Publications of CEHD Faculty (Current and Former)
Journal:

GARY BRIERS
Rutherford, T., Townsend, C., Cummins, R., Conrad, C., and Briers, G. (2002). Leadership Self-Perceptions of WLC Participants. Journal of Agricultural Education.
KIM DOOLEY
Dooley, K. E., Dooley, L. M. & Carranza, G. (2008). Beliefs, barriers, and benefits of a faculty abroad experience in Mexico. Journal of International Agricultural and Extension Education, 15(3).
Dooley, K.E., Lindner, J.E., & Dooley, L.M. (2005). Advanced Methods in Distance Education: Applications and Practices for Educators, Trainers, and Learners. Information Science Publishing: Hershey, PA.
Dooley, K.E., Lindner, J.R., Dooley, L.M. & Alagaraja, M. (2004). Behaviorally anchored competencies: Evaluation tool for training via distance. Human Resource Development International 7 (3).
Alagaraja, M., Dooley, L.M., Dooley, K.E. & Lindner, J.R. (2004). What's in a definition? National influences on HRD definitions. In Garavan, T., Collins, E., Morley, M., Carbery, R., Gubbins, C., & Prendeville, L. (Eds.), Human Resource Development: Cross-Cultural, Comparative and International Perspecives. Dublin, Ireland: Interesource Group Publishing.
Lynham, S.A., Dooley, L.M., Egan, T.M., Dooley, K.E., Taylor, R., Woog, R. and Chatterjee, D. (2002). A Theory of responsible leadership for performance (RLP): Development and operationalization. In (Udai Pareck, Aahad O. Osman-Gani, S. Ramnarayan and T.V. Rao, Eds.) Human Resource Development in Asia: Trends and Challenges. (pp. 645-652) New Delhi, India: Monham Primlani Oxford & IBH Publishing.
DEB DUNSFORD
Wingenbach, G., Rutherford, T., and Dunsford, D. (2003, in press). Selected College Students Knowledge and Perceptions of Biotechnology Issues in Reported in the Mass Media. Journal of Applied Communication.
JULIE HARLIN
Lindner, J.R., Wimgenbach, G.J., Harlin, J., Li, Y., Lee, I., Jackson, R., Johnson, L., Klemm, W., Hunter, J., Kracht, J., & Kochevar, D. (2004). Rural middle school students' beliefs about science and sources of influence affecting science career choice. NACTA Journal.
ALVIN LARKE
Larke, P.J. & Larke, A. (2009). Teaching diversity/multicultural education courses in the academy: Voices of six professors. Journal of Higher Education. 3, 1-8.
Larke, P.J. & Larke, A. (2009). Teaching diversity/multicultural education courses in the academy: Voices of six professors. Journal of Higher Education. 3, 1-8.
Larke, P.J., Larke, A. & Castle, E. ( 2007).The Brown decision and its impact on African Americans : Examining Teacher Education, The Sociology of Education and Agricultural Education. In Brown, C. & Bartee, R. (Eds). Still not equal: Expanding educational opportunity in society (pp. 103-110). New York: Peter Lang.
Larke, P.J., Elbert, C., Webb-Johnson, G., Larke, A. & Brisco, M. (2006). Culturally meaningful classrooms: The five C's best practices. In V. Pang (Ed.). Race Ethnicity and Education. (pp. 161-179). Westport, CT: Praeger Publishing.
Larke, A & Larke, P.J. (2006). Just do the right thing! The Agricultural Education Magazine. (79)1, 8-9.
Larke, P., Larke, A., & Webb-Johnson, G. C, (2006, Spring). Teachers of color in Texas: A Comparative analysis of initial candidates. Texas Teacher Education Forum, 29, 15-28.
JIMMY LINDNER
Lindner, J.R., Wimgenbach, G.J., Harlin, J., Li, Y., Lee, I., Jackson, R., Johnson, L., Klemm, W., Hunter, J., Kracht, J., & Kochevar, D. (2004). Rural middle school students' beliefs about science and sources of influence affecting science career choice. NACTA Journal.
Alagaraja, M., Dooley, L.M., Dooley, K.E. & Lindner, J.R. (2004). What's in a definition? National influences on HRD definitions. In Garavan, T., Collins, E., Morley, M., Carbery, R., Gubbins, C., & Prendeville, L. (Eds.), Human Resource Development: Cross-Cultural, Comparative and International Perspecives. Dublin, Ireland: Interesource Group Publishing.
Price, J.E., Lindner, J.R., Wingenbach, G., Johnson, L., Klemm, W., Kochevar, D., Hunter, J., & Kracht, J. (2003). Increasing student learning through integrated curricular materials: Partnership for environmental education and rural health. In J. Christiansen, J. Lindner, & G. Wingenbach (Eds.), Proceedings of the 19th Annual Conference of the Association for International Agricultural and Extension Education. Raleigh, NC.
Dooley, L.M. & Lindner, J.R. (2003). The handling of nonresponse error. Human Resource Development Quarterly, 14(1), 99-110.
TRACY RUTHERFORD
Rutherford, T. (2003). Rivera's Extension Book Review. Jounral of International Agricultural and Extension Education.
Wingenbach, G., Rutherford, T., and Dunsford, D. (2003, in press). Selected College Students Knowledge and Perceptions of Biotechnology Issues in Reported in the Mass Media. Journal of Applied Communication.
Rutherford, T., Townsend, C., Cummins, R., Conrad, C., and Briers, G. (2002). Leadership Self-Perceptions of WLC Participants. Journal of Agricultural Education.
Center for Distance Learning Research
ANAND BALASUBRAMANIAN
Misra, R., Patel, T., Kotha, P., Raji, A., Banerji, MA, Shah, V., Mudaliar, S., Iyer, D., Balasubramanyam, A. (2010). Prevalence of Diabetes, Metabolic Syndrome and Cardiovascular Risk Factors in US Asian Indians: Results from a National Study. Journal of Diabetes and Its Complications. 24 (3), 145-153
Office of the Dean
Joyce M. Alexander
Alexander, J. M., Johnson, K. E., and Leibham, M. E. (2015). Emerging individual interests related to science in young children. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds), Interest in Mathematics and Science Learning (pp. 261-280). Washington, DC: American
Ford, J. M., Jones, M. H., & Alexander, J. M. (in press). Math Performance: The influence of after-school interests, achievement goal orientation, and peers in a predominately African American school. Journal of Negro Education.
Neitzel, C., Alexander, J., & Johnson, K. (in press). The influence of early interest orientations and time on kindergarteners' academic monitoring and information-seeking behavior, Journal of Early Childhood Research.
Mr. DAVID BYRD
Robinson, P. A., Metoyer, T., Byrd, D. A., Louis, D. & Bonner, F. A. (2012). Community college leadership and technology. In V. C. X. Wang (Ed.), Technology and its impact on educational leadership: Innovation and change. Hershey, PA: Information Science Reference. (pp. 187-201). doi: 10.4018/978-1-4666-0062-1.ch015
Bonner, F. A., Robinson, P. A., & Byrd, D. (2012). Supporting Black millennial graduate students at HBCUs. In R.T. Palmer, A. A. Hilton, & P. T. Fountaine (Eds.), Inside the experience of Black graduate students at Historically Black Colleges and Universities: Trends, Experiences, and Outcomes. Charlotte: Information Age Publishing. (pp. 119-132)
Byrd, D. A., Butler, B. R., Lewis, C. W., Bonner, F. A., Rutledge, M., & Watson, J., (2011). Identifying new sources of African American Male pre-service teachers: Creating a path from student athlete to student teacher. The Journal of Negro Education (80)3, 384-397
Singh, S., & Byrd, D. A. (2011). Living in the shadows: Experiences of undocumented students. Multicultural Learning and Teaching
Lewis, C., Bonner, F., Byrd, D. & James, M. (2008). Recruiting African American males into urban teacher preparation programs from university athletic departments. The National Journal of Urban Education and Practice, 1(3), 224-238.
Bonner, F.A., Robinson, P.A., Louis, D.A., Byrd, D., & Singh, S. (2012). Knowing Everything But “One”: One Academically Gifted African American Male’s Scholarly Personal Narrative. In T. C. Grantham, M. Trotman Scott, and D. Harmon (Eds.), Desegregated Schools, Segregated Minds. (IN PRESS)
Bonner, F. A., Robinson, P. A., & Byrd, D. A. (in press). Standing in the intersection: Black, male, millennial college students. In R. T. Palmer & L. J. Wood (Eds.), Black men in colleges: Implications for diversity, recruitment, support, and retention (pp. 176-199)
Dr. LINDA GLESSNER
Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). A Primer on Quality Indicators of Distance Education. Health Promotion Practice OnlineFirst, October.
Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). Development of an Instrument to Assess Student Opinions of the Quality of Distance Education Courses. American Journal of Distance Education, 21(3), 145-164.
Dr. DEBORAH JOLLY
Jolly, D.V., Davis, T., Strader, R.A., Denton, J. (1999). Issues related to technology in teacher education programs and K-12 public schools in Texas. Educational Technology & Society, July, 1999, 2:3, ISSN 1436-4522.
Denton, J., Davis, T., Strader, A., Jessup, G., & Jolly, D. (1999). The changing technology infrastructure in Texas public schools. INSIGHT , Summer, 1999, 13:2, 34-38
Dr. DAVE A. LOUIS
Bonner, F. A. II, Louis, D. A., & Lewis, C. W. (2010). African American male collegians: Race, class, and gender revealed. In Dancy, T. E. (Ed.). Managing Diversity: (Re)Visioning Equity on College Campuses. New York: Peter Lang.
Michael-Chadwell, S., Bonner, F. A., II, & Louis, D. (2009, Summer). African American high school males' perceptions of academically rigorous programs, identity, and spirituality. The National Journal of Urban Education & Practice, 3(1), 230-246
Bonner, F. A. II & Louis, D. A. (in press). Brother can you spare a dime?:Academically gifted, African American, collegiate, poor, and male. In Dancy, T. E. (Ed.). Managing Diversity: (Re)Visioning Equity on College Campuses. New York: Peter Lang
SHAILENDRA SINGH
Bonner, F. A., Robinson, P. A., & Byrd, D. (2012). Supporting Black millennial graduate students at HBCUs. In R.T. Palmer, A. A. Hilton, & P. T. Fountaine (Eds.), Inside the experience of Black graduate students at Historically Black Colleges and Universities: Trends, Experiences, and Outcomes. Charlotte: Information Age Publishing. (pp. 119-132)
Singh, S., & Byrd, D. A. (2011). Living in the shadows: Experiences of undocumented students. Multicultural Learning and Teaching
Bonner, F.A., Robinson, P.A., Louis, D.A., Byrd, D., & Singh, S. (2012). Knowing Everything But “One”: One Academically Gifted African American Male’s Scholarly Personal Narrative. In T. C. Grantham, M. Trotman Scott, and D. Harmon (Eds.), Desegregated Schools, Segregated Minds. (IN PRESS)
Mr. BENJAMIN SMITH
Denton, J., Davis, T., Capraro, R., Smith, B., Beason, L., Graham, D., & Strader, A. (2009). Examining applicants for admission and completion of an online teacher certification program. Journal of Educational Technology & Society, 12(1), 214-219.
Denton, J., Davis, T., Smith, B., Beason, L., Graham, D., & Strader, A. (2008). Assessment benchmarks for an alternative certification program. Journal of the National Association for Alternative Certification
Denton, J., Davis, T., Smith, B., Strader, A., Clark, F., & Wang, L. (2006). Technology mentor fellowship program: A technology integration professional development model for classroom teachers. National Forum of Teacher Education Journal 16:3. www.nationalforum.com
Denton, J., Davis, T., Smith, B., Strader, A., Clark, F. & Wang, L. (2005).Net generation college students as technology mentors fr teacher educators. Proceedings of the society for Information Technology and Teacher Education. 2005, 16th International Conference. 3150-3154
Denton, J.J., Davis, T.J., Smith, B.L., Strader, R.A., Clark, F.E., & Wang, L. (2004-05).Net generation undergraduates as technology mentors for teacher educators. National Forum of Teacher Education Journal 17E;3. Available at: www.natinalforum.com
Denton, J., Davis, T., Smith, B., & Strader, A.(2005) The technology mentor fellowship program (TMFP) model for professional development and sustainability of technology infusion initiatives. Texas Journal of Distance Learning [Online serial] 2:2, 69-85. Available online at http://www.tjdl.org./articles/v2i2/mentor/
Mr. ROY ARLEN Strader
Denton, J. J., Davis, T. J., Capraro, R. M., Smith, B. L., Beason, L., Graham, D., & Strader, R. A. (2009). Examination of applicant profiles for admission into and completion of an online secondary teacher certification program. Educational Technology & Society, 12(1), 214-229.
Denton, J., Davis, T., Capraro, R., Smith, B., Beason, L., Graham, D., & Strader, A. (2009). Examining applicants for admission and completion of an online teacher certification program. Journal of Educational Technology & Society, 12(1), 214-219.
Denton, J., Davis, T., Smith, B., Beason, L., Graham, D., & Strader, A. (2008). Assessment benchmarks for an alternative certification program. Journal of the National Association for Alternative Certification
Denton, J., Davis, T., Smith, B., Strader, A., Clark, F., & Wang, L. (2006). Technology mentor fellowship program: A technology integration professional development model for classroom teachers. National Forum of Teacher Education Journal 16:3. www.nationalforum.com
Pilant, M.S., Epstein, J.L., Bollinger, K., Hall, R., Hester, Y., & Strader, A. (2005). Finite Math on the Web. Pacific Grove, CA: Brooks-Cole Publishing.
Denton, J., Davis, T., Smith, B., Strader, A., Clark, F. & Wang, L. (2005).Net generation college students as technology mentors fr teacher educators. Proceedings of the society for Information Technology and Teacher Education. 2005, 16th International Conference. 3150-3154
Denton, J.J., Davis, T.J., Smith, B.L., Strader, R.A., Clark, F.E., & Wang, L. (2004-05).Net generation undergraduates as technology mentors for teacher educators. National Forum of Teacher Education Journal 17E;3. Available at: www.natinalforum.com
Denton, J., Davis, T., Smith, B., & Strader, A.(2005) The technology mentor fellowship program (TMFP) model for professional development and sustainability of technology infusion initiatives. Texas Journal of Distance Learning [Online serial] 2:2, 69-85. Available online at http://www.tjdl.org./articles/v2i2/mentor/
Denton, J., Davis, T. & Strader, A. (2001). 2000 Public School Technology Survey. INSIGHT , Summer, 2001. 15:2, 13-23
Denton, J., Davis, T. & Strader, A. (2001). Report of the 2000 Texas Public School Technology Survey Prepared for the Telecommunications Infrastructure Fund Board and Texas Public Schools. College Station, TX: Texas A&M University, 1998 (ERIC Reproduction Number ED-454-811).
Pilant, M. S., Hall, R. J., Epstein, J., Hester, Y., & Strader, A. (2000). Issues involved in a large scale implementation of web-based mathematics instruction. In Conference Proceedings, International Conference on Mathematics/Science Education and Technology Conference Proceedings, pp 334-339.
Denton, J., Davis, T., Strader, A., & Jessup, G. (1999). Final Report of the 1998 Texas Public School Technology Survey. College Station, TX: Texas A&M University, 1998 (ERIC Reproduction Number ED-429-751).
Jolly, D.V., Davis, T., Strader, R.A., Denton, J. (1999). Issues related to technology in teacher education programs and K-12 public schools in Texas. Educational Technology & Society, July, 1999, 2:3, ISSN 1436-4522.
Denton, J., Davis, T., Strader, A., Jessup, G., & Jolly, D. (1999). The changing technology infrastructure in Texas public schools. INSIGHT , Summer, 1999, 13:2, 34-38
Hall, R. J., Pilant, M. S., & Strader, R. A. (1999). The impact of web-based performance on instruction in an applied statistics course. Conference Proceedings, International Conference on Mathematics/Science Education and Technology (M/SET 99).
Educational Administration and Human Resource Development
Dr. Youngsik Ahn
Ahn, Y. S., & McLean, G. N. (2008). Competencies for port and logistics personnel: An application of regional human resource development. Asia Pacific Education Review, 9(4), 542-551. (SSCI Journal)
Dr. MARY V. ALFRED
*Rice, D., Bonner, B., Lewis, C., Alfred, M. V, Nave, F., & Frizell, S. (2016). Reversing the Tide in Science, Engineering, Technology and Mathematics (STEM): Academically Gifted African American Students in Historically Black Colleges & Universities (HBCUs). Journal of Research Initiatives, 2(1).
