Faculty Profiles

Omana Sudhakaran, P. O., Huling, L. L., Sen, K., & Shi, X. (2025). Exploring How Green Spaces and Community Gardens Impact Cognitive and Physical Health (pp. 1–23). San Marcos, TX, US: Texas State Division of Research.

Huling, L. L., & Bocanegra, E. R. (2025). Imagining Schools with Planned Green Spaces To Benefit Students and Community Partners. Texas Educator Preparation (TxEP), 9(Summer), 54–61.

Huling, L. L. (2024). Leadership for Implementing a University/District/Community STEM Partnership. Texas Forum of Teacher Education, (15), 37–42.

Collins, K. H., Sangam, D., & Huling, L. L. (2023). Culturally responsive evaluation of NASA’s OSTEM NGS evidence-based STEM products. LBJ Institute For STEM Education and Research.

Huling, L. L., & Resta, V. K. (2022). Cultivating a Scientific Mindset through Inquiry-Based Science Learning Utilizing NASA Resources for Educators. In Cultivating a Scientific Mindset in the Age of Inference. Charllotte, NC, US: Information Age Publishing.

Huling, L. L., & Resta, V. K. (2022). Leveraging NASA Assets to Develop STEM Identity in Traditionally Underrepresented Populations (pp. 316–320). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/220744/.

Huling, L. L., & Resta, V. K. (2022). The Capstone Experience:  A Valuable Tool in Promoting Teacher Development. In The Educator Continuum and Development for Teachers (pp. 55–79). Hershey, PA, USA25: IGI Global.

Huling, L. L., & Resta, V. K. (2022). Strengthening the STEM Preparation of Teacher Candidates Using NASA Online Resources (6th ed., Vol. 5, pp. 1–12). San Marcos, TX, US: LBJ Institute for STEM Education and Research. Retrieved from https://lbj-stem.education.txst.edu/Research-and-Publications.html

Huling, L. L., & Resta, V. K. (2021). Cultivating a Scientific Mindset through Inquiry-Based Science Learning Utilizing NASA Resources for Educators. In Cultivating a Scientific Mindset in the Age of Inference. Charllotte, NC, US: Information Age Publishing.

Huling, L. L., & Resta, V. K. (2020). A NASA/University faculty development partnership:  Equipping educators to promote equity in STEM education. SRATE Journal, 29(1), 1–13.

Resta, V. K., & Huling, L. L. (2019). Build Your Career:  Four STEM Professional Tips. New Teacher Advocate.

Huling, L. L., & Ortiz, A. M. (2017). 2017 NASA STEM EPDC Annual Report. NASA STEM EPDC.

Huling, L. L., & Berry, M. A. (2017). The “Multiplier Effect” of MUREP Educator Institutes. Washington, DC, US: NASA.

Huling, L., & Goodwin, M. (2017). Facilitating School-Based Teacher Learning Through a District/University Partnership. In Association of Teacher Educators Yearbook XXV. Manassas, VA: Association of Teacher Education.

Resta, V., Huling, L., & Yeargain, P. (2013). Insights on the effects of the Texas education funding crisis. Insight, 28(1), 25–29.

Lopez, O., Huling, L., & Resta, V. (2013). Student achievement and preparation program accountability:  A study of optional approaches. Action in Teacher Education, 35(1), 19–37. https://doi.org/10.1080/01626620.2012.743442

Resta, V., Huling, L., & Yeargain, P. (2013). Teacher insights about teaching, mentoring, and schools as workplaces. Curriculum and Teaching Dialogue.

Lopez, O. S., Huling, L., & Resta, V. (2012). In search of tools that inform practice: Utilizing program accountability data to guide program improvement. Action in Teacher Education, 34(6-May), 566–575.

Huling, L., Resta, V., & Yeargain, P. (2012). Supporting and retaining novice teachers. Kappa Delta Pi Record, 48, 140–143.

Lopez, O. S., Huling, L., & Resta, V. (2012). In search of tools that inform practice: Utilizing program accountability data to guide program improvement. In C. J. Craig & N. P. Gallavan (Eds.), Teacher education yearbook XXI. Routledge, Taylor & Francis Group.

