Rand, M.K. (2014) The positive classroom method: 5 steps to a smooth-running classroom. Princeton, NJ: Princeton Square Press.
Rand, M.K. (2014). The positive preschool: A hands-on guide for a smooth-running, joyful classroom. Princeton, NJ: Princeton Square Press.
Rand, M. K. (2012). The positive classroom: Creating an effective learning community for young children. Princeton, NJ: Princeton Square Press.
Rand, M. K., & Shelton-Colangelo, S. (2003). Voices of Student Teachers: Cases from the Field, 2nd Edition. New York: Merrill.
Rand, M. K. (2000). Thinking deeper: Early childhood cases for professional development. Washington, DC: National Association for the Education of Young Children.
McEwen, V, Rand, M. K., Sloan, S. (1992). Preschool/kindergarten teacher’s guide, Episcopal Children’s Curriculum, Cross Year edited by L. Bowman, A. Gearey, & J. Seaver. Harrisburg, PA: Morehouse.
Morrow, L. M., Burks, S., & Rand, M. K. (Eds.) (1992). Resources in early literacy development: An annotated bibliography. Newark, DE: International Reading Association.
Eberly, J., Rand, M., & O’Connor, T. (2007). Analyzing Teachers’ Dispositions towards Diversity Using Adult Developmental Theory. Multicultural Education, 14(4), 31-36.
Milstein, L. & Rand, M. (2005). Teaming up for teacher education. Community College Week, 17, 4-5.
Weiner, L., Bloom, A., Hall, A, Juncker, J, Obi, R, Pagano, A., & Rand, M. (2001). Illuminating the impact of state educational policy promoting school reform on curriculum and instruction in programs of urban teacher preparation. Educational Policy, 15(5), 644-673.
Rand, M. K. (2000). Supporting cooperative learning in early childhood teacher education. Journal of Early Childhood Teacher Education, 21(3), 385-396.
Rand, M. K. (2000). Supporting constructivism through alternative assessment in early childhood teacher education. Journal of Early Childhood Teacher Education, 20(2), 125-135.
Morrow, L. M., Rand, M. K., & Smith, J. K. (1995). Reading aloud to children: Characteristics and relationships between teachers and student behaviors. Reading Research and Instruction, 35, 85-101.
Morrow, L. M., & Rand, M. K. (1991). Promoting literacy during play by designing early childhood classroom environments. Reading Teacher, 44, 396-402.
Golbeck, S. L., Rand, M. K., & Soundy, C. (1986). Constructing a model of large scale space with the space in view: Effects on preschoolers of guidance and cognitive restructuring. Merrill-Palmer Quarterly, 32, 187-203.
Rand, M. K. (1984). Story schema: Theory, research and practice. The Reading Teacher, 37, 377-382.
Eberly, J. & Rand, M. (2003). Identifying and describing perceptual factors used for inferring teacher candidate dispositions from online case-based discussions. Eric Documents, ED 478618.
Weiner, L., Rand, M., Pagano, A., Obi, R., Hall, A., Eberly, J. & Bloom, A. (2000). Challenging the Cultural “Taken-for-Grantedness” of Preservice Teacher Candidates in a Program of Urban Teacher Preparation: Implications for Education of Urban Teachers. ED 444949.
Weiner, L., Bloom, A., Hall, A. Juncker, J., Obi, R., Pagano, A., Rand, M. (1999). Clarifying the Multiple Linkages between Curriculum and Instruction in Programs of Urban Teacher Preparation and State Educational Policy Promoting School Reform. ED 431728.
Rand, M. K. (1998). The Role of Perspective Taking in Video Case Analysis by Preservice Teachers. ED 419 806
Pagano, A., Weiner, L., & Rand, M. K. (1997). How teaching in the urban setting affects career motivations of beginning teachers: A longitudinal study. ED 411 232.
Morrow, L. M., & Rand, M. K. (1994). Physical and social contexts for motivating reading and writing: The WRAP Program. Instructional Resource No. 5, Spring. Athens, GA: National Reading Research Center.
Morrow, L. M., & Rand, M. K. (1996). Creating rich literacy environments to develop reading and writing skills in early childhood classrooms. In E. McIntyre and M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language. Norwood, MA: Christopher Gordon.
Morrow, L. M., Rand, M. K., & Young, J. (1996). The impact of social cooperative literacy activities on the literacy achievement and social behaviors of children in inner-city schools. In the 45th Yearbook of the National Reading Conference. Chicago: National Reading Conference.
Rand, M. K. (1993). Using thematic instruction to organize an integrated language arts classroom. In L. Morrow, L.C. Wilkinson, & J.K. Smith (Eds.) Integrated language arts: Controversy to consensus. Boston: Allyn & Bacon.
Morrow, L. M., & Rand, M. K. (1993). Preparing teachers to support the literacy development of young children. In B. Spodek & O. Saracho (Eds.), Yearbook of early childhood education, Vol. 4. Early childhood language and literacy. New York: Teachers College Press.
Morrow, L. M., & Rand, M. K. (1992). Motivating interest in literature through self-directed, collaborative experiences. In C. Gordon, G. Labercane, & W. McEachern, Elementary reading process and practice (pp. 200-211). Needham Heights, MA: Ginn.
Morrow, L. M., & Rand, M. K. (1991). Preparing the classroom to promote literacy during play. In J. Christie (Ed.), Play and literacy development. New York: SUNY Press.