Alfred, M. V. (2015). Diaspora, migration, and globalization: Expanding the discourse of adult education. In S. Guo & E. Lange (Eds.), Transnational migration, social inclusion, and adult education (pp 87 - 98). New Directions for Adult and Continuing Education, San Francisco: Jossey Bass.
Alfred, M. V. (2015). Forward. In D. Nitiri (Ed.). Literacy as a gendered discourse: Engaging the voices of women in global societies, (pp. xi – xii). Charlotte, NC: Information Age Publishing (Invited)
*Stoddart, D., *Robinson, P., Alfred, M. V. (2014). Exploring the influence of indigenous Caribbean music in shaping the Anglophone Caribbean identity. National Journal of Urban Education and Practice, 7(3), 281-297.
*Robinson, P., & Alfred, M. V. (2014). Family literacy programs: A source of transformative learning. The International Journal of Literacies, 20(2), 1-10
*Rice, D., & Alfred, M. V. (2014). Personal and structural elements of support for African American female engineers. Journal of Stem Education: Innovation and Research, 15(2), 40-49.
*McPherson, R., & Alfred, M. V. (2014). Welfare reliant mother's identity development. International Journal of Learner Diversity and Identities, 20(3), 57-66.
*Robinson, P. A. & Alfred, M.V. (2013). Colorism and skin bleaching in Jamaica: Global implications for communities of color and urban classrooms. National Journal of Urban Education and Practice, (6) 3, 202-213
Guo, S., & Alfred, M. V. (2013). Intensification of faculty engagement in the internationalization of adult education: A comparative study of Canada and the United States. In Y. Hebert & Ali A. Abdi, (Ed.), Critical perspectives in international education (pp. 135-148). Boston, MA: Sense Publishers
*Robinson, P., *Rice, D. *Stoddart, D., & Alfred, M. V. (2013). Lifelong learning in Jamaica: Coherent pathways in higher education. International Journal of Scholarly Academic Intellectual Diversity, 15(2), 1-13
*Alfred, M. V., Cherrstrom, C., Robinson, P., Friday, A. (2013). Transformative learning theory. In B. J. Irby, G. Brown, R. Lara-Alecio & S. Jackson (Eds.), Handbook of educational theories (pp. 125-132 ). Charlotte, NC: Information Age Publishing
Alfred, M. V. (2012). International migration, social capital and lifelong learning in the US. In S. Guo (Ed.), Transnational migration and lifelong learning: Global issues and perspectives (pp. 72-88). New York, NY: Routledge
Alfred, M. V., & Guo, S. (2012). Toward global citizenship: Internalization of adult education in Canada and the US. The Canadian Journal for the Study of Adult Education, 24(2), 51-70
*Santos, R., & Alfred, M. V. (2011). Adult's dual roles as student and teacher of literacy development of their children. Adult Basic Education and Literacy Journal 5(3), 141-149
*Lewis, C., Bonner, F., Rice, D, Cook, H., Alfred, M., Nave, F., & Frizzell, F. (2011). African American, academically gifted, millennial students at historically Black colleges and universities (HBCUs): Factors that impact successful degree completion. In H. T. Frierson & W. F. Tate (Eds.), Beyond stock stories and folktales: African Americans' pathways to STEM fields. Bingley, UK: Emerald Group
Alfred, M. V. (2011). Poised to shatter the glass ceiling. In G. JnMarie & B. Lloyd-Jones, Women of color in higher education: Turbulent past, promising future,Volume 9, Diversity in Higher Education Series (pp. 284-303). Bingley, United Kingdom: Emerald Group Publishing Limited
Alfred, M. V. (2010). Beyond education and training: The role of social capital in developing economic self-sufficiency. In M. V. Alfred (Ed.), Learning for economic self sufficiency: Constructing pedagogies of hope among low-income, low-literate adults (pp. 213-229). Charlotte, NC: Information Age Publishing
Alfred, M. V., & Normore, A. H. (2010). Developing school leaders in times of radical change: Investigating the school improvement zone of a large urban school district in United States. In A.H. Normore (Ed.), Global perspectives on educational leadership reform: The development and preparation of leaders of learning and learners of leadership (pp. 163-186). Bingley, UK: Emerald Group Publishing.
Alfred, V. M., & Nafukho, F. M. (2010). International and comparative examination of adult and continuing education. In C. E., Kasworm, A.D., Rose, &Ross-Gordon, J. M., (Eds.), A handbook of adult and continuing education (pp.93-102). Los Angeles, CA: Sage.
Alfred, M. V. (2010). Challenging racism through post-colonial discourse: A critical approach to adult education pedagogy. In V. Sheared, J. Johnson-Bailey, S. A. J. Colin, E. Peterson. & S. Brookfield (Eds.), The handbook of race and adult education (pp. 201 – 216). San Francisco: Jossey-Bass
Alfred, M. V. (2010). International migration, social capital and lifelong learning in the USA. International Journal of Lifelong Education, 29(2), 219-235
Cobb, E., & Alfred, M. V. (2010) Learning from peer team evaluation. International Journal of Training and Development, 14(2), 95-114
*Alfred, M. V., & Easton, N. (2010). Low-income, low-literate learners in adult education: A portrait. In M. Alfred (Ed.), Learning for economic self-sufficiency: Constructing pedagogies of hope among low-income, low-literate adults (pp. vii-xv). Charlotte, NC: Information Age Publishing.
Alfred, M. V., & Chlup, D. (2010). Making the invisible, visible: Race matters in human resource development. Advances in Human Resource Development, 12(3), 332-351
*Taylor, R., & Alfred, M. V. (2010). Nurses perceptions of the organizational supports needed for the delivery of culturally competent care. Western Journal of Nursing Research, 32(5), 591-609
Alfred, M. V. (2010). Women of the Diaspora: Transnational identities at the intersection of work and learning. In S. Jackson (ED.), Innovations in lifelong learning. London: Routledge
Bonner, F., Alfred, M., Nave, F., Lewis, C. & Frizell, S. (2009). An empirical investigation of the success factors impacting African American students in Science, Technology, Engineering and Mathematics disciplines at Historically Black Colleges and Universities. Proceedings of the Excellence in Education 2008: Future Minds and Creativity Conference (pp. 749-761)
Alfred, M. V. (2009). Diversity, culture, and human performance in work organizations. In V. Wang & K. King (Eds). Global human performance and training. Charlotte, NC: Information Age Publishing.
Alfred, M. V. (2009) Empowering women through voice: Low-income mothers speak of work, [non]education, poverty, and welfare reform. In M. Miller (Ed.), Empowering women through literacy. Charlotte, NC: Information Age Publishing.
Bonner, F. A. II, Alfred, M. V., Lewis, C. W., Nave, F. M. & Frizell, S. S. (2009). Historically Black Colleges and Universities (HBCUs) and academically gifted Black students in science, technology, engineering and mathematics (STEM): Discovering the alchemy for success. Journal of Urban Education: Focus on Enrichment, 6(1), 122-136
Alfred, M. V. (2009). Non-western immigrants in continuing higher education: A sociocultural approach to culturally responsive pedagogy. International Journal of Higher Education, 57, 137-148
Nanton, C., & Alfred, M.V. (Eds.) (2009). Social capital and women's support systems: Networking, learning, and surviving. New Directions for Adult and Continuing Education. San Francisco: Jossey Bass
Alfred, M. V. (2009). Social capital theory and adult learning. In C. Nanton & M. Alfred (Eds). Social capital and women's support system; Networking, learning, and surviving. San Francisco: Jossey-Bass
Alfred, M. V. & Nanton, C. (2009). Survival of the Supported. In C. Nanton & M. Alfred (Eds). Social capital and women's support system; Networking, learning, and surviving. San Francisco: Jossey-Bass
Alfred, M. V. (2009). Transnational identities and instructional design in adult education. In V. Wang (Ed.). Curriculum development for adult learners in global community. Malabar, FL: Krieger Publishing.
Alfred, M. V. (2008). A Sociocultural Approach to Adult Literacy Education. Perspectives: New York Journal of Adult Learning (6)2, 41-48.
Alfred, M. V. (2008). Immigrant Women of Color Explore Identity and Place in US Academe. Perspectives: New York Journal of Adult Learning, 7 (1), 25-42.
Alfred, M. V. (2007). Journey to adult education: A brief autobiography. In K. B. Armstrong, L. W. Nabb, & A. P. Czech (Eds.), North American adult educators: Phyllis M. Cunningham archive of quintessential autobiographies for the twenty-first century. Chicago, IL: Discovery Association Publishing House.
Alfred, M. V., & Martin, L. G. (2007). The development of economic self-sufficiency among former welfare recipients: Lessons from Wisconsin’s welfare to work program. International Journal of Training and Development (11)1, 2-19.
Alfred, M. V. (2007). Welfare reform and Black women's economic development. Adult Education Quarterly (57)4, 293-311.
Alfred, M. V. (2006). Race, politics, and economic self-sufficiency in a culture of welfare reform. In S. Merriam, B. Courtenay, & R. Cervero,(Eds.), Global issues and adult education: Perspectives from Latin America, Southern Africa, and the United States (pp. 106-117). San Francisco, CA: Jossey Bass.
Johnson-Bailey, J., & Alfred, M. V. (2006). Transformational teaching and the practices of Black women adult educators. In E. Taylor (Issue Ed.), Transformational learning and adult education. New Directions for Adult and Continuing Education, San Francisco: Jossey-Bass, 49-58.
Alfred, M. V. (2006). Work, subjectivity, and learning in the Diaspora: Immigrant women of color in white academe. In S. Billett, M. Sommerville, & T. Fenwick (Eds.), Work, subjectivity, and learning (pp. 213-226). The Netherlands: Springer Publishing Company.
Alfred, M. V. (2005, Fall). Does Wisconsin works work? Perspectives of African American women and their employers. Journal of Family and Economic Issues 26(3), 345-370.
Alfred, M. V. (2005). Overlooked in academe: What do we know about immigrant students in adult and higher education? New Horizons in Adult and Continuing Education 19(1) (Electronic Journal).
Alfred, M. V. (2004). Anglophone Caribbean immigrant women: Learning and development within the context of transnational migration. Canadian Journal for the Study of Adult Education 18(2), 1-26.
Alfred, M. V. & Swaminathan, R. (Eds.) (2004). Immigrant women of the academy: Negotiating boundaries, crossing borders in higher education. New York: Nova Publishers.
Alfred, M. V., & Lee, M. (Issue Eds.) (2003). Immigrant learners in adult, post-secondary, and workplace education. Adult Learning (Special Double Issue), 12(4) & 13(1).
Alfred, M. V. (2003). Immigrants in America: Who are they, and why do they come? In M. V. Alfred & M. Lee, (Issue Eds.) Immigrant learners in adult, post-secondary, and workplace education. Adult Learning 12(4), 2-5.
Alfred, M. V. (2003). Sociocultural contexts and knowing: Learning and self-development among British Caribbean immigrant women in the US. The Cyril O. Houle Scholars in Adult and Continuing Education Program Global Research Perspectives: Volume III, 1-16.
Alfred, M. V. (2003). Sociocultural contexts and learning: Anglophone Caribbean immigrant women in US Post-Secondary Education. Adult Education Quarterly, 53(4), 242-260.
Swaminathan, R. & Alfred, M. V. (2003). Strangers in the Mirror: Immigrant students in the higher education classroom. In M. V. Alfred & M. Lee, (Issue Eds.), Immigrant learners in adult, post-secondary, and workplace education. Adult Learning , 13(1), 29-32.
Alfred, M. V. (Ed.) (2002). Learning in sociocultural contexts: Implications for adults, community, and workplace education. New Directions for Adult and Continuing Education, no. 96. San Francisco: Jossey-Bass.
Alfred, M. V. (2002). My journey as an Afro-Caribbean woman to America's ivory tower. In F. E. Obiakor & P. A. Grant (Eds.), Foreign born blacks and their silence in the discourse on race (pp. 94-103). New York: Nova Science Publishers.
Alfred, M. V. (2002). Reconceptualizing marginality from the margins: Perspectives of African American tenured faculty at a white research university. The Western Journal of Black Studies 25(1) 1-12.
Alfred, M. V. (2001). Becoming successful in the ivory tower. Lessons from black female faculty at a major white research university. In R. Mabokela & A. Greene (Eds.), Sisters of the academy: Emergent black women scholars in higher education (pp. 57-79). Sterling, VA: Stylus Publishing.
Alfred, M. V. (2001). Expanding theories of career development: Adding the voices of African American women in the white academy. Adult Education Quarterly 51(2), 108-127.
Alfred, M. V. (2001). The politics of knowledge and theory construction in adult education: A critical analysis from an Africentric feminist perspective. Options: Journal of Research and Practice in Adult Education, 13(1), 10-20.
KENNETH APPELT
Appelt, K. & Chlup, D. T. (2006). Program directors need professional development too! Literacy Links, 10(3), 4, 14, 15-16.
Byrd, M., Chlup, D. T., Appelt, K. and Smith, H. V. (Eds.) (2005, Revised 2006). Research, Theory, & Professional Wisdom and Their Relationship to Texas Indicators of Program Quality (IPQs) for Curriculum and Instructional Practices in Adult Education and Literacy Programs. College Station, TX: Texas Center for the Advancement of Literacy and Learning. Retrieved January 4, 2007 from http://www-tcall.tamu.edu/newsletr/oct05/oct05a.htm
Smith, H.V., Chlup, D.T., Appelt, K., Durbin, P. ( Eds.) (2005). Spreading the Success: A Compliation of Adult Learner Success Stories. College Station, TX: Texas Center for the Advancement of Literacy and Learning.
Lisa M. Baumgartner
*Rebholz, M., & Baumgartner, L. M. (2015). Attributes and qualifications of successful rural nurse preceptors: Preceptors' perspectives. The Qualitative Report, 20, (Art 7), 93-119. Retrieved from: http://www.nova.edu/ssss/QR/QR20/2/reholz7.pdf
Baumgartner, L. M. (2014). Dorothy Rowden: Tireless educator, writer, and advocate. In S. Imel and G. Bersch (Eds.). No small lives: Handbook of North American Early Women Adult Educators: 1925-1950 (pp. 227-234). Charlotte, NC: Information Age Publishing.
Baumgartner, L. M. (2014). African American women and HIV/AIDS. In J. Collins, L. Bryant, & T. Rocco (Eds.), Health and Wellness Concerns for Racial, Ethnic, and Sexual Minorities, (pp. 81-90). New Directions for Adult and Continuing Education. Vol. 142. San Francisco, CA: Jossey-Bass.
Baumgartner, L. M. (2014). “I heard he got the package:” African American men and HIV/AIDS. The Qualitative Report, 19, (Art 58), 1-22.
*Baumgartner, L. M., & Niemi, E. (2013). The perceived effect of HIV/AIDS on other identities. The Qualitative Report, 18 (Art. 15), 1-23
Baumgartner, L. M. (2012). The perceived effect of the sociocultural context on HIV/AIDS identity incorporation. The Qualitative Report, 17(Art. 45), 1-21
Baumgartner, L. M. (2012). The perceived effect of time on HIV/AIDS identity incorporation. The Qualitative Report, 17(Art. 46), 1-22
Dr. PAULETTE T. BEATTY
Beatty, P.T., & Burroughs, L. (1999). Preparing for an aging workforce. The role of higher education. Educational Gerontology, 25, 595-611.
Michael Martin Beyerlein
Beyerlein, M., Prasad, A., Cordas, J., & Shah, P. (2015).Virtuality in project teamwork. Invited Chapter in F. Chiocchio, E. K. Kelloway, & B. Hobbs (Eds.), The psychology and management of project teams: An interdisciplinary view. New York: Oxford University Press.
Arnatt, M. J., & Beyerlein, M. M. (2014). A Quantitative Examination of Special Operations Team Leaders and Members. Policing: an International Journal of Police Strategies & Management, 37(2), 438-453.