Huling, L., & Resta, V. (2012). Teacher career pathways and educational policy: A quick fix or long-term solution? In K. Embry-Jenlink (Ed.), Teacher preparation and career pathways: The future of AmericaÂ’s teacher pipeline. Rowman and Littlefield Education Press.

Huling, L. (2010). Linking Induction and Workplace to Retention and Teaching. In J. Wang, S. Odell, & R. Clift (Eds.), Past, Present and Future Research on Teacher Induction:  An Anthology for Researchers, Policy Makers, and Practitioners. Rowman & Littlefield Education Press and Association of Teacher Educators.

Huling, L., Resta, V., & Yeargain, P. (2009). Novice Teacher Induction Program:  An investigation of the long-term effects of induction support. Insight, 25(4), 15–19.

Huling, L., Yeargain, P., & Resta, V. (2008). A Study of the Long-Term Effects of Mentoring and Novice Teacher Retention and Career Progress. Phi Delta Kappa Research Bulletin, I, 22-Nov.

Resta, V., & Huling, L. (2008). High Performing Novice Teachers:  Implications for Preparation and Induction from a Large-Scale Study. Phi Delta Kappa Research Bulletin, II, 31–45.

Huling, L., & Resta, V. (2007). Year 2 Final Report for CREATE Study of the Relationship of Mentor Support to vice Teacher Retention and Student Achievement, The Woodlands, TX. Center for Research Evaluation and Advancement of Teacher Education (CREATE).

Huling, L., & Resta, V. (2007). Phase II Report for CREATE Study of the Relationship of Mentor Support to vice Teacher Retention and Student Achievement, The Woodlands, TX. Center for Research Evaluation and Advancement of Teacher Education (CREATE).

Huling, L. (2006). Looking closely at mentoring practices. In J. Dangel (Ed.), Research on Teacher Induction:  Teacher Education Yearbook XIV Series. Rowman & Littlefield Education Press and Association of Teacher Educators.

Huling, L. (2005). A teacher to remember. In P. Hallman (Ed.), Great Teachers and Their Legacies. Houston: Kingsley Literary Services.

Resta, V., Nelson, S., & Huling, L. (2005). Re-energizing a school in a high challenge environment. In K. T. Henson (Ed.), Curriculum Planning:  Integrating Multiculturalism, Constructivism, and Education Reform. Long Grove, IL: Waveland Press.

Huling, L. (2004). "In their own words and a few other important evaluation findings. NTIP Journal, 1(2), 7-May.

Huling, L. (2004). Supporting nontraditionally prepared teachers offers both challenges and rewards for mentors. National Head Start Association Dialog, 7(2), 6-Apr.

Craycraft, K., & Huling, L. (2003). Success spelled out. NTIP Journal, 1(1), 5-.

Resta, V., & Huling, L. (2002). Helping beginning teachers recognize and avoid pitfalls. English in Texas, 32(1), 36–40.

Huling, L., & Resta, V. (2002). What every first-year teacher needs to know to become a second-year teacher. English in Texas, 32(1), 22–24.

Odell, S. J., & Huling, L. (2000). Quality Mentoring for Novice Teachers. Indianapolis: Association of Teacher Educators and Kappa Delta Pi.

Huling, L., & Beck, J. (1999). Clinical and field experiences in teacher preparation:  Results of the AACTE/NCATE national survey. Teacher Educators Journal, 9(1), 24-Nov.

Huling, L., Resta, V., & Askins, B. (1999). Issues in secondary teachers preparation. Teacher Educator, 35(1), 57–67.

Huling, L., Raffeld, P., & Salinas, J. (1999). Clinical and Field Experiences:  What is Required by Schools, Colleges and Departments of Education (Research te 2-2). Washington, D.C.: American Association of Colleges for Teachers Education.

Huling, L., Raffeld, P., & Salinas, J. (1999). Clinical and Field Experiences: Schools, Colleges, and Departments of Education (Research te 2-1). Washington, D.C.: Association of Colleges for Teacher Education.

Huling, L. (1999). Commissioned Paper on Teacher Induction. Washington, D.C.: AACTE/DeWitt Wallace ReaderÂ’s Digest Fund Beginning Teacher Induction Project.

