Research - Publications

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Peer-Reviewed Book Chapters

Xing, G.Y., Smigielski, K. (2026). Bridging Bodies, Cultures, and Screens: Practitioner Insights into Digital Media for Responsive and Embodied Learning. In: Trifonas, P.P., Trifonas, P.P. (eds) Handbook of Theory and Research in Digital Media and Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-032-04596-6_33-1

Smigielski, K. (2026, Work accepted for publication). Teacher pedagogy and AI: Designing for adaptability, engagement, and equity. In Garza, T. (Eds.), AI in education: Ethical foundations, pedagogical innovation, and institutional transformation (pp.). Taylor & Francis.

Smigielski, K. (2026, accepted for publication). Championing Equity and Inclusion with AI. In Graham, R. (Ed.), The AI-Ready School Leader. Independently published.

Smigielski, K. (2024). Resources. In A. M. Hammel & R. L. Yee (Eds.), Teaching music to students with differences and disabilities (2nd ed., pp. 243–254). Oxford University Press. https://doi.org/10.1093/9780197748244.003.0010

Peer-Reviewed Journal Articles

Smigielski, K. E. (2026). An Intersectional Equity and Justice Framework for Disability-Inclusive Teaching. Entretextos, 20(41), 148-177. https://doi.org/10.5281/zenodo.21611763

Smigielski, K. (2025). Inclusive music teaching: The role of self-efficacy and emotional competence. Cambridge Educational Research e-Journal, 12, 29-39. https://doi.org/10.17863/CAM.123127

Dissertation

Smigielski, K. E. (2025). “They Need Someone Who Believes in Them”: Fostering Equity for Students with Disabilities (Order No. 32042451). Available from Dissertations & Theses @ SUNY Buffalo; ProQuest Dissertations & Theses Global; Publicly Available Content Database. (3219288532). https://www.proquest.com/dissertations-theses/they-need-someone-who-believes-them-fostering/docview/3219288532/se-2

Peer-Reviewed Scholarly & Professional Articles

Hall, C., & Smigielski, K. (2026). Social-emotional learning in modern education: Progress, pitfalls, and the path forward. American Journal of Education Forum. https://sites.psu.edu/ajeforum/2026/01/29/social-emotional-learning-in-modern-education-progress-pitfalls-and-the-path-forward-by-cherrelle-hall-kristen-smigielski/

Didrichsen, S., & Smigielski, K. (2025). Empowering online college instructors through UDL: Engaging and inclusive strategies. American Journal of Education Forum. https://sites.psu.edu/ajeforum/2025/05/31/empowering-online-college-instructors-through-udl-engaging-and-inclusive-strategies-by-kristen-smigielski-and-samantha-didrichsen/ 

Smigielski, K. (2025). Learning from other industries: How AI innovations can revolutionize education. American Journal of Education Forum. https://sites.psu.edu/ajeforum/2025/06/02/learning-from-other-industries-how-ai-innovations-can-revolutionize-education-by-kristen-smigielski-ph-d/

Smigielski, K.  (2025). Using AI in the classroom: 5 simple steps to enhance your teaching. The Teacher Advocate. https://www.kdp.org/blogs/kevin-wong/2025/03/09/using-ai-in-the-classroom-5-simple-steps-to-enhanc?CommunityKey=5d907360-4053-4b24-bd82-ec7380722067   

Smigielski, K. (2025). Teacher preparation for increasing classroom diversity: Cultural competence and inclusive strategies. American Journal of Education Forum.  https://sites.psu.edu/ajeforum/2025/03/12/teacher-preparation-for-increasing-classroom-diversity-cultural-competence-and-inclusive-strategies-by-kristen-smigielski/   

Smigielski, K. (2021). Commentary on “The 90/90/90 schools: A case study.” LAI 615: Curriculum, Instruction and the Science of Learning, 1(4). Retrieved from https://cisljournal.net/issues/4/index.html 

Smigielski, K. (2021). Critique of Salvador's (2015) research: “Music instruction for elementary students with moderate to severe cognitive impairments: A case study.” LAI 615: Curriculum, Instruction and the Science of Learning, 1(4). Retrieved from https://cisljournal.net/issues/4/index.html 

Smigielski, K., Bartlo, L., & DeMaio, I. (2021). In search of silver linings: Could the response to COVID-19 lead to positive changes in how children are educated post-pandemic? LAI 615: Curriculum, Instruction and the Science of Learning, 1(2). Retrieved from https://cisljournal.net/issues/2/index.html