Beyerlein, M. (2014). How Entrepreneurs Do What They Do: Case Studies in Knowledge Intensive Entrepreneurship edited by Maureen McKelvey and Astrid Heidemann Lassen. Science and Public Policy, 41(2), 263-265.
Sunalai, S., & Beyerlein, M. (in press). Exploring knowledge management in higher education institutions: Processes, influences, and outcomes. Academy of Educational Leadership Journal.
Dr. FRED BONNER
Robinson, P. A., Metoyer, T., Byrd, D. A., Louis, D. & Bonner, F. A. (2012). Community college leadership and technology. In V. C. X. Wang (Ed.), Technology and its impact on educational leadership: Innovation and change. Hershey, PA: Information Science Reference. (pp. 187-201). doi: 10.4018/978-1-4666-0062-1.ch015
Byrd, D. A., Butler, B. R., Lewis, C. W., Bonner, F. A., Rutledge, M., & Watson, J., (2011). Identifying new sources of African American Male pre-service teachers: Creating a path from student athlete to student teacher. The Journal of Negro Education (80)3, 384-397
Bonner, F. A. II, Louis, D. A., & Lewis, C. W. (2010). African American male collegians: Race, class, and gender revealed. In Dancy, T. E. (Ed.). Managing Diversity: (Re)Visioning Equity on College Campuses. New York: Peter Lang.
Lewis, C., Butler, B., Bonner, F. & Joubert, M. (2010). African American male discipline patterns and school district responses resulting impact on academic achievement: Implications for urban educators and policy makers. Journal of African American Males in Education, 1(1), 8-25.
Bonner, F. A. II, Smith, P. C., Marbley, A. F., Neal, L. I. & Bailey, L. (2010). African American women administrators in academe: Transgressing multiple marginality and the dilemma of self-definition. In R. G. Johnson, III & G. L. A. Harris (Eds.) Women of Color: Taking Their Rightful Place in Leadership. San Diego, CA: Birkdale Publishers
Nafukho, F.M., Bonner, F. A., & Nave, F. M. (2010). Career behavior strategies for minority students in adult education, career and technical education, human resource development and STEM disciplines. International Journal of Vocational Education and Training, 18(2), 48-59
Bonner, F., Lewis, C., Bowman-Perrott, L., Hill-Jackson, V. & *James, M. (2010). Definition, identification, identity and culture: A unique alchemy impacting the success of gifted African American males in school. Journal for the Education of the Gifted, 33(2), 176-202
Bonner, F., Lewis, C., Bowman-Perrott, L., Hill-Jackson, V. & *James, M. (2010). Definition, identification, identity and culture: A unique alchemy impacting the success of gifted African American males in school. Journal for the Education of the Gifted, 33(2), 176-202. Lewis, C., *James, M., Hancock, S., & Hill-Jackson, V. (2008). Framing African American success and failure: A typology for change. Urban Education, 43 (2), 127-153.
Bonner, F. A. II. (2010). Gifted African American millennial students: implications for school planning and policy. Guest editor for special edition of The Gifted Child Today, Prufrock Press
Michael-Chadwell, S., Bonner, F. A., II, & Louis, D. (2009, Summer). African American high school males' perceptions of academically rigorous programs, identity, and spirituality. The National Journal of Urban Education & Practice, 3(1), 230-246
Bonner, F. A. II, Alfred, M. V., Lewis, C. W., Nave, F. M. & Frizell, S. S. (2009). Historically Black Colleges and Universities (HBCUs) and academically gifted Black students in science, technology, engineering and mathematics (STEM): Discovering the alchemy for success. Journal of Urban Education: Focus on Enrichment, 6(1), 122-136
Lewis, C., Mumford, V., Singer, J. & Bonner, F. (2009). Recruiting African American teacher candidates using an athletic model: New directions for diversifying the teacher workforce. Journal of Educational Concepts, 1(1). 67-99
Patitu, C. L., Tejeda, J., Williams, D., & Bonner, F. A. II. (2009). Support systems of African American male college students at a large predominantly White research institution. Illinois Committee on Black Concerns in Higher Education (ICBCHE) Journal, 25(1)
Bonner, F. A. 11, Jennings, M., Marbley, A. F., & Brown, L. (2008). Capitalizing on leadership capacity: Gifted African American males in high school. Roeper Review, 30(2), 93-103.
Marbley, A. F., & Bonner, F. A. II., & McGonagill, R. (2008). Measurement and assessment: Conversations with professional people of color self-reports in the field of education. Multicultural Education, 16(1), 12-20.
Lewis, C., Bonner, F., Byrd, D. & James, M. (2008). Recruiting African American males into urban teacher preparation programs from university athletic departments. The National Journal of Urban Education and Practice, 1(3), 224-238.
Bonner, F. A. II. (2007). African American elitism in academe: The new good and bad hair controversy, Teachers College Record. Retrieved February 26, 2008 from http://www.tcrecord.org
Marbley , A. F., Hull, W., Polydore, C., & Bonner, F. A., II., & Burley, H. (2007). African American millennial college: Owning the technological Middle Passage. National Association for Student Affairs Professionals Journal, 10(1), 7-19.
Bonner, F. A. II. (2007). ‘Hair’ we go again: Race talk and non-authentic dialogue, Diverse Issues in Higher Education. Retrieved May 17, 2007 from http://www.diverseeducation.com/artman/publish/article_7273.shtml
Marbley, A. F., & Bonner, F. A. II., McKisick, S., Henfield, M. S., Watts, L. M. & Shin, Y. (2007). Interfacing cultural specific and Black pedagogy with counseling: A proposed diversity-sensitive training model for preparing pre-service teachers for diverse learners.” Multicultural Education.
Bonner, F. A. II, & Jennings, M. (2007). Never too young to lead: Gifted African American males in elementary school. Gifted Child Today, 38(2), 30-36.
Bonner, F. A. II. (2007). Prelude and pedagogy: Where the twain shall meet, Teachers College Record. Retrieved August, 1, 2007 from http://www.tcrecord.org
Marbley, A. F., Shen, Y. J., Bonner, F. A., II, Wimberly, C., Stevens, H., McGonagill, R., & Williams, V. A. (2007). Real cases with African American clients. Reports of racially diverse practitioners. Journal of Humanistic Counseling, Education, & Development, 46, 211-227.
Jennings, M., Bonner, F., Lewis, C., & Nave, F. (2007). The historically black college and university: A question of relevance for the African American millennial college student? National Association of Student Affairs Professional Journal 10(1), 85-96.
Bonner, F. A. II. (2007). Wade in the water: An African American Academics Retrospective on Hurricane Katrina. Journal of Negro Education, 75(4), 573-578.
Bonner, F. A. II & Bailey, K. (2006). Assessing the academic climate for African American men. In M. Cuyjet (Ed.) African American Men in College (pp. 24-46). San Francisco: Jossey-Bass.
Marbley, A. F., Bonner, F. A. II, Wimberly, C., Stevens, H., & Tatem B. (2006). Harambee: Working together to engender change in communities of color. Educational Forum, 70(4), 320-336.
Bonner, F. A. II. (2006). Historically Black Greek Letter Organizations: Lessons in Leadership. Black History Bulletin.
Hughes, R. & Bonner, F. A. II. (2006). Leaving Black males behind: Debunking the myths of meritocratic education. Journal of Race and Policy, 2(1), 76-87.
Hughes, R. L. & Bonner, F. A. II. (2006). The Myths of Meritocratic Education: Revisiting the Mis-Education of the Negro. National Association of African American Studies (NAAAS) Monogram Series.
Bonner, F. A. II. (2006). The temple of my unfamiliar. In C. Stanley (Ed.) Faculty of Color Teaching in Predominantly White Institutions (pp. 80-99). VT: Anker.
Bonner, F.A. II, Jennings, M., Chen, Y., Singh, S. (2006). Working students: Balancing work, family, and school. In L.A. Gohn, & G.A. Albin (Eds.), Understanding college student subpopulations: A guide for student affairs professionals (pp. X-XX). Washington, DC: NASPA. Retrieved October 31, 2006 from http://naspawebmail.naspa.org:3301/ftp/Understanding_College_Student_Subpopulations.pdf
Bonner, F. A. II. (2006). Wade in the water: A contemporary metaphor. Diverse Issues in Higher Education, 22(25), 32.
Bonner, F. A. II. (2006). Wade in the water: Lessons learned from Katrina by one African American academic, Teachers College Record. Retrieved December 19, 2006 from http://www.tcrecord.org
Bonner, F. A. II (2005). Transitions in the development of giftedness.” Gifted Child Today, Spring, 19-25.
Bonner, II, F.A., Evans, M. (2004). Can You Hear Me?: Voices and Experineces of African American Students in Higher Education. D. Cleveland (Ed.), Broken Silence: Conversations About Race By African American Faculty and Students On the Journey To the Proffesorate. New York, NY: Peter Lang Publishing.
Bonner, F.A., II (2004). Gifted middle school students: How do they define success. The Gifted Child Today.
Marbley, A., Bonner, II, F.A., McKisick, S., (2004). Peer mentors of color uplifting each other in predominantly white institutions. National Association of Student Affairs Professionals Journal.
Bonner, II, F.A., Marbley, A., Williams, V., Evans, M., Agnello, M. (2004). The diverse learner in the college classroom. E Journal of Teaching and Learning in Diverse Settings.
Fred A. Bonner, II "To Be Young, Gifted, African American and Male." The Gifted Child Today, Spring 2003.
Watson, L., Terrell, M.C., Wright, D., Cuyjet, M., Bonner, II, F.A., Gold, J.A., Person, D. Rudy, D.R., (2002). How Minority Students Experience College: Implications for Planning and Policy. Sterling, VA: Stylus Publishing, LLC.
Evans, M., Bonner, II, F.A., Burns, S. (2002). Triple jeopardy: The nontraditional African American female undergraduate. National Association of Student Affairs Professionals Journal.
Patton, L., Bonner, II, F.A. (2001). Advising the historically black greek letter organization: A reason for angst of euphoria. (Vol. 4, No. 1, pp. 17-30). National Association of Student Affairs Professionals Journal, Spring 2001.
Bonner, II, F.A., (2001). Gifted African American Male College Students. Wesport, CT: Greenwood Publishing.
Bonner, II, F.A., Hairston, J.L., (2001). Teaching the multicultural leader: A musical theory approach to pedogogical practices. Journal of the Scholarship of Teaching and Learning.
Fred A Bonner, II African American Giftedness: Our Nation's Deferred Dream. (Vol 30, No. 5, pp. 643-663), May 2000.
Fred A. Bonner, II . The Mini-Conference. National Teaching and Learning Forum, Fall 2000
Gordon, S.E., Bonner, II, F.A., (1999). Best practices in diversity: The student affairs perspective. (Vol. 18, No. 1, pp. 40-51) College Student Affairs Journal , Vol 18, No. 1, pp. 40-51.
Bonner, II, F.A., Murry, Jr., J.W., (1998). Historically black colleges and universities: A unique mission. (Vol. 1, No.1, pp 37-49) National Association of Student Affairs Professionals Journal.
Marbley, A. F., Rouson, L., Burley, H., Ross, W., & Bonner, F. A., II, (in press). A 3-C model to promote social justice. In Daya S. Sandhu, J. Blaine Hudson, & Mordean Taylor-Archer (Eds). Handbook of diversity in higher education, New York: Nova Science
Bonner, F. A. II & Murry, J. W. (in press). African American women administrators in academe: Transgressing multiple marginality and the dilemma of self-definition. In J. L. Moore & Lewis, C. W. (Eds.) African American Students in Urban Schools: Critical Issues and Solutions for Achievement. New York: Peter Lang
Lewis, C. W., Bonner, F. A. II., J. Long, V. Hill-Jackson, L. Bowman- Perrott, & M. James. (In Press). An exploratory descriptive analysis into the behavior patterns of African American males in a Midwestern school district: Implications for teachers, counselors, administrators, policymakers, and politicians. Souls: A Critical Journey of Black Politics, Culture, and Society.
Marbley, A. F., Bonner, F. A., II, Williams, V. A., Morris, P. A., Ross, W., Burley, H. (in press). Preparing White campuses for African American students. Taboo: The Journal of Culture and Education
Bonner, F. A., Robinson, P. A., & Byrd, D. A. (in press). Standing in the intersection: Black, male, millennial college students. In R. T. Palmer & L. J. Wood (Eds.), Black men in colleges: Implications for diversity, recruitment, support, and retention (pp. 176-199)
Bonner, F. A. II (in press). Student engagement in higher education. Review of the book Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. Review of Higher Education
Marbley, A. F., Burley, H., Bonner, F. A., II, Ross, W. (in press). Teaching diversity across disciplines: Reflections from African American faculty in four different academic settings. Educational Forum
Daniel Bowen
Egalite, A. J., Bowen, D. H., & Trivitt, J. R. (2015). "Do teacher-coaches make the cut? The effectiveness of athletic coaches as math and reading teachers." Education Policy Analysis Archives, 23(54)
Bowen, D. H., Buck, S., Deck, C., Mills, J. N., & Shuls, J. V. (2015). "Risky Business: An Analysis of Teacher Risk Preferences." Education Economics, 23(4), 470-480
Ritter, G. W., Jensen, N. C., Kisida, B., & Bowen, D. H. (in press). "Urban School Choice and Integration: The Effect of Charter Schools in Little Rock." Education and Urban Society.
Dr. MAYNARD BRATLIEN
Bratlien, M. J. & Walters, D. L. (1999). The superintendency: Preparing for multidimensional roles in complex and changing environments. In F. K. Kochan, B. L. Jackson & D. Ducke (Eds.), A Thousand Voices from the Firing Line: A UCEA Study of Education
Bratlien, M.J. (1998) Superintendents' preparation of programs summary. In F. K. Kochan, B. L. Jackson & D. Ducke (Eds.), A Thousand Voices from the Firing Line: A UCEA Study of Educational Leaders, Their Jobs, Their Preparation, and the Problems They Face.
Dr. JAMIE CALLAHAN
Callahan, J.L. (2011). Incivility as an instrument of oppression: Exploring the role of power in constructions of civility. Advances in Developing Human Resources, 13(1), 10-21
Callahan, J. L. (2010). Constructing a manuscript: Distinguishing integrative literature reviews and conceptual and theory articles. Human Resource Development Review, 9(3), 300-304
Callahan, J. L. (2010). Constructing and Reconstructing the Field: The Importance of Historical Manuscripts in HRDR. Human Resource Development Review, 9(4), 311-313
Callahan, J. L. (2010). Review of the book A very short, fairly interesting and reasonably cheap book about studying organizations by C. Grey. Action Learning: Research and Practice, 7(3), 319-321
Callahan, J. L. (2010). The importance of epistemology: A response to Rosenstein's commentary. Violence Against Women, 16(10), 1186-1193
Callahan, J. L. (2010). The online oxymoron: Teaching HRD through an impersonal medium. Journal of European Industrial Training, 34(8/9), 869-874
Kissack, H. C.*, & Callahan, J. L. (2010). The reciprocal influence of organizational culture and training and development programs: Building the case for a culture analysis within program planning. Journal of European Industrial Training, 34(4), 365-380
Sandlin, J. A., & Callahan, J. L. (2009). Deviance, dissonance, and détournement: Culture jammers’ use of emotion in consumer resistance. Journal of Consumer Culture, 9(1), 79-115
Molina, C. & Callahan, J. L. (2009). Fostering organizational performance: The role of learning and intrapreneurship. Journal of European Industrial Training, 33(5), 388-400
Callahan, J. L. (2009). Funneling toward authenticity: A response to intimacy and ethical behavior in adult education.' New Horizons in Adult Education and Human Resource Development, 23(2), 34-38
Callahan, J. L. (2009). Manifestations of power and control: Training as the catalyst for scandal at the United States Air Force Academy. Violence against Women, 15(10), 1149-1168
Torres, M.S. & Callahan, J.L. (2008) An evaluation of the role of emotion in judicial decision making within contrasting minority school settings. Education and Urban Society, 40(3), 377-405.
Gray, T. D., & Callahan, J. L. (2008). Skills of the Spartans: Exploring leadership in 300. Journal of Leadership Education, 7(2), 79-98.
Callahan, J. L. (2008). The four C’s of emotion: A framework for managing emotions in organizations. The Organization Development Journal, 26(2), 33-38.
