Wheatley, K. F. (2009). Unschooling: A growing oasis for development and democracy. Encounter: Education for Meaning and Social Justice, 22(2), 27-32.

Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747-766.

Settlage, J., & Wheatley, K. F. (2004). Key challenges for teachers: Windows into the complexity of American classrooms. In D. M. Moss, W. J. Glenn, & R. L. Schwab (Eds.), Portrait of a profession: Teaching and teachers in the 21st century. Westport, CT: Praeger. (Invited chapter.)

Wheatley, K. F. (2003). Promoting the use of content standards: Recommendations for teacher educators. Young Children, 58(2), 96-101.

Wheatley, K. F. (2003). Increasing computer use in early childhood teacher education: The case of a "computer muddler." Contemporary Issues in Technology and Teacher Education.

Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4) 327-358.

Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5-22.

Wheatley, K. F. (2002, July 24). Review of the book Early childhood education: A constructivist perspective. Education Review. Retrieved from

Wheatley, K. F. (2002, October). Teacher persistence: A crucial disposition, with implications for teacher education, Essays in Education, 3. Retrieved from

Wheatley, K. F. (2002). Two approaches to teaching transformational lesson planning. Journal of Early Childhood Teacher Education, 23, 327-332.

Sheehan, J. J., & Wheatley, K. F. (2001). A professional dilemma: Content coverage versus developmentally appropriate practice. Social Studies and the Young Learner 14(1), 30-32.

Wheatley, K. F. (2000). Positive teacher efficacy as an obstacle to educational reform. Journal of Research and Development in Education, 34(1), 14-27.