Huling, L. (1999). ERIC Digest on Early Field Experiences in Teacher Education. .  Washington, D.C.:  ERIC Cleaning House on Teaching and Teacher Education.

Huling, L. (1998). ).  Final Report:  State Panel on the Texas vice Teacher Induction Support System. Austin:  State Board of Educator Certification.

Houston, W. R., & Huling, L. (1998). Restructuring Texas Teacher Education Series: Field Based Teacher Education, Professional Development Schools, Connecting to Improve Methods Courses, Assessment, Distance Learning, Cultural Pluralism, Technology & Professional Development. Austin: State Board of Educator Certification.

Odell, S., & Huling, L. (1998). Conceptualizing quality mentoring. In The Induction Years: The Beginning Teacher (pp. 67–80). National Evaluation Systems Inc.

Resta, V., Huling, L., White, S., & Matschek, D. (1997). The Teacher Fellows Program:  A year to grow. Journal of Staff Development, 18(1), 42–45.

Huling, L. (1997). vice Teacher Needs. Paper commissioned by rth Carolina Department of Instruction.

Huling, L., Resta, V., Mandeville, T., & Miller, P. (1996). Factors to consider in the selection of secondary school teachers. NASSP Bulletin, 80(580).

Resta, V., & Huling, L. (1996). Something practical:  A win-win program for new teachers. Kappa Delta Pi Record, 32(3).

Huling, L., Beck, J., & Macy, D. (1996). Teacher education program restructuring: Issues, recommendations and experiences. Teacher Educators Journal.

Huling, L. (1994). Becoming a Teacher: What Research Tells Us. West Lafayette: Informative booklet published by Kappa Delta Pi International.

Huling, L., & Hidlago, F. (1993). Alternate teacher candidates: A rich source for Latino teachers in the future. In R. E. Castro & Y. R. Ingle (Eds.), Reshaping Teacher Education In the Southwest – A Forum: A Response To the Needs of Latino Students and Teachers. Claremont: Tomas Rivera Center.

Huling, L., & Houston, W. R. (1993). Diverse processes in studying teaching: Overview and Framework and Implication and Reflections. In M. J. O’Hair & S. Odell (Eds.), Diversity and Teaching: Teach Education Yearbook I. Orlando: Harcourt Brace Jovanich College Publishers.

Werner, P. H., Huling, L., & Macy, D. (1993). Embracing progressive change: The Southwest Texas Center for Professional Development and Technology. Texas Teacher Education Forum.

Huling, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173–180.

Huling, L. (1992). Introduction (on the principles of effective mentoring). In T. Bey & C. T. Holmes (Eds.), Mentoring: Contemporary Principles and Issues. Reston: Association of Teacher Educators.

Huling, L. (1991). Getting ready for state mandated induction program: What can make or break the program. Texas Teacher Education Forum, 16, 13–25.

Huling, L. (1991). Mentor teachers:  What exactly are they supposed to do? Centerpoint, 1(1), 21-Jul.

Wagner, C., & Huling, L. (1991). Pilot programs offer induction experiences and suggestions. Texas Study of Secondary Education, 1(1), 19–22.

Huling, L., & Cuellar, E. G. (1990). Defining an ethically diverse teaching force. Teacher Education and Practice, 6(2), 12-Sep.

Huling, L., & Hirsh, S. (1990). New teacher induction:  An interview with Leslie Huling-Austin. Journal of Staff Development, 12(1).

Huling, L., & Murphy, S. (1990). Assessing the Impact of Teacher Induction Programs:  Implications for Program Developers. Oxford: Occasional Paper published by National Staff Development Council.

Cuellar, E. G., & Huling, L. (1990). Achieving an ethically diverse teaching force. Austin: Texas Education Agency.

Huling, L. (1990). Mentoring is a squishy business. In T. Bey & C. T. Holmes (Eds.), Mentoring: Developing Successful New Teachers. Reston: Association of Teacher Educators.

Huling, L. (1990). Teacher induction programs and internships. In W. R. Houston (Ed.), Handbook of Research on Teacher Education. Macmillan and Association of Teacher Educators.