Callahan, J.L., and Sandlin, J.A. (2008). The Tyranny of Technology? A Case Study of the Social Arena of Online Course Development. New Horizons in Adult Education and Human Resource Development, 21(3/4), 5-15.
Cardin, L, and Callahan, J.L. (2007) Creating leaders or loyalists: Conflicting identities in a leadership development programme. Human Resource Development International, 10(2), 169-186.
Callahan, J.L. (2007). Gazing into the Crystal Ball: Critical HRD as a Future of Research in the Field. Human Resource Development International, 10(1), 77-82.
Callahan, J.L. and Tomaszewski, L. (2007) Navigating the good ol’ boys club: Women, marginality, and communities of practice in a military non-profit organization. Studies in Continuing Education, 29(3), 259-276.
Callahan, J.L. & Rosser, M.H. (2007) Pop goes the program: Using popular culture artifacts to educate leaders. Advances in Developing Human Resources, 9(2), 269-287.
Callahan, J.L., Whitener, J.K., Sandlin, J.A. (2007) The art of creating leaders: Popular culture artifacts as pathways for development. Advances in Developing Human Resources, 9(2), 146-165.
Callahan, J.L. & Martin, D. (2007). The Spectrum of School-University Partnerships: A Typology of Organizational Learning Systems. Teaching & Teacher Education, 23(2), 136-145.
Callahan, J.L. (2006) Gendered emotion management and perceptions of affective culture in a military nonprofit organization. Advancing Women in Leadership, 21. Online access at: http://www.advancingwomen.com/awl/summer2006/Callahan.html
Ellinger, AD., Cseh, M. & Callahan, J.L. (2006). Looking Back on the Leeds Conference: Reflections from Three U.S. Delegates in King Arthur’s Court. Human Resource Development International, 9(1), 141-150
Callahan, J.L. and Reio, T. (2006). Making subjective judgments in quantitative studies: The importance of using effect sizes and confidence intervals. Human Resource Development Quarterly, 17(2), 159-174.
Wheelock, L. and Callahan, J.L. (2006). Mary Parker Follett: A rediscovered voice informing the field of Human Resource Development. Human Resource Development Review, 5(2), 258-273.
Callahan, J.L. (2006). Power, control, and gender: Training as catalyst for dysfunctional behavior at the United States Air Force Academy. In M.F. Karsten (Ed.), Gender, Race, and Ethnicity in the Workplace: Issues and Challenges for Today’s Organization. P. 217-228. Westport, CT: Praeger Publishers.
Horrocks, A. and Callahan, J.L. (2006). The role of emotion and narrative in the reciprocal construction of identity. Human Resource Development International, 9(1), 69-84.
Taylor, M. & Callahan, J.L. (2005). Bringing creativity into being: Underlying assumptions that influence methods of studying organizational creativity. Advances in Developing Human Resources. 7(2), 247-270.
Callahan, J.L., Hasler, M., & Tolson, H. (2005). Perceptions of emotion expressiveness: Gender differences among senior executives. Leadership and Organizational Development Journal, 26(7), 512-528. (Emerlad Publishers 2005 Best Paper Award)
Callahan, J.L. (2005) "Speaking a Secret Language": West Coast Swing as a Community of Practice of Informal and Incidental Learners. Research in Dance Education, 6(1/2),3-24.
Short, D. & Callahan, J.L. (2005). "Would I Work for a Global Corporation?" and Other Ethical Questions for HRD. Human Resource Developmental International, 8(1), 121-126.
Callahan, J.L. (2004). A conspicuous absence: Mindful inclusion of emotion in structuration theory. Human Relations, 57(11), 1427-1448.
Reio, T.G. & Callahan, J.L. (2004). Affect, curiosity, and socialization-related learning: A path analysis of antecedents to job performance. Journal of Business and Psychology, 19(1), 3-22.
Callahan, J.L. & Dunne de Davila, T. (2004). An impressionistic framework for theorizing about human resource development. Human Resource Development Review, 3(1), 75-95.
Callahan, J.L. (2004). Breaking the cult of rationality: Mindful awareness of emotion in the critical theory classroom. In R. St.Clair and J. Sandlin (Eds.), New Directions in Adult and Continuing Education, Volume 102, Summer, p. 75-83.
Gilley, A.M., Callahan, J.L., and Bierema, L. (Eds.) (2003). Critical Issues in Human Resource Development. Cambridge, MA: Perseus Publishers.
Callahan, J.L. and Gracanin, D. (2003). Emotion management in a complex world: Providing clarity through visualization? In M. Lee (Ed.), HRD in a Complex World. (p. 131-146). London: Routledge Publishers.
Callahan, J.L. (2003). Organizational learning as a critical issue in human resource development. In A.M. Gilley, J.L. Callahan, and L. Bierma (Eds.), Critical Issues in Human Resource Development. (p. 161-178). Cambridge, MA: Perseus Publishers.
Callahan, J.L. (2002). Another View (Review of the book Evaluative Inquiry for Learning in Organizations) Management Learning, 32(4), 531-534.
Callahan, J.L. and McCollum, E.E. (2002). Conceptualizations of emotion research in organizational contexts. Advances in Developing Human Resources, 4(1), 4-21.
Callahan, J.L. (2002) Masking the need for cultural change: Emotion structuration in a nonprofit organization. Organization Studies 23(2), 281-297.
Callahan, J.L. and McCollum, E.E. (2002). Obscured variability: The distinction between emotion work and emotional labor. (p. 219-231). In N. Ashkanasy, W. Zerbe, and C. Hartel (Eds.), Managing emotions in the Workplace. Armok, NY: M.E. Sharpe Publications.
Callahan, J.L. (Ed.) (2002). Perspectives of emotion and organizational change (special journal issue). Advances in Developing Human Resources, 4(1). Thousand Oaks, CA: Sage Publications.
Callahan, J.L. and Ward, D.A. (2001). A search for meaning: Revitalizing the 'human' in human resource development. Human Resource Development International, 4(2), 235-242.
Callahan, J.L. (2000). Emotion management and organizational functions: A study of action in a not-for-profit organization. Human Resource Development Quarterly, 11(3), 245-268.
Gilley, J.W. and Callahan, J.L. (2000). Transforming supervisory practices: A performance-based approach for faculty and staff development. International Journal of Education Reform, 9(4) 298-310.
Callahan, J.L. (2000). Women in a "combat, masculine-warrior culture": The performance of emotion work. Journal of Behavior and Applied Management. 1(2), 104-114.
Callahan-Fabian, J. and Scanlon, P. (1998). Implementing strategy in a religious organization: An organizational learning approach. In J. Phillips (Series Ed.) & W. Rothwell (Vol. Ed.), In Action Case Series. Linking HRD with Organizational Strategy. Alexandria, VA: ASTD Press.
Dr. DELBERT STAN CARPENTER
Carpenter, D.S. (2001). ACPA Media Board. ACPA Developments, 27 (2), 3.
Torres, V., Winsotn, R.L., Carpenter, D.S., McIntire, D.D., & Petersen, B. (2001). A national survey of student affairs staffing practices. College Student Affairs Journal, 21, 1, 7-25.
Sedwick, S., Carpenter, D.S., Sherman, N., & Tipton, A. (2001). Measuring the efficacy of telemarketing in student recruitment. College and University, 77, 23-27.
Carpenter, D.S. (2001). Review of Linking Theory to Practice: Case Studies for Working with College Students. Journal of College Student Development. 42 (5), 499-501.
Carpenter, D.S. (2001). Staffing Student Affairs Divisions. In winston, Creamer, & Miller, The Professional Student Affairs Administrator: Educator, Leader, and Manager. Philadelphia: Accelerated Development.
Carpenter, D.S., Torres, V., & Winston, R.L. (2001). Staffing the Student Affairs Division: Theory, Practices, and Issues. College Student Affairs Journal: 21(1), 2-6.
Carpenter, D.S. (2001). Student affairs scholarship considered: Toward a scholarship of practice. Journal of College Student Development. 42 94) 301-318.
Carpenter, D.S. (2001). Thoughts from a former executive director. AHSE Newsletter, 14,(1), 6.
Carpenter, D.S., Patitu, C.L., & Cuyjet., M.J. (1999). Faculty and administrators collaborating in student affairs preparation programs: Practicing what we preach. College Student Affairs Journal, 19(1). 17-23.
Carpenter, B.S. and Carpenter, D.S. (1999). Promotive a Positive Self-Image Through Visual and Verbal Inquiry: Art Appreciation for multiply-Handicapped Students. Issues and Approaches to Art for Special Needs Students. Issues and Approaches to Art for Special Needs Students, Andra Nyman and Anne Jenkins (Eds). 118-131. Natiuonal Art Education Association.
Dr. DOMINIQUE CHLUP
Collins, J. C. & Chlup, D. T. (2014). Criticality in Practice: The Importance of Social Justice Allies at Work. Advances in Human Resource Development 16(4), pp. xx-xx
Chlup, D. T. (2014). Nothing develops: The failures of a curriculum development committee. In T. Cox (Ed.), Case studies for the new professor: Surviving the jungle of the academy. Charlotte, NC: Information Age Publishing.
Chlup, D. T. (2014). Plagiarism at a distance. In T. Cox (Ed.), Case studies for the new professor: Surviving the jungle of the academy. Charlotte, NC: Information Age Publishing
Chlup, D. T. (2014). "Whistling in the dark": The Adult Education Work of Prison Arts Teacher Amy Paddon Row. In S. Imel, & G. Bersh, (Eds.), The Handbook of North American Early Women Adult Educators: 1925-1950. Charlotte, NC: Information Age Publishing
Chlup, D. T. (2013). A review of learning and violence. Journal of research and practice for adult literacy, secondary, and basic education, 1(3), 55-57
Mancuso, D., Chlup, D. T., & McWhorter, R. (2010). A study of adult learning in a virtual world. Advances in Developing Human Resources, 12(6), pp. xx-xx.
Chlup, D. T. & Collins, T. (2010). Breaking the ice: Using icebreakers and re-energizers with adult learners. Adult Learning, 21(3&4), 34-39
Chlup, D. T. (September 15, 2010). Gender equity begins with literacy. Ms. Magazine. http://msmagazine.com/blog/blog/2010/09/15/gender-equity-begins-with-literacy/
Chlup, D. T. (2010). Laboring to learn: Women's literacy and poverty in the post-welfare era by Lorna Rivera (2008). Adult Education Quarterly, 60(3) 304-306
Chlup, D. T. & Baird, I. (2010). Literacies from the inside: Learning from and within a culture of corrections. In M. V. Alfred (Ed.), Learning for economic self-sufficiency: Constructing pedagogies of hope among low-income, low literate adults (pp. 191-209). Charlotte, NC: Information Age Publishing
Alfred, M. V., & Chlup, D. (2010). Making the invisible, visible: Race matters in human resource development. Advances in Human Resource Development, 12(3), 332-351
Chlup, D. T. (2010). Vocational education. In Hasia R. Diner (Ed.). Encyclopedia of American Women’s History. New York, NY: Facts on File, Incorporated
Chlup, D. T. (2009). The right to write: Teaching creative writing to women inmates. In M. Miller, & K. P. King, (Eds.), Empowering women through literacy: Views from experience (pp. 27-35). Charlotte, NC: Information Age Publishing.
Chlup, D. T., & Tomaszewski, L. (2008). The forgotten player: The case of a state literacy resource center. Adult Basic Education and Literacy Journal, 2(1), 34-43.
Chlup, D. T. (2008). Transforming juvenile justice: Reform ideals and institutional realities, 1825-1920 by Steven L. Scholossman (2005). History of Education Quarterly. 48 (4), 612-616.
Chlup, D. T. (2007). Adult learner transitions. Literacy Links, 10(5), 2.
Coryell, J. E., & Chlup, D. T. (2007). Implementing e-learning components with adult English language learners: Through the lens of information system’s technical acceptance model. Computer Assisted Language Learning, 20(3), 263-278.
Chlup, D. T. (2006). A gender-responsive approach: Restorative justice and women offenders. Restorative Directions Journal, 2(1), 45-49.
Chlup, D. T. (2006). The legacy of Miriam Van Waters: The warden who would be their teacher first. The Journal of Correctional Education, 57(2), 158-187.
Chlup, D. T. (2006). Cutting the e-mail cord: One writer’s recognition of the relationship between procrastination and perfectionism. Text and Academic Authors Association Online, 6-9.
Chlup, D. T. (2006). Integrating youth in adult literacy programs. Literacy Links, 10(2), 2.
Chlup, D. T. (2006). Intended practice: The curriculum at the Massachusetts Reformatory for Women, 1932-1957. Curriculum History. 19(1), 7-14.
Chlup, D. T. (2006). Persistence. Literacy Links, 10(4), 2, 28.
Appelt, K. & Chlup, D. T. (2006). Program directors need professional development too! Literacy Links, 10(3), 4, 14, 15-16.
Chlup, D. T. (2006). Reflecting: A way to prepare for what may lie ahead. Literacy Links, 10(1), 2, 28.
Chlup, D. T. (2006). Special learning needs. Literacy Links, 10(4), 2, 21.
Chlup, D. T. (2006). Success stories. Literacy Links, 10(3), 2.
Chlup, D. T. (2006). Writer’s block: Perfectionism tied to procrastination. The Academic Author, 6, 8.
Chlup, D. T. (2004). Back to work, back to basics. Literacy Links, 9(1), 2.
Chlup, D. T. (2005). Classroom management 101: Enhancing our learning spaces. Literacy Links, 9(2), 2.
Chlup, D. T. (2005). Getting it right: The hiring, training, retaining, and the sometimes necessary firing of personnel. Literacy Links, 9(3), 2.
Byrd, M., Chlup, D. T., Appelt, K. and Smith, H. V. (Eds.) (2005, Revised 2006). Research, Theory, & Professional Wisdom and Their Relationship to Texas Indicators of Program Quality (IPQs) for Curriculum and Instructional Practices in Adult Education and Literacy Programs. College Station, TX: Texas Center for the Advancement of Literacy and Learning. Retrieved January 4, 2007 from http://www-tcall.tamu.edu/newsletr/oct05/oct05a.htm
Smith, H.V., Chlup, D.T., Appelt, K., Durbin, P. ( Eds.) (2005). Spreading the Success: A Compliation of Adult Learner Success Stories. College Station, TX: Texas Center for the Advancement of Literacy and Learning.
Chlup, D. T. (2005). Success as a rite of passage. Literacy Links, 9(3), 2.
Chlup, D.T. "Teaching on the Inside." Focus on Basics 7D ( August 2005): 30-31.
Chlup, D. T. (2005). Tides of change: The last 70 years of correctional education. Focus on Basics, 7D, 21-24.
Chlup, D. T. (in press). Critical points of resistance: Preparing to educate inside a carceral institution. Radical Teacher, x(x), xx-xx
Yichun, Liu & Chlup, D. T. (in press). Avoidance in the English writing of Taiwanese University students: The use of coordination versus subordination. Journal of Second Language Writing x(x), pp. x-xx. doi: 101016201505001
Chlup, D. T. (in press). Diss Advising: When dissertation advising misses the mark, Chapter 15. In T. Cox (Ed.), Case studies in higher education: Surviving the jungle of the academy. Charlotte, NC: Information Age Publishing
Byrd, M., & Chlup, D. T. (in press). Expanding the conversation: Creating a dialogue between black feminist theory and adult learning theory in order to theorize race, gender, and class from the perspectives of African American women executives working in predominantly white Organizations.” In L. R. Merriweather Hunn, C. G. Talmadge, & E. Peterson (Eds.), Handbook of Black Adult Education.
Chlup, D. T. (in press). Intended Practice: The Curriculum at the Massachusetts Reformatory for Women, 1932-1957. Invited book chapter In D. Morowski & L. M. Burlbaw (Eds.), Reflections on People, Policy, and Practice in Curriculum History. Charlotte, NC: Information Age Publishing
Shannon, D. & Chlup, D. T. (in press). Listen Carefully, Act Thoughtfully: Exploring Sex Worker[48]19s Experiences within an Adult Education Context. In Mizzi, R. C., Rocco, T. S., & Shore, S. (Eds.), Lives on the Periphery: Politics Practicalities, and Possibilities in a Changing World. New York: SUNY Press
Chakraborty, M. & Chlup, D. T. (in press). The Relationship between Social Justice Issues and Emotional Intelligence (EI): A Literature Review. In Ololube, N. P. (Ed.). Handbook of Research on Organizational Justice and Culture in Higher Education Institutions. Pennsylvania: IGI Global.
