Long, T.W. (2008). Authoring Histories and Literacies: The Boxed Voices Project. Language Arts, 85, 4, 286-295.
Long, T. W. (2008). The full circling process: Leaping into the ethics of history using critical visual literacy and arts-based activism. Journal of Adolescent & Adult Literacy, 51, 498-508.
Long, T.W. (2006). Full circling: how visual literacy, narrative texts, and students' imaginations turned urban fifth graders into architects of history. In J. Janinski, T.P. Crumpler, and T. Rogers (eds). Process drama and multiple literacies: Addressing social, cultural, and ethical issues. Portsmouth, N.H.: Heinemann.
Long, T.W. & Gove, M. (2003-04). How engagement strategies and literature circles promote critical response in a fourth grade classroom. The Reading Teacher, 57, 4, 350-361.
Long, T. W. & Gopalakrishnan, A. (2001). One of a "Thousand and One": Using drama to explore the historical context of folk tales. Drama Matters, Diversity and Research, Vol. 4, Summer, 2001.
Long, T. W. (1998). Listening to teachers' voices. Drama Matters, Getting Started with Drama, Vol. 3, Spring, 1998.
Long, T. (1998). Dreamseekers: Creative approaches to the African American Experience. Book Review. Drama Matters, Getting Started with Drama, Vol. 3, Spring, 1998.
Selected Conference Presentations, Workshops & Poster Sessions:
The Boxed Voices Project: How to connect students' interests with researching, reading, writing, talking, and constructing the world "in a box." Teachers' Workshop presented at The National Council of Teachers of English (NCTE) National Conference, 2008, New York City.
Leaping into the ethics of history using critical visual literacy and arts-based activism. Teachers' Workshop presented at Literacies for All Summer Institute, Whole Language Umbrella (WLU), 2007, Lexington, KY.
Learning and Teaching in multicultural classrooms. Paper presented (in absentia) at the International World Reading Conference, 2006, Budapest, Hungary.
Literacy through the Arts Partnership: Using critical literacy and drama to promote an understanding of complex texts. Full day workshop with seventh grade teachers and their students from Hawken Middle School and the Cleveland School of the Arts, Cleveland State University, Mather Mansion, 2006, Cleveland, OH.
Full Circling: Using visual literacy, narrative texts, and ethical dilemmas to promote arts-based activism. The Cleveland State University, College of Education & Human Services' Second Annual Partnership Conference, Health Space, 2006, Cleveland, OH.
Distancing: Using literature-based ethical dilemmas to promote critical speaking and writing as activism among middle level learners. Teachers' Workshop presented at The National Council of the Teachers of English (NCTE) National Conference, 2005, Pittsburg, PA.
Drama as Critical Performance Pedagogy: Ideology, Culture & Equity. Paper presented at The Fifth World Congress International Drama/Theatre and Education Association (IDEA), 2004, Ottawa, Canada.
Distancing and the Bystander: Using the Arts as Activism. Teachers' Workshop presented at the Association for Moral Education (AME) National Conference, 2004, Dana Point, California.
Full Circling: using visual-to-visual connections to enhance critical response to texts. The Ohio Council of the International Reading Association (OCIRA) Conference, 2004, Cleveland, Ohio.
Voices and Choices in Urban Classrooms, II: Our work with the East Cleveland Collaborative. MIMIC Urban Summit, 2003, Cleveland State University, Cleveland, Ohio.
Reading, Writing, and Imagining the World: Connecting children with books. Children's Literature National Conference, 2003, Columbus, OH.
Full Circling: using visual-to-visual connections to enhance critical response to texts. Ohio Drama Education Exchange National Conference, 2003, Columbus, OH.
If we were those characters: critically engaging elementary and middle school students with children's literature. Children's Literature National Conference, 2002, Columbus, OH.
Voices & Choices in an Urban Classroom I: A pictorial and text display of urban fourth grade students' work. Poster session presented at the MIMIC Urban Summit, 2002, Cleveland State University, Cleveland, Ohio.
Choices in an Urban Classroom: A video presentation of research in an East Cleveland fourth grade classroom. Video session presented at the MIMIC Urban Summit, 2002, Cleveland State University, Cleveland, OH.
Contextualizing Macbeth: How imagining in the past with a complex text can help students develop more sensitivity to exploring justice issues in the present. Research presented at the Third International Drama in Education Research Institute (IDERI), 2001, Columbus, OH.
*Using Visual Rhetoric in the Reductive World of Adolescents
*How can we have student success if you won't read or write?: An examination of aliteracy among CSU students in children's literature courses
*Teaching in a Borrowed Classroom: My work with Hartinger's seminal novel of a gay teenager in "The Geography Club"
*Birth by Necessity: A reflexive study on adapting a middle school methods course
*Literacy through the Arts Partnership: Unpacking Shakespeare's A Midsummer Night's Dream with Public and Private School 7th Graders
*Teachers for Responsive Urban Education (TRUE) Program Development and Design
*Voices in the Park: An exploration of poverty vs. privilege with Anthony Browne's children's book
*Full Circling with Urban African American Fifth Graders
*Voices and Choices in Urban Classrooms, II: The East Cleveland Collaborative
*Voices and Choices in Urban Classrooms, I: The Civil Rights/Jim Crow Project