Huling, L. (1989). Final Report:  Collaborative Teacher Induction Program for First Year Teachers. San Marcos:  School of Education, Southwest Texas State University.

Huling, L. (1989). Final Report:  Strengthening the Talent Pool in Teacher Education Project. San Marcos:  School of Education, Southwest Texas State University.

Huling, L., Odell, S. J., Isher, P., Kay, R. S., & Edelfelt, R. (1989). Assisting the Beginning Teacher. Reston: Association of Teacher Educators.

Huling, L. (1989). A synthesis of research on teacher induction programs and practices. In J. Reinhartz (Ed.), Teacher Induction. National Education Association.

Hord, S. M., & Huling, L. (1989). Implementation skills for school leaders:  A training program for facilitating change. In R. E. Blum & J. A. Butler (Eds.), Training School Leader Development for School Improvement. International School Improvement Project.

Johnson, W. L., Askins, B. E., & Huling, L. (1988). A study of the training needs in preservice and inservice bilingual education. Ethnolinguistic Issues in Education, 52–62.

Huling, L. (1988). A synthesis of research on teacher induction programs and practices. Centering Teacher Education, 6(1), 19–28.

Huling, L., & O-Bryan-Garland, S. (1988). Concerns, issues and priorities of educators:  A model of collaboration. Teacher Education and Practice, 5(1), 49–57.

Hord, S. M., & Huling, L. (1987). Curriculum implementation in small schools:  How to know if you see it (or don’t see it). Journal of Rural and Small Schools, 1(3), 23–26.

Huling, L., & O’Bryan-Garland, S. (1987). Increasing faculty involvement with the public schools. Action in Teacher Education, 9(3), 41–48.

Hord, S. M., Rutherford, W. L., Huling, L., & Hall, G. E. (1987). Taking Charge of Change. Alexandria: The Association of Supervision and Curriculum Development.

Huling, L. (1987). Teacher Induction. In D. Brooks (Ed.), Teacher Induction: A New Beginning. Reston: Association of teacher Educators.

Huling, L., Beck, J., & Macy, D. (1987). The challenge and benefits of a collaborative, field-based secondary teacher preparation program. In Partnerships for Learning:  Real Issues and Real Solutions (pp. 56–62). Teacher Education Council of State Colleges and Universities.

Hord, S. M., & Huling, L. (1986). Effective curriculum implementation: Some promising new insights. The Elementary School Journal, 87(I), 97–115.

Huling, L. (1986). Factors to consider in alternative certification programs:  What can be learned from teacher induction research. Action in Teacher Education, 7(2), 51–58.

Huling, L. (1986). What can and cannot reasonable be expected from teacher induction programs. Journal of Teacher Education, 37(I), 5-Feb.

Huling, L., & O’Bryan-Garland, S. (1986). A Promising Research Approach for Identifying Concerns and Interests of Public School Educators:  A First Step Toward University/School Collaboration. San Marcos:  Southwest Texas State University, LBJ Institute for the Improvement of Teaching and Learning.

Huling, L., Putnam, S., & Galvez-Hjornevik, C. (1986). Final Report: Model Teacher Induction Project Study Findings. Austin:  The University of Texas at Austin, Research and Development Center for Teacher Education.

Hord, S. M., & Huling, L. (1985). Acquiring expertise. The Diabetes Educator, II (Special Issue), 13–20.

Huling, L., Hord, S. M., & Thurber, J. (1985). Articulation activities forge links with the middle school. New England League of Middle School Journal, 16–19.

Johnson, W. L., & Huling, L. (1985). Helping teachers develop research skills to use in improving teaching. Texas Tech Journal of Education, 12(I), 37–45.

Hord, S. M., & Huling, L. (1985). Preparing administrators to be effective facilitators of school improvement. Inservice.

Huling, L., & Emmer, E. (1985). First Days of School:  A Good Beginning. Austin:  The University of Texas at Austin, Research and Development Center for Teacher Education.

Huling, L., Putnam, S., Edwards, S., & Galvez-Hjornevik, C. (1985). MTIP Satellite Network Conference Proceedings. Austin:  The University of Texas at Austin, Research and Development Center for Teacher Education.