Dr. M. CAROLYN CLARK
Clark, M., Ponjuan, L., Orrock, J., Wilson, T., & Flores, G. (2013). Supports and Barriers for Latino Males’ Educational Pursuits: Perceptions of Counselors and Administrators. Journal of Counseling and Development. 91(4) 458-466
McAdams Ducy, E., Stough, L. M., & Clark, M. C. (2012). Choosing Agency in the Midst of Vulnerability: Using Critical Disability Theory to Examine a Disaster Narrative. S. Steinberg and G. Canella (Eds.), Critical Qualitative Research Reader (pp. 307-317). New York: Peter Lang
Coryell, J., Wagner, S., Clark, M.C., & Stuessy, C. (2011). Becoming real: Adult student impressions on developing an educational researcher identity. Journal of Further and Higher Education, 1-17
Clark, M. C. (2010). Narrative learning: Its contours and its possibilities. In M. Rossiter & M. C. Clark, (Eds.), Narrative perspectives on adult education. New Directions for Adult and Continuing Education, No. 126, pp. 3-11. San Francisco: Jossey-Bass
Clark, M. C. (2010). Narrative learning: Its contours and its possibilities. In M. Rossiter & M. C. Clark, (Eds.), Narrative perspectives on adult education. New Directions for Adult and Continuing Education, No. 126, pp. 3-11. San Francisco: Jossey-Bass
Rossiter, M., & Clark, M. C. (Eds.) (2010). Narrative perspectives on adult education. New Directions for Adult and Continuing Education, No. 126. San Francisco: Jossey-Bass
Clark, M. C., Merriam, S. B., & Sandlin, J. A. (in press). The Relationship between Adult Learning and Development: Challenging Normative Assumptions. In C. Hoare, (Ed.), The Oxford Handbook of Reciprocal Adult Development and Learning. New York: Oxford University Press
Merton, P., Froyd, J., Clark, M. C., & Richardson, J. (2009). A case study of relationships between organizational culture and curricular change in engineering education. Innovative Higher Education, 34(4), 219-233)
Coryell, J.E., & Clark, M.C. (2009). One right way, intercultural participation, and language learning anxiety: A qualitative analysis of adult online heritage and nonheritage language learners. Foreign Language Annals, 42(3) 483-504
Coryell, J. E., & Clark, M. C. (2008). Examining online language practice communities. Academic Exchange Quarterly, 12(3), 95-101.
Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. In S. Merriam (Ed.) Third update on adult learning theory. New Directions in Adult and Continuing Education, No. 119 (pp. 61-70). San Francisco: Jossey-Bass.
Clark, M. C., & Dirkx, J. M. (2008). The emotional self in adult learning. In J. M. Dirkx (Ed.), Adult learning and the emotional self. New Directions in Adult and Continuing Education, No. 120 (pp. 89-95). San Francisco: Jossey-Bass.
Rossiter, M., and Clark, M. C. (2007). Narrative learning and the practice of adult education. Malabar, FL: Krieger.
Clark, M. C., & Sharf, B. F. (2007). The dark side of truth(s): Ethical dilemmas in researching the personal. Qualitative Inquiry. 13(3), 399-416.
Clark, M.C. (2006). "He hits me and my world shatters…": How could adult education possibly make a difference here? In S. B. Merriam, B.C. Courtenay, & R. Cervero (Eds.). Global issues and adult education: Perspectives from Latin American, Southern Africa , and the United States. (pp. 243-253). San Francisco: Jossey-Bass.
Merriam, S.B. & Clark, M.C. (2006). Learning and development: The connection in adulthood. In Hoare, C.H. (Ed.), The Oxford handbook of adult development and learning. (pp. 27-51). New York: Oxford University Press.
Clark, M. C. (2006). Life history. In G. Ritzer (Ed.), Blackwell Encyclopedia of Sociology. Oxford, UK: Blackwell.
Clark, M. C., & Rossiter, M. (2006). “Now the pieces are in place….”: Learning through personal storytelling in the adult classroom. New Horizons in Adult Education and Human Resource Development. 20(3), 19-33.
Clark, M.C. (In Press). Embodied learning. In English, L. (Ed.), Encyclopedia of adult education. London: Palgrave MacMillan.
Clark, M.C. (2005). Remembering Valerie-Lee Chapman, AKA Valena, Warrior Princess. International Journal of Qualitative Studies in Education, 18(3), 255-257.
Herzberg, T., Stough, L.M., & Clark, M.C. (2004). Teaching and assessing the appropriateness of uncontracted Braille. Journal of Visual Impairments and Blindness,98(12),773-779.
Clark, M.C., Froyed, J., Merton, P., & Richardson, J. (2004). The evolution of curricular change models within the Foundation Coalition. Journal of Engineering Education, 93(1), 1-11.
Clark, M.C., Revuelto, J., Kraft, D., & Beatty, P. (2003). Learning to work in teams. Journal of Student-Centered Learning, 1(3), 171-178.
A group Hearing Intervention into How women learn empathy in Prison. Adult Education Quarterly, 51(2), 146-164. (February 2001).
Clark, M.C. (2001). Incarcerated women and the construction of the self. In R. M. cervero, B.C. courtenay, & C.H. Monoghan (Eds.) The Cyril Ol Houle Scholars in Adult and Continuing Education Program global Reserch perspectives: Vol 1. Athens, GA: University of Georgia.
Clark, M.C., (2001). Off the beaten path: Some creative approaches in adult learning. In S. Merriam (Ed.) the New Update on Adult Learning Throry. New Dircetions in Adult and Continuing Education, No. 89. San Francisco:Jossey-Bass.
Clark, M.C., & Dirkx, J. (2000). Moving beyond a unitary self: A reflective dialogue. In A.L. Wilson & E.R. Hayes (Eds.), Handbook of Adult and Continuing Education. San Francisco: Josey-Bass.
Clark, M.C. (1999). Challenging the unitary self: Adult edcuation, feminist theory, and nonunitary sujectivity. The Canadian Journal for the Study of Adult Education, 13(2) 39-48.
Clark, M.C. (1999). Women in leadership: Living with the constraints of the glass ceiling. Initiatives, 59(1), 65-76, 1999.
Clark, M.C., Caffarella, R., Ingram, P. (1998). Leadership at the glass ceiling: Women's experience of mid-management roles. Initiatives, 58(4), 59-70.
Clark, M.C. & Watson, D.B. (1998) Women's experience of academic collaboration. In I. Saltiel, A. Sroi, and r. Brockett (Eds.), The Power and Potential of Collaborative Learning Partnerships. New Directions for Adult and Continuing Education, No. 79.
Coryell, J.E., Clark, M.C., & Pomerantz, A. (in press). Cultural fantasy narratives and heritage language learning: A case study of adult, heritage learners of Spanish. The Modern Language Journal, 94(3)
Sandlin, J., & Clark, M. C. (in press). From opportunity to responsibility: Political master narratives, social policy, and success stories in adult literacy education. Teachers College Record. [scheduled publication date February 2009]
Dr. BRYAN COLE
Pchenitchnaia, L., Cole, B., "A Framework of Essential Faculty Development for Teaching and Learning Centers in Research Extensive Universities," To Improve the Academy, Vol. 27, 2008.
Kimball, J., Cole, B., Hobson, M., Watson, K., Stanley, C. “A Study of Women Engineering Students and Time to Completion of First Year Required Courses at Texas A&M University,” accepted for publication in the Journal of Women and Minorities in Engineering, Vol 14, No. 1, pp. 67-82, 2008.
Cole, B., “A Systemic Approach to Building Institutional and Leadership Capacity,” Journal of the Chinese National Academy of Educational Administration, 2006, No. 1, January, 2006.
Akins, R. and Cole, B. “Science and Team Development,” INDECS Journal, Vol.4, No.1, June, 2006.
Akins, R.B., Cole, B.R. (2005). Barriers to implementation of patient safety systems in healthcare institutions: Leadership and policy implications. The Journal of Patient Safety, Vol.1, No.1.
Akins, R. B., Tolson, H., & Cole, B. (2005). Stability of response characteristics of a Delphi panel: Application of bootstrap data expansion. BMC Medical Research Methodology, 5(1), 1-12.
Harer, J. and Cole, B. (2005). The importance of the stakeholder in performance measurement: Critical processes and performance measures for assessing and improving academic library Services and Programs. College and Research Libraries, Vol.26, No.2.
Lincoln, Y., Cole, B., Wang, X., Yang, X. (2002). Context for higher education in China: An analysis of faculty issues. In D. Chapman and A. Austin (Eds.), Higher Education in the Developing World: Changing Contexts and Institutional Responses. Westport, CT: Greenwood Publishing Group, Inc.
Goldberg, J.S. and Cole, B.R. (2002). ,Qualitymanagement in education: Building excellence and equity in student performance. Quality Management Journal, 9(4).
Lincoln, Y. S., Cole B.R., Wang, X. & Yang, X. (2002). The Context for Higher Education Reform in China: An Analysis of Faculty Issues. In David Chapman and Ann E. Austin (Eds)., Higher Education in the Developing World: Changing Contexts and Institutional Responses. Westport, CT: Greenwood Press.
Dr. VIRGINIA COLLIER
** Torres, M.S., Collier, V., & Tolson, H. (2010). Studes' First Amendment rights and demographics: Gauging school board responsiveness to student speech policy. Current Issues in Education, Vol. 13, No. 3
Hoyle, J., & Collier, V. (2006). CEO superintendents and systems leadership in reducing school dropouts. Education and Urban Society (C. Russo, Ed.), 22 pp.
Collier, V. (Fall, 2006). Time and the school leader. Texas association of school administrators professional journal: Insight. 21(2), 22-24.
Hoyle, J., & Collier, V. (2006) Urban CEO superintendents’ alternative strategies in reducing school dropouts. Education and urban society11(39), 69-90.
Collier, V. (2005). Human resources management. The Superintendent as CEO, pp.159-180. Thousand Oaks, CA: Corwin Press.
Collier, V. (2005). Management of the organization, operations and resources. The Superintendent as CEO, pp.79-107. Thousand Oaks, CA: Corwin Press.
Hoyle, J. & Collier, V. (Fall, 2005). Systems leadership in reducing school dropouts. Texas Association of School Administrators Professional Journal Insight, 20(2), 16-19.
Hoyle, J., Bjork, L., Collier, V., & Glass, T. (2005). The superintendent as CEO: Standards-based performance. Thousand Oaks, CA: Corwin Press.
Collier, V. (2005). Women, ethics and spiritual leadership. Leadership a bridge to ourselves. Texas Council of Women School Executives, 256-262.
Collier, V. (2003). There's a chat room in your future. Insight, 17(3), 33-37.
Collier, V. (2002). Addressing the shortage of K-12 educators through distance learning cohorts. Proceedings of the distance learning conference in Austin, TX.
Collier, Virginia. (2000). Inspiring experience: President's message. Insight, 14, (4).
Collier, Virginia. (1999, Fall). Facing challenges in the legal arena: President's message. Insight, 13, (3).
Collier, Virginia. (1999, Winter). Imagine: President's message. Insight, 13, (4).
Collier, V. (1999). President's remarks. Insight, 4th Editions.
Collier, Virginia. (1999, Summer). Shaping future: President's message. Insight, 13, (4).
Dr. DEAN CORRIGAN
Corrigan, D. (2000) The Changing role of schools and higher education institutions with respect to community-based interagency collaboration and interprofessional partnerships., Peabody Journal of Education, 75 (3), 176-195
Corrigan, D and Bishop, K. (1998) Creating family-centered integrated service systems and interprofessional educational programs to implement them. Reprint of article, which appeared in Social Work in Education, 19 (3) 149-163. In Van Veen, D., Day, c. &
Elaine Demps
Demps, E., Lynham, S.A., Lincoln, Y.S. & Cifuentes, L. (2010). Understanding the faculty experience of teaching using educational technology at public research universities in the USA in the academic capitalism era: An interpretive critical inquiry. Paper accepted for presentation, annual meeting, Association for Human Resource Development, Knoxville, TN, March
Khalil M. Dirani
Tlaiss, H., & Dirani, K. M. (2015). Women and training: An empirical investigation in the Arab Middle East. Human Resource Development International, 18(4), 366-386
Dirani, K. M. (2014). Factors affecting training transfer in the Lebanese context: Implications for human resource development. The HR Review, 5(2), 1-10.
Akdere M., & Dirani, K. M. (2014). Human Resource Development in the Middle East. In R. Poell, T. Rocco, & Gene Roth, (Eds.), The Routledge Companion to HRD. New York, NY: Routledge.
Dr. LARRY DOOLEY
Bumguardner, K.M., Strong, R., Murphrey, T.P. & Dooley, L.M. (2014). Examining the blogging habits of agricultural leadership students: Understanding motivation, use, and self-efficacy. Journal of Agricultural Education. 55(3) doi:10.5032/lae.2014.03032
Strong, R., Dooley, L.M., Irby, T. & Snyder, L.U. (2014). Exploring the role of agricultural loans on food security: Mexican banks' acceptance and use of twitter to assist in evaluating farm loan applications, Journal of International Agriculture Extension Education. 21(2) doi: 10.5191/jiaee.2014.21204
Dooley, L.M. (2014). Standards and accreditation of HRD academic programs. In Neal Chalofsky, Tonnette Rocco & Lane Morris (Eds.). Human Resource Development Handbook. San Francisco: Pfeiffer.
Strong, R., Irby, T.L, & Dooley, L.M. (2013). Factors influencing agricultural leadership students[48]19 behavioral intentions: Examining the potential use of mobile technology in courses. Journal of Agricultural Education. 54(4), 149-161
McGuire, D., Garavan, T.N., and Dooley, L.M. (2012). Editors' introduction: Exploring the contested terrain of HRD -- A review and research agenda. In McGuire, D., Garavan, T.N., & Dooley, L.M. (Eds.) (2012) Fundamentals of human resource development. (Vols. 1-4). London: Sage
McGuire, D., Garavan, T.N., & Dooley, L.M. (Eds.) (2012) Fundamentals of human resource development. (Vols. 1-4). London: Sage
Dooley, L.M. (2012) The impact of emerging technologies and elearning on talent management within organizations. In Monica Lee (Ed.) Human Resource Development as We Know It. London, England: Routledge Publishing
Strong, R., & Dooley, L. M. (2012). Understanding informational needs of Mexican lendinginstitutions for improving loan distribution. Journal of International Agricultural andExtension Education, 19(2), 153-155
Dooley, K. E., Dooley, L. M. & Carranza, G. (2008). Beliefs, barriers, and benefits of a faculty abroad experience in Mexico. Journal of International Agricultural and Extension Education, 15(3).
Moates, J., Chermack, T.J. & Dooley, L.M.. (2008). Using scenarios to develop crisis managers: Applications of scenario planning and scenario-based training. Advances in Developing Human Resources, 10, 397-424.
McGoldrick, J., Stewart, J., Walton, J. & Dooley, L. (2006). Alan Moon: An Appreciation. Human Resource Development International (8) 4, pp. 509-511.
Lynham, S.A., Taylor, R.G., Naidoo, V., and Dooley, L.M. (2006) Corporate leadership for economic, social and political change: Lessons from South Africa. In Wayne Visser, Malcom McIntosh and Charlotte Middleton (Eds.), Corporate Citizenship in Africa. Sheffield, UK: Greenleaf Publishing.
Lynham, S. A., Taylor, R. G., Naidoo, V., & Dooley, L. M. (2006). Corporate leadership for economic, social and political change: Principles and practices learned from South African business leaders. Journal of Business and Society, 19(1&2).
Dooley, L.M. (2005). Academy of Human Resource Development and American Society for Training and Development: Collaborators or Competitors? Human Resource Development Quarterly (15) 4, pp. 395-361.
Dooley, L.M. (2005). Accreditation or Standards for Academic Programs? Human Resource Development Quarterly (16) 3, pp. 299-300.
Dooley, K.E., Lindner, J.E., & Dooley, L.M. (2005). Advanced Methods in Distance Education: Applications and Practices for Educators, Trainers, and Learners. Information Science Publishing: Hershey, PA.
