mentoring & Tutoring, 14(1), pp. 17-32.
CSU Transportation Research and Workforce Development (SB 1)- Mineta Transportation
Institute, San Jose State University, San Jose CA
Central Valley Transportation Challenge
Award Amount: $80,000
Fresno State Transportation Institute, Fresno CA
Fresno State Transportation Challenge
Award Amount: $20,000
Central Valley Community Foundation, Fresno CA
Middle School Democracy Project
Award Amount: $40,000
California State University Chancellor’s Office
S.D. Bechtel, Jr. Foundation- San Francisco, CA
Preparing a New Generation of Educators for California
Award Amount: $230,000.00
American Association of State Colleges & Universities (AASCU)
Impact of Urban Civic Education Minor on Future Teachers
Award Amount: $50,000