Publications:
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 http://coe.asu.edu/edrev/reviews/rev177.htm
Wheatley, K. F. (2002, October). Teacher persistence: A crucial disposition, with implications for teacher education, Essays in Education, 3. Retrieved from www.usca.edu/essays/
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.