Dooley, K.E., Lindner, J.R., Dooley, L.M. & Alagaraja, M. (2004). Behaviorally anchored competencies: Evaluation tool for training via distance. Human Resource Development International 7 (3).
Umble, K.E. & Dooley, L.M. (2004). Planning human resource development and continuing education programs that use educational technologies: Voices that must be heard. Advancs in Developing Human Resources, 6(1), 86-100.
Alagaraja, M., Dooley, L.M., Dooley, K.E. & Lindner, J.R. (2004). What's in a definition? National influences on HRD definitions. In Garavan, T., Collins, E., Morley, M., Carbery, R., Gubbins, C., & Prendeville, L. (Eds.), Human Resource Development: Cross-Cultural, Comparative and International Perspecives. Dublin, Ireland: Interesource Group Publishing.
Alagaraja, A. & Dooley, L.M. (2003). Origins and historical influences on human resource development: A global perspective. Human Resource Development Review, 2(1), 82-96.
Dooley, L.M. & Lindner, J.R. (2003). The handling of nonresponse error. Human Resource Development Quarterly, 14(1), 99-110.
Lynham, S.A., Dooley, L.M., Egan, T.M., Dooley, K.E., Taylor, R., Woog, R. and Chatterjee, D. (2002). A Theory of responsible leadership for performance (RLP): Development and operationalization. In (Udai Pareck, Aahad O. Osman-Gani, S. Ramnarayan and T.V. Rao, Eds.) Human Resource Development in Asia: Trends and Challenges. (pp. 645-652) New Delhi, India: Monham Primlani Oxford & IBH Publishing.
Dooley, L.M. (2002). Case study research and theory building. Advances in Developing Human Resources, 4(3), 335-354.
Dooley, L.M., (2001). Testing issues in HRD advertising and other public statements. Advances in Developing Human Resources (3)1 58-60.
Dooley, L.M. (2001). Testing issues in ownership of intellectual property. Advances in Developing Human Resources (3)1 63-65.
Dooley, L.M. (2000) Academic business affairs. In L.K. Johnsrud & V.J. Rosser, Understanding the work and career paths of midlevel administrators. New Directions in Higher Education 111 (3) 95-101.
Dooley, L.M., Metcalf, T., & Martinez, A. (1999) The adoption of computer technology and telecommunications by teachers. International Forum of Educational Technology and Society 2(4).
Dissertation: “Acculturation in a Voluntary Public Health Organization” March 1998.
Dooley, L.M., Dooley, K.E., and Byrom, K. (1998). Unanticipated attitudinal change: The progression toward self-directed distance training at HB Zachary. In Zane Burge and Deborah Schreiber (Eds.), Distance Training. San Francisco: Jossey-Bass. pp.351-3.
Dooley, L.M. (1997). Instructional use of compressed video teleconferencing: a report from faculty users. Ed Journal 11 (2), San Ramon, CA [Reprinted by permission of The American Journal of Distance Education and The Distance Education Online Symposium]
Dooley, L.M. (1996) Instructional use of compressed video teleconferencing: A report from faculty users. Distance Education Online Journal, 6 (10), University Park, Pennsylvania.
Dooley, L.M. (1996). Principles and practices of leadership in HRD. In Leadership Education: A Source Book, Sixth Edition. Greensboro, NC: Center for Creative Leadership.
“Strategic vs. Financial Controls and the Potential for Fraud”. The White Paper published by the Association of Certified Fraud Examiners. April/May 1994.
Dr. TOBY EGAN
Kim, S., & Egan, T. M. (2011). Establishing a formal cross-cultural mentoring organization and program. Journal of European Industrial Training, 35(1), 89-105
Kim, S., & Egan, T. M. (2011). Mentors break down cultural boundaries. Development and Learning in Organizations, 25(4), 23-25
Upton, M. & Egan, T. (2011). Three Approaches to multilevel theory building. Human Resource Development Review. 9(4), 333-356
Cho, Y., & Egan, T. M. (2009). Action learning research: A systematic review and conceptual framework. Human Resource Development Review, 8(4), 431-462
McLean, G. N., & Egan, T. M. (2008). Applying organization development tools in scenario planning. Advances in Developing Human Resources, 10(2), 240-257
Egan, T. M., & Song, Z. (2008). Are facilitated mentoring programs beneficial? A randomized experimental field study. Journal of Vocational Behavior, 72(3), 351-362.
Carden, L. L., & Egan, T. M. (2008). Does our literature support sectors newer to project management? Project Management Journal.
Carden, L. L., & Egan, T. M. (2008). Human resource development and project management: Key connections. Human Resource Development Review.
Egan, T. M. (2008). Organization development: Perspectives, processes and professional roles. In A. Rozanski, K. P. Kuchinke, & E. Boyar (Eds). Rozwoj zasobow ludzkich - teoria i praktyka [Human Resource Development[014]theory and practice]. Lublin, Poland: Lublin Technical University.
Egan, T. M. (2008). The relevance of organizational subculture for motivation to transfer learning. Human Resource Development Quarterly, 19(4).
Upton, M. G., & Egan, T. M. (2008). Toward a multilevel theory of career development: Advancing human resource development theory building. In D. Peroune, & R. Foster, (Eds.), Academy of Human Resource Development Cutting Edge Award Monograph (pp. 48-55). Bowling Green, OH: Academy of Human Resource Development.
Egan, T. M. (2008). Training and development in our ever-present globalization context: A theory-to- practice perspective. In V. C. X. Wang, & K. P. King (Eds), Global human performance and training issues. Charlotte, NC: Information Age Publishing.
Upton, M., Egan, T.M., & Lynham, S.A. (2006). Career development: Load-Bearing wall of window dressing? Exploring definitions, theories, and prospects for HRD-related theory building. Human Resource Development Review, 5(4), 442-477.
Waight, C., & Egan, T.M. (2005). Advances in Developing Human Resources: Underpinnings of creativity in human resource development. 7(2).
Egan, T. M., & Lancaster, C. (2005). Comparing appreciative inquiry and action research: Perspectives from OD practitioners. Organization Development Journal, 23(2), 29-49.
Egan, T.M. & Akdere, M. (2005). Clarifying distance education roles and competencies: Exploring similarities and differences between professional and student-practitioner perspectives. American Journal of Distance Education, 19(2), 87-103.
Egan, T.M. & Lancaster, C. (2005). Comparing appreciative inquiry and action research: Perspectives from OD practitioners. Organization Development Journal, 23(2), 29-49.
Egan, T.M. (2005). Creativity in the context of team diversity: Team leader perspectives. In C. Waight, & T.M. Egan (Eds.), Underpinnings of creativity of creativity in human resource development. Advances in Developing Human Resources, 7(2), 207-225.
Egan, T.M. (2005). Factors influencing individual creativity in the workplace: An examination of quantitive empirical research. Advances in Developing Human Resources, 7(2), 160-181.
Egan, T. M. (2005). The impact of goal orientation similarity on formal mentoring relationship outcomes. In S. Gibson & S. Hezlett (Eds.), Perspectives on mentoring and human resource development. Advances in Developing Human Resources.
Egan, T.M., Yang, B., & Bartlett, K.R. (2004). The effects of organizational learning culture and job satisfaction on motivation to transfer learning and turnover intention. Human Resource Development Quarterly, 15(3), 279-301.
Egan, T.M. (2003). An interview with Arthur D. Colman, M.D.: OD consultant, Jungian analyst, and author. Organization Development Journal, 21(3), 86-92.
Lynham, S.A. & Egan, T.M. (Eds.). (2003). Proceedings of the Academy of Human Resource Development. Bowling Green, OH: AHRD.
Lynham, S.A., Dooley, L.M., Egan, T.M., Dooley, K.E., Taylor, R., Woog, R. and Chatterjee, D. (2002). A Theory of responsible leadership for performance (RLP): Development and operationalization. In (Udai Pareck, Aahad O. Osman-Gani, S. Ramnarayan and T.V. Rao, Eds.) Human Resource Development in Asia: Trends and Challenges. (pp. 645-652) New Delhi, India: Monham Primlani Oxford & IBH Publishing.
Egan, T.M. (2002). Building theory in HRD from grounded theory approach. Advances in Developing Human Resources, 4(3), 277-295.
Egan, T.M. (2002). Human resource development and information technology: Making global connections. In C.M. Sleezer, T.L. Wentling & R.L. Cude (Eds.), Human Resource Development Quarterly, 13(3), 347-350.
Egan, T.M. (2002). Organization development: An examination of definitions and dependent variables. Organization Development Journal, 20(2), 59-70.
Egan, T.M. & Bies, A. (2001). Accuracy in marketing human resource development. Advances in Developing Human Resources, 3(1), 34-37.
Egan , T.M. & Bies, A (2001). Managing client reactions to evaluation results. Advances in Developing Human Resources, 3(1), 44-47.
Egan, T.M. & Bies A. (2001). Use of training materials in human resource development consulting. Advances in Developing Human Resource, 3(1) 65-67.
Egan, T. M. (in press). Executive coaching and managerial outlook: A multinational perspective. Human Resource Development International.
Egan, T. M. (in press). The impact of learning organization subculture on person-organization fit, satisfaction and performance. Human Resource Development Quarterly.
Cho, Y., & Egan, T. M. (in press). Balancing learning and action: A review of action learning research and theories. Advances in Developing Human Resources
Akdere, M., & Egan, T. M. (in press) Examining higher education-community partnerships through human resource development: Implications for innovation and technology management. International Journal of Innovation and Technology Management
Martin, D., Egan, T. M., Williams, A., Wilson, E., Holt, M., & Reaves, W. (2008, in press). Meeting Teacher Demand, Increasing Teacher Performance: Five Years of School-University Partnerships. Scholarly Partnerships Journal.
Dr. DAVID ERLANDSON
Torres, M.S., Zellner, L., & Erlandson, D. (2008). Administrator Perceptions of School Improvement Policies within a High Impact Policy Setting. International Journal of Education Policy and Leadership. Vol. 3, No. 7, 1-15.
Bloom, C.M., & Erlandson, D.A. (2003). African American women principals in urban schools: Realities, (re)constructions, and resolutions. Educational Administration Quarterly, XXXIX (3), 339-369.
Knight, S.L. & Erlandson, D.A. (2003). Harnessing complexity: A framework for analyzing school reform. Planning and Changing, 34(3 &4), 178-196.
Bloom, C.M., & Erlandson, D.A. (2003). Three voices in portraiture: Actor, artist, and audience. Qualitative Inquiry, 9 (6).
Zellner, L.J., & Erlandson, D.A., (2002). "Leaders for Our Schools: Reshaping School Leadership Preparation for the Recruitment and Retention of Principals" in Kochan, F., The Organizational and Human Dimensions of Successful Mentoring: Programs and Relationships, pp. 153-167. Greenwich, CT: Information Age Publishers.
Zellner, L., & Erlandson, D. (2002). Mentoring leaders: Some reflections on the experience. In The Organizational and Human Dimensions of Successful Mentoring Programs and Relationships. Francis K. Kochan, Ed., pp. 153-168. Greenwich, Conn.: Information Age Pub.
Gideon, B.H. & Erlandson, D.A.. (2001). Here's what happens when a principal says, "I want you to come up with the idea". Journal of Staff Development, 27 (4), 14-17.
Erlandson, D.A. & Wilson, A.P. (2001). School Leadership Library. Larchmont, NY: Eye on Education.
Zellner L., Skrla,L., and Erlandson, D.A. ( 2001). "The art of mentoring principals." Connections: NASSP Journal of Secondary & Higher Education, 3, 2-7.
Skrla, L., Erlandson, D.A., Reed, E.M. & Wilson, A.P. (2001). The Emerging Principalship. Larchmont, NY: Eye On Education, Publishers, 2001.
McNamara, J.F., Erlandson, D.A., & McNamara, M. (1999). Measurement and Evaluation: Strategies for School Improvement. Larchmont, JY: Eye on Education, Publishers.
Erlandson, D.A., Skrla, L., Westbrook, D., Hornback, S., & Mindiz-Melton, A. (1999). Reshaping urban education: A school-community-univesity collaborative initiative. Journal of School Leadership, 9(6), 552-573.
Dr. CHARLES FARNSWORTH
Fogelberg, K. & Farnsworth, C.C. (2009). Faculty and students' self-assessment of client communication skills and professional ethics in three veterinary medical schools. Journal of Veterinary Medical Education, 36(4), 423-428.
Farnsworth, C.C, Herman, J.D., Osterstock, J.B., Porterpan, B.L., Willard, M.D., Hooper, R.N., Roussel, A.J., Schmitz, D.G., Fogelberg, K. & Kochevar, D.T. (2008). Assessment of clinical reasoning skills in veterinary students prior to and after the clinical year of training. Journal of the American Veterinary Medical Association, 233(6), 879-882.
Farnsworth, C. C. & Fiechtner, L. (2007). Examination of an alternative track program: An outcomes assessment. Journal of the American Veterinary Medical Association, 230(8), 1152-1156.
Farnsworth, C. C. (1997). Measuring the effects of problem-based learning on the development of veterinary students' clinical expertise. Academic Medicine, 72(6), 552-554
Dr. GONZALO GARCIA
Foster, C., Garcia, G. & Rahe, A. (1998). Computer analysis of airforce aviators oral health status. Biomedical Sciences Instrumentation Journal, 24, 133-138.
Dr. ROGER GODDARD
Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. J. (2011)*. A social cognitive perspective on collective efficacy and goal attainment in schools: The roles of principals' instructional leadership and teacher collaboration. ERIC publication
Goddard, R. D. & Salloum, S. (2011)*. Collective efficacy beliefs, organizational excellence, and leadership. In K. Cameron & G. Spreitzer (Eds.) Positive Organizational Scholarship Handbook, 642-650. Oxford, England: Oxford University Press
Miller, R. J., Goddard, R. D., Kim, M., Goddard, Y. L. Schroeder, P. (2011)*. Evaluation of principals' professional development learning: Results of a randomized control trial. *with a student ERIC publication
* Goddard, Y. L., Numerski, C , Goddard, R. D., Salloum, S. & Berebitsky, D. (2010). A multilevel exploratory study of the relationship between teachers' perceptions of principals' instructional support and group norms for instruction in elementary schools. Elementary School Journal, 111(2), 336-357
Goddard, Y.L., Miller, R., Larsen, R., Goddard, R., Jacob, R., Madsen, J., & Schroeder, P. (2010)*. Connecting principal leadership, teacher collaboration, and student achievement. * with a student ERIC publication
Goddard, R. D. & Miller, R. J. (2010). Developing knowledge about the conceptualization, measurement and effects of school leadership. Elementary School Journal, 111(2), 219-225
Miller, R. J., Goddard Y., L., Goddard, R. G., & Larsen, R. (2010)*. Shared instructional leadership: A pathway to teacher collaboration and student achievement. *with a student ERIC publication
Scheurich, J. J., Goddard, R. D., Skrla, L., McKenzie, K. B., & Youngs, P. (2010) The most important research on urban school reform in the past decade? Educational Researcher, 39(9), 665-667
Salloum, S. & Goddard, R.D. (2010)*. The relative effects of finance and social capital in the production of human capital. * with a student ERIC publication.
Graham, J. (2009) (with R. Goddard). Roger Goddard: Collective Efficacy [Interview with Roger Goddard]. Professional Voice, 7(1), 53-58
Superfine, B. & Goddard, R.D. (2009) The expanding role of the courts in educational policy: The preschool remedy and an adequate education. Teachers College Record, 111(7), 1796-1833
Goddard, R.D., Salloum, S. & Berebitsky, D. (2009). Trust as a mediator of the relationships between academic achievement, poverty and minority status: Evidence from Michigan's public elementary schools. Educational Administration Quarterly, 45(2), 292-311
Dr. ELSA GONZALEZ
Gonzalez, E.M. & Lincoln, Y.S. (2008). Foreword. In Nydia Lucca & -----, eds., Foundations of Qualitative Research, Vol. I. San Juan, Puerto Rico: Bibliographica press.
Gonzalez y Gonzalez, E.M. & Lincoln, Y.S. (2007). Decolonizing Academic Research. In N.K. Denzin & M. Giardino, Eds. Qualitative inquiry and the conservative challenge, pp. 193-214. Walnut Creek, CA: Left Coast Press.
