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*Denotes student collaboration (direct supervision) on scholarly publications

Lopez, A. E. & Olan, E. L. (Eds.). (2018). Transformative pedagogies for teacher education: moving towards critical praxis in an era of change. Charlotte, NC: Information Age Publishing.

Olan, E. L. & Mishra, R. (2018). Narrative Pedagogy as a Mindful Contemplative Practice: Discovering Preservice Teachers’ Mindful Presence. In Byrnes, Dalton &Dorman (Eds). Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education (pp.67-77). Maryland, NY: Rowman and Littlefield Publishers.

Olan, E. L. & Richmond, K. J. (2017) Disrupting the dominant narrative while finding harmony: beginning English teachers’ use of young adult literature and culturally responsive pedagogy. Journal of Language and Literacy (JOLLE).

Vu, M.A*. & Olan, E. L. (2017). Rosenblatt’s reading in the middle: Using aesthetic strategies coupled with state standards to fluctuate between efferent and aesthetic stances. Connections.

Olan, E. L. & Richmond, K. J. (2017). Storying our journey: conversations about and reflections on curriculum development, the literary canon, and courses in secondary english education. The Wisconsin English Journal.

Olan, E.L. & *Belló, P. (2016). The relationship between language, culture and society: Teachers of English as a foreign language (EFL) positioning in society. GIST Education and Learning Research Journal.

Olan, E.L. & *Belló, P. (2016). Understanding teachers' career choices: Narratives from international in-service teachers of English as a Foreign Language (EFL). Argentinian Journal of Applied Linguistics,4(1), 23-42.

Olan, E.L. & Richmond, K. J. (2016). Conversations, Connections, and Culturally Responsive Teaching: Young Adult Literature in the English Methods Class. English Leadership Quarterly.