Publications

Representative sample of recent publications:

Scholarly:

Nurenberg, D. and Tuller, L. (2023) “All in this together” – Improving access to accelerated learning through heterogeneously
          grouped classes. Teachers College Record (125)7, 3-50.

Nurenberg, D. and Lawhorn, B. (2023) – Past and future plagues as windows into the present: Using YA texts to teach
    about diseases and immunity. Greenhouse, P., Eisenbach, B. and Kaywell, J. Adolescent literature as a complement to the
    content areas: Science and math. Second Edition. Lanham, MD: Rowman and Littlefield, x-x.

Nurenberg, D. and Tuller, L. (2022). Crisis as opportunity to try something new: Student-centered pedagogy during the onset of
COVID-19. International Journal of Education, Culture and Society (7)1, 52-62. 

Nurenberg, D. (2020) “What does injustice have to do with me?” – Engaging privileged white students with social justice. Lanham,
            MD: Rowman and Littlefield.  CLICK HERE TO ORDER!

Nurenberg, D. and Siegel, S. (2020) Something doesn’t add up: Math teachers and student0centered pedagogy. In Jenlink, P. M. (2020). The Language of Mathematics: How the Teacher's Knowledge of Mathematics Affects Instruction. Lanham, MD: Rowman & Littlefield. 

Nurenberg, D. and Pavlik, R. (2017). The climate crisis gets personal: Using The Carbon Diaries 2015 in Earth  science. Credited chapter in Greenhouse, P., Eisenbach, B. and Kaywell, J. Adolescent literature as a complement to the content areas: Science and math. Lanham, MD: Rowman and Littlefield.

Nurenberg, D. and Tong, J. (2017). From the battle room to the classroom: Using Ender’s Game to engage high school physics students. Credited chapter in Greenhouse, P., Eisenbach, B. and Kaywell, J. Adolescent literature as a complement to the content areas: Science and math. Lanham, MD: Rowman and Littlefield.

Nurenberg, D. (2016) Honoring all learners: The case for embedded honors in heterogeneous ELA classrooms. English Education,
      48(2), 63-98.

Nurenberg, D. (2014). Credited contributions to Jablon, P. (2014) The Synergy of inquiry: Engaging students in   
        deep learning across the content areas (108-114, 137-139, 142-144, and Appendix E: 136-147). Huntington
        Beach, CA:Shell Education Publications.

Nurenberg, D. (2014) The power of positive affinity groups: A “sci-fi” solution to bullying. American Secondary   
      Education.(42)3, 5-17. 

Nurenberg. D. (2010). A study of the effects of peaceable schools curricula on an urban middle school. Dissertation Abstract International, 71/07. (UMI AAT 3409046). 

Fiction:

Nurenberg, D. (2012). Silent knife. Macungie, PA: Onyx Path.

Nurenberg, D. (2005) The Fragile light. USA: Xlibris.