Lincoln, Y.S.& Gonzalez y Gonzalez, E.M. (2007). The search for emerging decolonizing methodologies in qualitative research: Further strategies for liberatory and democratic inquiry. Qualitative Inquiry, 14:8, forthcoming.
Gonzalez y Gonzalez, Elsa & Lincoln, Y.S. (2006). Decolonizing qualitative reasearch: Non-traditional reporting forms in the academy. Forum Qualitative Sozialforschung, http://www.qualitative-research.net/fqs/fqs-e/manuscript.
Gonzalez y Gonzalez, E.M. & Lincoln, Y.S. (2005). An analysis of present and possible futures of public and private Mexican universities: Perceptions and projections of current administrators. International Journal of Educational Policy, Research and Practice, 5:4, 35-71.
Lincoln, Y.S., Gonzalez y Gonzalez, E., Huckaby, M.F., Lopez, M., Spurlock, B., & Carpenter, S. (2002). The responsive university: Parents' perceptions and expectations. In H. Casanova (Ed.), Nuevas Politicas de la Educacion Superior, Serie Universidad Contemporanea. A Coruna: Netbiblo-Riseu.
Kasper, D.; Gonzalez, E.M.; and Paprock, K.E. (1999). Critical Perspective: Global Cultural Diversity, presented at the Quest for Global Competitiveness Forum. An Interdisciplinary and Multinational Conference, APICS Educational and Research Foundation, Inc. (pp. 36-38). Alexandria, VI: APICS.
Paprock, K. E. and Gonzalez, E.M. (1999). El diseno de forma de aprendizaje de acuerdo al contexto cultural. (The design of the type of learning according to cultural context) Ciencia, Arte: IPN Cultura. Mexico City, Mexico. P 6-12.
Paprock, K.E. and Gonzalez, E. M. (1998).Estilo Cognoscitivo: Una cuestion de diferencias culturas en el mundo? (Julio-Septiembre 1998) (Cognitive Style: A question of cultural differences in the world?) Competencia Laboral (Spanish). Vol. 7, pp. 4-9.
Paprock, K.E. and Gonzalez, E.M. (1998). Utilizacion de la tecnologia en la educacion a distancia y su impacto social en el desarrollo de recursos humanos (Use of technology in distance education and its social impact in human resource development). In J.L. Solleiro & A. Gonzalez (Eds.), Innovacion y Gestion Tecnologica para el Desarrollo Sustentable, ALTEC-AMTEC 98. Mexico, DF: UNAM.
Dr. ANN GUNDY
Gramann, J. & Gundy, A. (2006, October). Change and program persistence. Literacy Links. Vol. 10, No.6.
Dr. JOHN HOYLE
Hoyle, J. & Torres, M.S. (2010). Six Steps to Preparing Exemplary Principals and Superintendents: Leadership at its Best. Lanham, MD: Rowman & Littlefield
Hoyle, J. (2007-2008). "A preparation mystery: Why some succeed and others fail." Planning and Changing, 38 (3&4) 148-164.
Torres, M.S. & Hoyle, J. (2008). Students' Reflections on the Relevance and Quality of Highly Ranked Doctoral Programs in Educational Administration: Beacons of Leadership Preparation? AASA Journal of Scholarship and Practice. Vol. 5, No. 2, 5-13
Hoyle, J., & Torres, M. (2008). University leadership preparation and successful principals and superintendents. Rowman & Littlefield Publishers
McNamara, J., Lara-Alecio, R., Irby, B., Hoyle, J., & Tong, F. (2007). Doctoral Program Issues: Commentary on Companion Dissertations. In C. Mullen, T. Creighton, F. Dembowski, & S. Harris (Eds.) The handbook of doctoral programs in educational administration: Issues and challenges. NCPEA Press. Retrieved from the Connexions Web site: http://cnx.org/content/m14542/1.1/
Hoyle, J., & Torres, M. (2007). Doctorates on defensive (response article). The School Administrator, p. 4.
Hoyle, J. (2007). Leadership and futuring: Making visions happen. (2nd ed.). Corwin Press.
Hoyle, J. Seeking the spiritual side of leadership never fails. Invited chapter for P. Houston, A Blankenship, & B. Cole (Eds.), The soul of educational leadership. Corwin Press.
Hoyle, J., & Collier, V. (2006). CEO superintendents and systems leadership in reducing school dropouts. Education and Urban Society (C. Russo, Ed.), 22 pp.
Hoyle, J. (2006). Leadership for high-performing school is no mystery. Connections. NCPEA and Rice University. 25 pp
Hoyle, J. (2006). Leadership is no accident. In J. Vornburg (Ed.), Texas public school organization and administration (pp. 185-197). Kindall Hunt.
Hoyle, J. (2006). The good news about the preparation of school leaders: A professor’s view. School Leadership Review, 1(1), 2-19.
Hoyle, J., & Collier, V. (2006) Urban CEO superintendents’ alternative strategies in reducing school dropouts. Education and urban society11(39), 69-90.
Hoyle, J. & Papalewis, R. (2005). A review of the past century in educational administration. In T. Chreighton (Ed.), The Past, Present and Future of Educational Administration and the National Council of Professors of Educational Administration. NCPEA publications, 1-50.
Hoyle, J. & Collier, V. (Fall, 2005). Systems leadership in reducing school dropouts. Texas Association of School Administrators Professional Journal Insight, 20(2), 16-19.
Hoyle, J. (2005). The good news about the preparation of school leaders: A professor's view. School Leadership Review, 1(1), 2-19.
Hoyle, J.(2005). The standards movement in educational administration: A quest for respect. In T. Creighton, S. Harris, & J.C. Coleman (Eds), Crediting the past, challenging the present, creating the future (pp. 23-46). A project of the National Council of Professors of Educational Administration, published for the 2005 Summit on the Preparation of School Leaders, for distribution to NCPEA members and conference registrants.
Hoyle, J., Bjork, L., Collier, V., & Glass, T. (2005). The superintendent as CEO: Standards-based performance. Thousand Oaks, CA: Corwin Press.
Hoyle, J. (2004). A school leader: Why? Educational Leadership Review, 5(2).
Shidemantle, S. & Hoyle, J. (2004). Connecting superintendents with the technical core of teaching and learning: A synthesis of research findings. In Carr, C. & Fulmer, C. (Eds.), Educational leadership: 11th NCPEA yearbook.
Hoyle, J. (2003, Winter). Educational administration: Atlantis or Phoenix. The UCEA Review, 11-14.
Hoyle, J. (2003). Educational administration: Atlantis or Phoenix. In F.Lunenburg & C. Carr (Eds.), Shaping the future. The Tenth Yearbook of the National Council of Professors of Educational Administration. (pp. 5-35). Lanham, MD: Scarecrow Press.
Hoyle, John. (2002). Leadership and the force of love: Six keys to motivating with love. Thousand Oaks, CA: Corwin Press. 150pp.
Hoyle, J. (2002). Leadership is no accident. In J. Vornberg (Ed.), Texas public school organization and administration: 2003 (pp. 185-197). Kendall Hunt Pub.
Hoyle, J. (2002). Leadership: Taking charge or taking off. In J. Vornberg (Ed.), Texas public school organization and administration. Kendall Hunt Publishing, pp. 185-197.
Hoyle, J. (2002). Making large classes small through creative teaching. In C. Stanley, & E. Porter (Eds.), Engaging large classes: Strategies and techniques for college faculty. Anker Publishing Co., (pp. 186-299).
Hoyle, J., (2002). Preparing spiritual school leaders: Should professors of educational administration go there? Education Leadership Review, 3(3), 36-40.
Hoyle, J. (2002). The highest form of leadership: How can we help tomorrow's leaders catch the spirit? The School Administrator, 8(59).
Hoyle, J. (2001). I've got standards, you got standards, all God's children got standards. The AASA Professor, 24 (2), 27-32.
Hoyle, J. and Slater, R., (2001) Love, Happiness and America's Schools. Phi Delta Kappan, 82, 790-794.
Making large classes in education small through creative teaching for teaching large classes well: A handbook for faculty in higher education. (Edited by Christine Stanley & Erin Porter). 2001. 15-17 pages.
Ealy, C., Hoyle, J.R., Hogan, D., & Skrla, L. (2001). Superintendent performance evaluation and its relationship to district student performance. NCPEA Yearbook 2001.
Career Game Plan for Student-Athletes, 2000; Textbook on Career Development for Student-Athletes published by Prentice Hall Publishers.
Hoyle, J. & Oates, A. (2000). Marching into a new millennium, 2000, NCPEA Yearbook, Scarecrow Press, Inc., Lanham, Md. pp. 104-115.
Ealy, C., Hogan, D., Skrla, L., & Hoyle, J.R. (2000). Superintendent performance evaluation: Its relationship to standards, policy, and quality. NCPEA Yearbook 2000.
Hoyle, J. (2000). The superintendents' surprise; Performance evaluation. In P. Short & Schrivner (Eds.), Case studies for superintendent. Scarecrow Press.
Hoyle, J. (1999). Leadership and futuring: Making visions happen. Shahan Pub. Co.
Hoyle, J., & Skrla, L. (1999). The politics of superintendent evaluation. Journal of Personnel Evaluation in Education, 13(4), 405-419.
Hoyle, J. (1999). The triumphant Superintendent. The School Administrator.
Hoyle, J. & Oates, A. (1998). Principals' interpersonal sensitivity toward teachers, central office personnel, parents, business leaders, and community members. Sixth yearbook of the National Council of Professors of Educational Administration. Technomic.
Hoyle, J., English, F., & Steffy, B. (1998). Skills for successful 21st century school leaders. Arlington, VA: American Association of School Administrators.
Hoyle, J.R. and Oates, A.D. (1998). Toward the Year 2000: Leadership for Quality Schools, NCPEA Yearbook, Technomic Publishing, Lancaster, PA, pp. 148-154.
Hoyle, J., Thompson, D. & MacNamara, J. (1997). A synthesis of job satisfaction research in the EAQ 1965-1990. Educational Administration Quarterly, 7-37.
“Beyond Athletic Participation: Career Development Interventions with Student-Athletes”. Journal of College Student Development; Nov./Dec. 1997; co-authored with Chris Brown, University of Missouri.
Hoyle, J. (2008). Diplomacy and Leadership. In P. Houston, (Ed.) "Leading with Spirit and Diplomacy." Corwin Press. 12-23. (in press).
Hoyle, J. & Kutka, T. (2008 in press). Maintaining America’s egalitarian edge in the 21st century: Unifying K-12 and postsecondary for the success of all students. Theory in Practice. Spring.
PEGGY SUE HYMAN
Smith, H.V., Chlup, D.T., Appelt, K., Durbin, P. ( Eds.) (2005). Spreading the Success: A Compliation of Adult Learner Success Stories. College Station, TX: Texas Center for the Advancement of Literacy and Learning.
Beverly Irby
Irby, B. J., *Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2015). Informal individual learning via virtual professional development: A proposal for massive open online professional informal individual learning (MOOPIL). In F. Nafukho and B. J. Irby, (Eds.), Handbook of innovative technology integration in higher education (pp. 343-355). ershey, PA: IGI Global.
Tong, F., Luo, W., Irby, B.J. Lara-Alecio, R., & Rivera, H. (2015, on-line first). Investigating the impact of professional development on teachers[48]19s instructional time allocation and English learners[48]19 cognitive and academic language development: A multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism. Doi:10.1080/13670050.2015.1051509 [ISI 2014, Impact Factor 1.027]
Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2015). Measuring and comparing academic language development and conceptual understanding via science notebooks. Journal of Educational Research.
Irby, B. J. (2015). Mentor Capital. Mentoring and Tutoring: Partnership in Learning. 23(1), 1-5
Irby, B. J., Lunenburg, F. C., Lara-Alecio, R., & Tong, F. (2015). Qualitative Critique: A Heuristic Tool for Doctoral Students to Use in Improving their Research Skills. Journal of Education and Literature, 3(4), 147-158.
*Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F. (2015). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 1-17. DOI: 10.1007/s10763-015-9640-7
Irby, B. J., Abdelrahman, N, Tang, S., Yang, P., Phuong, T., Tong, F., & Lara-Alecio, R.. (2015). Science achievement among economically challenged students in the United States: A scoping analysis. In A. Simone (Ed.), Inclusion in Science Education. Nova Publishing. NY, USA.
Irby, B. J., & Boswell, J. (2015). Supplying the Demand for Professional Development. Mentoring and Tutoring: Partnership in Learning, 23(4), 269-272
Tong, F., Lara-Alecio, R., & Irby, B. J. (2015). Teachers perception of virtual professional development in a randomized control trial. International Journals of New Technology and Research, 1(7), 58-61.
*Ramos, N.A., Irby, B. J. Brown, G., Tong, F., & Lara-Alecio, R. (2015). The impact of teachers[48]19s native language on English language learners[48]19s Reading achievement in English and Spanish. International Journal of Education, 3(1), 1-15
Abdelrahman, N., & Irby B., J. (2015). The perceptions of faculty members on hybrid learning: A naturalistic case study. In F. M. Nafukho & B. J. Irby (Eds.), Handbook of research on innovative technology integration in higher education. College Station, PA: IGI Global.
Irby, B. J. (2015). Virtual Mentoring and Coaching. Mentoring and Tutoring: Partnership in Learning, 23(3), 183-186
Irby, B., J., Boswell, J., & Abdelrahman, N. (2015). (Ed.) Women's issues in the workplace. San Antonio, TX: Advancingwomen.com (Gretchen Glasscock, Publisher).
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). A longitudinal study of integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research. doi:10.1080/00220671.2013.833072
Tong, F., Irby, B. J., Lara-Alecio, R., *Guerrero, C., *Fan, Y., & *Huerta, M. (2014). A randomized study of literacy integrated science intervention for low SES middle school students: Findings from first year implementation. International Journal of Science Education. doi: 10.1080/09500693.2014.883107
Irby, B. J., Abdelrahman, N., & Phuon, T. (2014) A systematic review dissertations over 20 years related to women in STEM. In B.J. Irby, J. Boswell, N. Abdelrahman, R. Lara-Alecio & Tong, F. (Eds.). (2014). Gender related issues in STEM.
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & *Fan, Y. (2014). Computer assisted English language learning in Costa Rican elementary school: An experimental study. Computer Assisted Language Learning (CALL). doi:10.1080/09588221.2014.903977
*Huerta, M., Lara-Alecio, R., Tong, F., & Irby, B. J. (2014). Developing and validating a science notebook rubric for fifth grade non-mainstream students. International Journal of Science Education, 36(11), 1849-1870. doi: 10.1080/09500693.2013.879623. [2013 Impact Factor 1.516]
Jean-Marie, G., Grant, C., & Irby, B. J. (Eds) (2014). Duality of women in the academy. Charlotte, NC: Information Age Publishing. Part of the Research on Women in Education AERA Special Series
Madsen, J., Schroeder, P.,& Irby, B., (2014) Education reform and leadership, The Delta Kappa Gamma Bulletin, 80(4), 23-29
Nafukho, F.M., Muyia, M.A. H., & Irby, B. J. (eds.). (2014). Governance and transformation of universities in Africa. Charlotte, NC: Information Age Publishing.
Nafukho, M, F, Muyia, M. A. H. Irby, J. B. (2014). Governance and transformations of universities in Africa: A global perspective (Series Ed.). Information Age Publishing, Inc., Charlotte: NC.
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5), 410-426. doi:10.1080/00220671.2013.833072. [2013 ISI 5-year impact factor: 1.282]
Irby, B. J. (2014). Editor[48]19s Overview: A 20-Year Content Review of Research on the Topic of Developmental Mentoring Relationships Published in the Mentoring & Tutoring Journal, 22(3), 181-189.
