52. James Rodgers and Wesley Null, “Mind and Body: A Call for the Revival of Physical Education in American Schools,” Educational Forum, in press.
51. Wesley Null, “The Search for Content in Curriculum Making,” Curriculum and Teaching Dialogue 14 (1): 3-13.
50. Susan Cooper and Wesley Null, “‘New’ Ideas in Old Contexts: Warren Colburn and Mathematics Curriculum and Teaching,” American Educational History Journal 38 (Summer 2011): 145-158.
49. Anne Zandstra and Wesley Null, “How Did Museums Change During the Cold War?: Informal Science Education After Sputnik,” American Educational History Journal 38 (Summer 2011): 321–339.
48. Wesley Null, “Curriculum through a Rainstorm,” Curriculum and Teaching Dialogue 13 (1): xiii-xv.
47. Wesley Null, “Is There a Future for the Teaching Profession?” The Educational Forum 74 (January–March 2010): 26–36.
46. Wesley Null, “Back to the Future: How and Why to Revive the Teachers College Tradition,” Journal of Teacher Education 60 (November/December 2009): 443–449.
45. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 35, 2 (2009): v.
44. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 35, 1 (2009): ix–xii.
43. Connee Duran and Wesley Null, “Has the Texas Revolution Changed?: A Study of U. S. History Textbooks from 1897 to 2003.” American Educational History Journal 36, 2 (2009): 309–324.
42. James Rodgers and Wesley Null, “Attacking Communists as Commissioner: The Role of Earl J. McGrath in the Red Scare of the 1950s,” American Educational History Journal 36, 1 (2009): 53–70.
41. Susan Cooper-Twamley and Wesley Null, “E. L. Thorndike or Edward Brooks?: A Comparison of Their Views on Mathematics Curriculum and Teaching.” American Educational History Journal 36, 1 (2009): 191–206.
40. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 35, 2 (2008): v-vi.
39. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 35, 1 (2008): ix-xi.
38. Amy Williamson and J. Wesley Null, “Ralph Waldo Emerson’s Educational Philosophy as a Foundation for Cooperative Learning,” American Educational History Journal 35, 2 (2008): 381-392.
37. Roselynn Nguyen and J. Wesley Null, “From the Unity of Truth to Technique and Back Again: The Transformation of Curriculum and Professionalism Within Higher Education,” American Educational History Journal 35, 1 (2008): 103-116.
36. J. Wesley Null, “Is There a Future for Teacher Ed Curriculum?: An Answer from History and Moral Philosophy,” American Educational History Journal 35, 1 (2008): 3-18.
35. J. Wesley Null, “William Bagley versus Arthur Bestor: Why the Standard Story is Not True,” The Educational Forum 72 (Winter 2008): 200-214.
34. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 34, 2 (2007): v–vi.
33. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 34, 1 (2007): ix–x.
32. J. Wesley Null, “Curriculum for Teachers: Four Traditions Within Pedagogical Philosophy,” Educational Studies 42 (August 2007): 43–63.
31. Chara Haeussler Bohan and J. Wesley Null, “Gender and the Evolution of Normal School Education: An Historical Analysis of Institutions in Texas,” Educational Foundations 21, 3-4 (Summer-Fall 2007): 3-26.
30. J. Wesley Null, “William C. Bagley and the Founding of Essentialism: An Untold Story in American Educational History,” Teachers College Record 109 (April 2007): 1013–1055.
29. J. Wesley Null, “An Introduction to Isaac Leon Kandel: Who He Was and Why He Matters,” The Educational Forum 71 (Winter 2007): 142-156.
28. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 33 (Fall 2006): v–vi.
27. J. Wesley Null, “Educational Foundations for Teachers: Why We Lost and What to Do About It,” Journal of Philosophy and History of Education 56 (Fall 2006): 130–132.
26. J. Wesley Null, “Editor’s Introduction,” American Educational History Journal 33 (Spring 2006): v–vi.
25. J. Wesley Null and Chara Haeussler Bohan, “Teacher Education Curriculum: What, How, and Why,” Curriculum and Teaching Dialogue 7 (Fall 2005): 39–49.
24. (美国) 纳尔 -维斯力 (Null,Wesley),<<一位谨慎的进步教育家：重新解读巴格来>> (原文题目：An Intellectual Progressive Educator: Toward a Rereading of William Chandler Bagley, 1874–1946) 金传宝译，当代教育科学， 2004, 13:27-29, 64; Translated by Chuanbao Jin, Contemporary Educational Science, vol. 13, 2004: 27–29, 64.