Smith, J. J., & Huling, L. (1985). Professional Development: Experienced Teachers Assisting First-Year Teachers. Austin:  The University of Texas at Austin, Research and Development Center for Teacher Education.

Hall, G. E., Hord, S. M., Rutherford, W. L., & Huling, L. (1984). Change in high schools:  Rolling stones or asleep at the wheel? Educational Leadership, 41(6), 58–62.

Hall, G. E., Rutherford, W. L., Hord, S. M., & Huling, L. (1984). Effects of three principal styles on school improvement. Educational Leadership, 41(5), 22–29.

Huling, L., & Rutherford, W. L. (1984). The National Commission Report:  A comparison of proposed and actual changes in high schools. Journal of Staff Development, 5(2), 40–50.

Barnes, S., & Huling, L. (1984). Model Teacher Induction Project:  Research Design for A Descriptive Study. Austin:  The University of Texas at Austin, Research and Development Center for Teacher Education.

Huling, L. (1984). Book review. Review of Education, 10 (3), 207-210.

Huling, L., & Johnson, W. L. (1983). A strategy for helping teachers integrate research into teaching. The Teacher Educator, 19(2), 18-Nov.

Huling, L., & Griffin, G. (1983). Educators work together with interactive research and development (Collaboration is not a four letter word). R&DCTE Review, I(3).

Huling, L., Richardson, J. A., & Hord, S. M. (1983). Three projects show how university/school partnerships can improves effectiveness. National Association of Secondary School Principals Bulletin, 67(465), 54–59.

Correll, L. J., Huling, L., & Trang, M. (1983). Turning a disruptive study hall into an effective learning center. National Association of Secondary School Principals Bulletin, 67(462), 71–74.

McDonald, L., & Huling, L. (1983). ZBFA:  A Means of Increasing Efficiency in State Highway Departments. AASHTO Quarterly, 24–25.

Rutherford, W. L., Hall, G. E., & Huling, L. (1983). Implementing instructional change: The concerned based perspective. In F. W. Parkay (Ed.), Teacher Inquiry: A Strategy for Improving Secondary Basic Skills Instruction.

Huling, L., & Hall, G. E. (1982). Factors to be considered in the preparation of secondary school teachers. Journal of Teacher Education, 33(I).

Huling, L. (1982). Interactive research and development makes a difference. Action in Teacher Education, 4(4), 37–40.

Correll, L. J., Huling, L., & Trang, M. (1982). Study hall: abused time or well used time? Texas Outlook, 65(4).

Rutherford, W. L., & Huling, L. (1982). Linking performance assessment to performance improvement: A model. In Texas Association of Supervisors and Curriculum Developers Monograph on Evaluating Teacher Performance (pp. 13–20).

Huling, L., Trang, M., & Correll, L. J. (1981). Interactive research and development: A promising strategy for teacher educators. Journal of Teacher Education, 32(6), 8-Jul.

Huling, L. (1981). Research on successful programs for students in the intermediate grades. American Middle School Education, 4(4), 7-Jan.

Huling, L. (1981). The effects of teacher morale on the school social climate and administrative approaches to improve teacher morale. Texas Study of Secondary Education Research Journal, 28, 28–39.

Huling, L. (1981). Book review. Texas Tech Journal of Education.

Huling, L. (1980). How school size affects students participation, alienation. National Association of Secondary School Principals Bulletin, 64(438), 13–18.

Huling, L. (1980). Six-Step Guide to Developing and Implementing an Interactive Research and Development Project. Lubbock:  Texas Tech University Teacher Corps Project.

Huling, L. (1980). School/Community Climate: Beyond Discipline. Washington, D.C.: Teacher/Corps/Center for New School Demonstration Cluster.

Reavis, C., McDonald, L., & Huling, L. (1980). A triangular approach to the improvement of staff morale. In L. Huling (Ed.), School/Community Climate:  Beyond Discipline (pp. 20-Nov).

Huling, L. (1976). Instructional television- a valuable classroom resource. Journal of Educational Communication, I(5), 13-Oct.

Huling, L. (1976). Meeting the needs of the gifted student. Texas Outlook, 60(12), 36-.