23. J. Wesley Null, “What Should We Teach the Teachers?,” Baylor Magazine 3 (Summer 2004): 51.
22. Rachelle Meyer and J. Wesley Null, “Worthy Teachers for the Schools of Texas: An Overview of the History of Southwest Texas State Normal School,” American Educational History Journal 31 (Spring 2004): 87–94.
21. J. Wesley Null, “Social Efficiency Splintered: Multiple Meanings Instead of the Hegemony of One,” Journal of Curriculum and Supervision 19 (Winter 2004): 99–124.
20. J. Wesley Null, “Is Constructivism Traditional?: Practical and Historical Perspectives on a Popular Advocacy,” The Educational Forum 68 (Winter 2004): 80–88.
19. J. Wesley Null, “Education and Knowledge, Not ‘Standards and Accountability’: A Critique of Popular Reform Rhetoric Based on the Work of Dewey, Bagley, and Schwab,” Educational Studies 34 (Winter 2003): 397–413.
18. J. Wesley Null, “The Destruction of Knowledge By Accountability: Would a Re-Emphasis on Aristotle’s Intellectual Virtues Be Useful?,” Journal of Philosophy and History of Education 53 (Fall 2003): 145–151.
17. J. Wesley Null, “John Dewey’s The Child and the Curriculum 100 Years Later: Lessons For Today?,” American Educational History Journal 30 (Fall 2003): 59–68.
16. J. Wesley Null, “An Intellectual Progressive Educator: Toward a Rereading of William Chandler Bagley, 1874–1946,” The Educational Forum 67 (Summer 2003): 300–307.
15. J. Wesley Null and Andrew J. Milson, “Beyond Marquee Morality: Virtue in the Social Studies,” The Social Studies 94 (May/June 2003): 119–122.
14. J. Wesley Null, “Constructivism Past and Present: Historical Reflections on a Popular Idea,” Florida Educational Leadership 3 (Spring 2003): 7–11.
13. J. Wesley Null, “Who Is Responsible For Student Learning?,” Kappa Delta Pi Record 39 (Spring 2003): 101–103.
12. J. Wesley Null, “Social Efficiency or Vocational Efficiency?: Toward a Deeper Knowledge of a Misunderstood Term,” Curriculum History (2002): 41–47.
11. J. Wesley Null, “Questioning Social Efficiency: The Term Within Its Historical Context,” Journal of Philosophy and History of Education 52 (Fall 2002): 120–124.
10. J. Wesley Null, “The Narrowing of Knowledge By Accountability: Toward a Deeper Understanding of Knowledge in Schools,” Curriculum and Teaching Dialogue 4 (Fall 2002): 147–155.
9. J. Wesley Null, “Who Meant What With Social Efficiency?: Several Different Conceptions of a Narrowly Understood Term,” American Educational History Journal 29 (Summer 2002): 80–88.
8. J. Wesley Null, “A Note to New Teachers,” New Teacher Advocate 8 (Summer 2001): 2.
7. J. Wesley Null, “Psychology, Cornell, and the Rockies: The Graduate Preparation and Early Career of William C. Bagley, 1896–1906,” Curriculum History (2001): 55–66.
6. J. Wesley Null, “Progress in Dillon: William Chandler Bagley and Montana Education, 1902–1906,” American Educational History Journal 27 (Fall 2000): 64–70.
5. J. Wesley Null, “Schwab, Bagley, and Dewey: Concerns for the Theoretic and the Practical,” The Educational Forum 65 (Fall 2000): 42–51.
4. J. Wesley Null, “The Theoretic Confronts the Practical: A Case Study of Science Teachers and Mandated Curriculum Reform,” Curriculum and Teaching Dialogue 2 (Fall 2000): 61–69.
3. J. Wesley Null, “Efficiency Jettisoned: Unacknowledged Changes in the Curriculum Thought of John Franklin Bobbitt,” Journal of Curriculum and Supervision 15 (Fall 1999): 35–42.
2. J. Wesley Null, “Teaching Technology a Lesson,” Kappa Delta Pi Record 35 (Summer 1999): 150–151.
1. J. Wesley Null and Matthew D. Davis, “Early 20th Century Changes in New Mexico Curriculum and the Emergence of One Progressive Educator,” Curriculum History (1999): 13–23.