Lunenburg, F. C., & Irby, B. J. (2014). Strengthening the principal's toolbox: Strategies to boost learning. National Forum Journal of Educational Administration and Supervision Journal., 32(1), 4-18
Irby, B. J., Tong, F., Lara-Alecio, R., *Guerrero, C., *Jimenez, D., & *Lopez, T. (2014). What works for learners and their teachers in second language learning classrooms. In P. R. Cook, (Ed.), Educational trends: A symposium in Belize, Central America (pp. 80-91). Newcastle, UK: Cambridge Scholars Publishing
Koch, J., Polnick, B., & Irby, B. J. (Editors). (2014). Women in STEM: A neverending story. Charlotte, NC: Information Age Publishing
Irby, B. J., Tong, F., Lara-Alecio, R., & Rodriguez, L. (2013). An early childhood case: Montessori bilingual pre-kindergarten education and brain-based learning. In T. Jones (Ed.), Education in a brain world: A roadmap to natural learning in schools. Lanham, MD: Rowman & Littlefield
Lunenburg, F. C., & Irby, B. J. (2013). A step-by-step guide to publishing: Beginning the road to tenure. School Leadership Review, 8(2)
Lara-Alecio, Irby, B., Tong, F. & *Guerrero, C. (2013). Cognitively demanding level questions developed for Edusmart Science Software
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Content Analysis of the Frog Street Assessment. Frog Street Press
Irby, B. J., & Lunenburg, F. C. (2013). Curriculum development and implementation: The Irby-Lunenburg model. International Journal of Education, 1(1), 1-7
Lunenburg, F. C., & Irby, B. J. (2013). Development of administrative thought: A historical overview. International Journal of Organizational Theory, 1(1), 1-20
Irby, B. J., Tong, F., Polnick, B., Lara-Alecio, R., *Fan, Y. (2013). Early identification of English language learners for gifted education programs using the Hispanic Bilingual Gifted Screening Instrument: Teacher differences in judgments of students by gender. He Kupu Journal, 3(3), 89-99.
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Reliability Analysis of the Frog Street Assessment. Frog Street Press
Lin, Y. F., Li, C. S., Irby, B. J., & Brown, G. (2013). Exploring Asian female pastors[48]19 intimate relationships: Using the story of Levite[48]19s concubine. Counseling and Values, 58(2)
Irby, B., Brown, G., Lara-Alecio, R. & Jackson, S. (2013). Handbook of Educational Theories, Charlotte, NC: Information Age Publishing
Lunenburg, F. C., & Irby, B. J. (2013). Strengthening the principal's toolbox: Strategies to boost learning. International Journal of Organizational Behavior in Education, 1(1)
Irby, B. J., Lara-Alecio, R., & Tong, F. (2013). Ten tips for working with infants and toddlers who are dual language learners. In Willis, C. (Ed). Learn every day building strong foundations for infants, toddlers, and twos (pp. 100-116). Lewisville, NC: Kaplan Early Learning.
*Fultz, M., Lara-Alecio, R., Irby, B.J., & Tong, F. (2013). The Hispanic bilingual gifted screening instrument: A validation study. Multicultural Issues Journal, 10(1), 1-26
Irby, B. J., & Brown, G. (2013). The synergistic leadership theory. In B.J. Irby, G. Brown, & R. Lara-Alecio (Eds.) and F. English (Section Ed.) The handbook of educational theories.Charlotte, NC: Information Age Publishing
Lara-Alecio, R., Irby, B. J., & Tong, F. (2013). The transitional bilingual pedagogical theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and S. Jackson (Section Ed.) The handbook of educational theories (pp.1129-1138). Charlotte, NC: Information Age Publishing
Koch, J., Polnick, B., & Irby, B. J. (Editors). (2013). Women in STEM: A neverending story. Charlotte, NC: Information Age Publishing
Irby, B. J. (Winter, 2013). Women in STEM research: An interview with Dr. Janice Koch and Dr. Yael Wyner.(Invited interview). International Journal for Professional Educators. Delta Kappa Gamma Bulletin, 79(2), 47-51
*Contreras-Vanegas, A. L., Lara-Alecio, R., Tong, F., Irby, B. J., & Pollard-Durodola, S. (2012). The inter-rater reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). Applied Educational Research Journal, 25(3), 1-13
Abdelrahman, N., & Irby, B. J. (in press, 2015). Hybrid Learning Platform: A Pathway to Higher Education. International Journal of New Technology and Research.
Tong, F., Irby, B. J., Lara-Alecio, R., & *Guerrero, C. (in press, 2015). Invited Chapter. How professional learning can shape teachers[48]19 pedagogical delivery of science and language teaching in middle school classroom for English language learners. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer.
Irby, B. J. & Lunenburg, F. C. (2014). Promoting ethical behavior for school administrators. Journal of Ethical Educational Leadership, 1(4), 1-28.
Tong, F., Irby, B. J., & Lara-Alecio, R., & Koch, J. (in press). A longitudinal study of integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research
Abdelrahman, N. ., & Irby B., J. (in press, 2015). Arab spring Arab Spring and Teacher Professional Development in Egypt: A Naturalistic Case Study. In H. R. Gerber & E. Mohamed (Eds.). Education and the Arab Spring
Lara-Alecio, R., & Irby, B. (in press, 2015). El Raton Vaquero. A bilingual literacy book. Published by Frog street
Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, Rf., & Tong, F. (in press, 2015). Horizons for mentoring. In B. F. Kochan (Ed.), Handbook on Mentoring, Springer
Abdelrahman, N., & Irby, B. J. (in press, 2015). Hybrid Learning Platform: A Pathway to Higher Education. International Journal of New Technology and Research.
Tong, F., Irby, B. J., Lara-Alecio, R., & *Guerrero, C. (in press, 2015). Invited Chapter. How professional learning can shape teachers[48]19 pedagogical delivery of science and language teaching in middle school classroom for English language learners. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer.
Lara-Alecio, R., Koch, J., Irby, B. J., & Tong, F. (in press, 2015). Invited Chapter. How to measure big ideas in science for improving English language learners[48]19 conceptual understanding. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer
Irby, B. J., Lara-Alecio, R., Tong, F., & *Phuong, To Tam. (In press, 2015). Invited Chapter. The use of research-based ESL strategies with lower grade middle school English language learners in the science classroom. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer
*Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (in press, 2015). Measuring and comparing academic language development and conceptual understanding via science notebooks. Journal of Educational Research. [2013 5-year impact factor: 1.282]
Irby, B. J., Lunenburg, F. C., Lara-Alecio, R., & Tong, F. (in press, 2015). Qualitative Critique: A Heuristic Tool for Doctoral Students to Use in Improving their Research Skills. Journal of Education and Literature
Lara-Alecio, R., & Irby, B. (in press, 2015). The Cowboy Mouse. A bilingual literacy book. Published by Frog street.
*Spies, T., Tong, F., Lara-Alecio, R., & Irby, B. J. (in press, 2015). The influence of developing oral language on Reading comprehension of English language learners. International Journal of Current Research, 7(10)
Robert Trez Jones
Lindner, J., Edney, K, and Jones, T. (2010). Using Instructional Technologies Outside the Classroom: Graphing Calculators and the Texas FFA Agricultural Mechanics Career Development Event. Journal of Southern Agricultural Education Research: Vol 60, 2010
NAMHEE KIM
Kim, N. H., Park, S. J., & McLean, G. N. (2009). A review of company-sponsored training programs for women employees in Korea. Korean Journal of Human Resource Development, 11(3), 213-231
Kim, N. H., & McLean, G. N. (2008). Stability and dominance in career success orientation in South Korean employees. Human Resource Development International, 11(1), 19-34
Dr. VICENTE LECHUGA
Lechuga, V.M. (2015). Structuring for organizational efficiency and effectiveness: A case study of market-based teaching and learning. Journal of the Professoriate, 8(2), 1-29
Lechuga, V. M. (2014). A non-intrusive approach to faculty mentoring: Underrepresented faculty in STEM disciplines. Higher Education, 68(6), 909-926. DOI: 10.1007/s10734-014-9751-z
Lechuga, V. M. (2012). Exploring culture from a distance: The utility of telephone interviews in qualitative research. Qualitative Studies in Education, 25(3), 251-268
Lechuga, V. M. (2012). Latino faculty in STEM disciplines: Motivation to engage in research activities. Journal of Latinos and Education, 11(2), 107-123
Lechuga, V.M., & Chang, D.A. (2012). Motivation and scholarly work: Cultivating and sustaining faculty research productivity. Journal of the Professoriate, 6(2), 59-97
Deiserio, A., & Lechuga, V.M. (2012). The global growth of private higher education [Book Review]. Review of Higher Education, 35(4), 656-658
Lechuga, V. M. (2011). Faculty-graduate student mentoring relationships: Mentors' perceived roles and responsibilities. Higher Education, 62(10), 757-771, DOI: 10.1007/s10734-011-9416-0
Tierney, W.G., & Lechuga, V.M. (2010). Differences in academic faculty at traditional and for-profit colleges and universities: Policy implications for academic freedom. In G. C. Hentschke, V. M. Lechuga & W. G. Tierney (Eds.), For-profit colleges and universities: Their markets, regulation, performance, and place in higher education. Sterling, VA: Stylus Publishing
Hentschke, G., Lechuga, V.M., & Tierney, W.G. (2010). For-profit colleges and universities in a knowledge economy. In G. C. Hentschke, V. M. Lechuga & W. G. Tierney (Eds.), For-profit colleges and universities: Their markets, regulation, performance, and place in higher education. Sterling, VA: Stylus Publishing
Tierney, W.G., & Lechuga, V.M. (2010). The social significance of academic freedom. Cultural StudiesCritical Methodologies, 10(2), 118-133
Lechuga, V.M. (2010). Who are they and what do they do? In G. C. Hentschke, V. M. Lechuga & W. G. Tierney (Eds.), For-profit colleges and universities: Their markets, regulation, performance, and place in higher education. Sterling, VA: Stylus Publishing
Lechuga, V.M., & Schaefer, C. (2009). Let her play: Challenges from within that threaten Title IX and women's intercollegiate athletics. Journal for the Study of Sports and Athletes in Education, 3(1), pp. 85-98
Lechuga, V.M., Clerc, L., & Howell, A.K. (2009). Power, privilege, and learning: Facilitating encountered situations to promote social justice. Journal of College Student Development, 50(2), pp 229-244.
Lechuga, V.M. (2009). The paradox of for-profit higher education (pp. 205-224). In J.C. Knapp & D.J. Siegel (Eds.), The business of higher education (Vol. 2): Management and fiscal strategies. Westport, CT: Praeger
Lechuga, V.M. (2008). Assessment, knowledge, and customer service: Contextualizing faculty work at for-profit colleges and universities. Review of Higher Education, 31(3), pp. 287-307.
Lechuga, V.M. (2006). The Changing Landscape of the Academic Profession: The culture of faculty at for-profit colleges and universities. New York: Routledge.
Tierney, W.G., & Lechuga, V.M. (2005). Academic freedom in the 21st century. Thought & Action, 21, 7-22.
Lechuga, V.M. (2005). Protecting academic freedom in a time of crisis. Navigator, 5(1), 1-3.
Lechuga, V.M. (2004). Challenges and responsibilities: A review of governing academia. Metropolitan Universities Journal, 15(1), 127-129.
Lechuga, V.M. (2004). Exploring current issues of shared governance. In W.G. Tierney & V.M. Lechuga (Eds.), Restructuring Shared Governance in Higher Education. New Directions for Higher Education. San Francisco: Jossey-Bass.
Tierney, W.G. & Lechuga, V.M. (Eds.). (2004). Restructuring Shared Governance in Higher Education. New Directions for Higher Educatio, San Francisco: Jossey-Bass.
Lechuga, V.M., Tierney, W.G., & Hentschke, G. (2003). Expanding the Horizon: For-profit degree granting institutions in higher education. Los Angeles: University of Southern California, Center for Higher Education Policy Analysis.
Campbell, C.D., Lechuga, V.M. & Venegas, K. (2003). Report on the University of Southern California faculty satisfaction survey. Center for Higher Education Policy Analysis. Los Angeles: University of Southern California.
Lechuga, V.M. (2002). Will the Pell grant have the ability to provide access and choice in the future? Report No. HE-034874. Washington, DC (ERIC Document Reproduction Service No. ED464559). [Reprinted in Academic Exchange - Extra, June 2002].
*Bouchet, A., Hutchinson, M., & Lechuga, V. M. (in press). Brand establishment at the University of Chicago: An investigation of de-escalation of commitment at the University of Chicago. Journal of Sport Administration & Supervision
Dr. JIE LI
Wang, G. & Li, J. (2003). Measuring HPT interventions: The dilemna, challenges, and solutions. Performance Improvement, 42(10), 17-22.
Gray, K., & Li, J. (1993). The Gender Gap in Yearly Earnings: Is it Lack of Education or Occupational Segregation? Journal of Vocational Education Research.
Li, J. & Madsen, J. (In Press 2010) Examining Chinese Managers' Work-related Values and Attitudes. Chinese Management Studies
Rothwell, A., Butler, M., Hunt, D., Li, J., Maldonado, C., & Peters, K. (In press). The handbook of training technologies: Reinventing training for the new millennium
Dr. YVONNA LINCOLN
Valentin, M.A., Valentin, C., Lincoln, Y.S., Gonzalez, E.M. (2016). The importance of mentorship: Reflections of the life experiences and consejos from successful Latino/as, a phenomenological study. National Forum of Applied Educational Research Journal, 29:1&2, 34-45.
Liles, M.J., Peterson, M.J., Lincoln, Y.S., Seminoff, J.A., Gaos, A.R. and Peterson, T.R. (2015). Connecting international priorities with human wellbeing in low-income regions: Lessons from hawksbill turtle conservation in El Salvador. Local Environment. DOI.org/10.1080/13549830.2014.0-5516
Cannella, G.S. & Lincoln, Y.S. (2015). Critical qualitative research in global neoliberalism: Foucault, Inquiry, and transformative possibilities. In N.K. Denzin & M.D. Giardina, eds. Qualitative Inquiry and the Politics of Research, pp. 51-74. Walnut Creek, CA: Left Coast Press
Cannella, G.S. & Lincoln, Y.S. (2015). Deploying qualitative methods for critical social purposes. In G.S. Cannella, M.S. P[233][233]rez & P.A. Pasque, eds., Critical Qualitative Inquiry: Foundations and Futures, pp. 243-264. Walnut Creek, CA: Left Coast Press.
*Gonzalez, E., Valentin, M., Johnson, D., Valentin, C.,Jr., Lopez, B., Gonzalez, A., Lincoln, Y.S., & Stanley, C.A. (2015). Retention of Latina STEM Students in Texas: Exploring the Experiences that Should Be Considered. In F. Hernandez, E. Murakami G. Rodriguez, Eds., Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds), pp. 205-215. Columbia, SC: Information Age Publishing.
Cannella, G.S. & Lincoln, Y.S. (2014) Critical qualitative work and the corporatized university: On a collision course. In N.K. Denzin & M. Giardina, eds. QUALITATIVE INQUIRY PAST, PRESENT AND FUTURE: A CRITICAL READER. Walnut Creek, CA: Left Coast Press.
Lincoln, Y.S. (2014) Qualitative research in the 21st century, and the special problems of ethics. In G.S. Cannella, M.S. Perez and P. Pasque, eds. CRITICAL QUALITATIVE RESEARCH: FOUNDATIONS AND FUTURES. Walnut Creek, CA: Left Coast Press
Denzin, N.K. and Lincoln, Y.S., Eds. (2013-2017). THE SAGE HANDBOOK OF QUALITATIVE RESEARCH, 5th Edition. Thousand Oaks, CA: SAGE Publications
Lincoln, Y.S. (2013). [48]1CNorman K. Denzin [48]13ein Leben in Bewegung". In Qualitative Forschung: Ein Handbuch, Vol. 5, Uwe Flick, Ernst von Kardorff & Ines Steinke, Eds.,pp.96-105. Hamburg, Germany: Rohwolht Taschenbuch Verlag
Lincoln, Y.S. & Guba, E.G. (2013). The constructivist[48]19s credo. Walnut Creek, CA: Left Coast Press
Lincoln, Y.S. and Guba, E.G. (2013-4). THE CONSTRUCTIVIST CREDO. Walnut Creek, CA: Left Coast Press
Denzin, N.K. & Lincoln, Y.S. , Eds. (2012). COLLECTING AND INTERPRETING QUALITATIVE DATA. Thousand Oaks, CA: Sage Publications
Matteson, S., Capraro, M. M., Capraro, R. M., & Lincoln, Y. S. (2012). Extricating justification scheme theory in middle school problem solving. Investigations in Mathematics Learning.5(1), 38-62
Denzin, N.K. & Lincoln, Y.S., Eds. (2012). STRATEGIES OF QUALITATIVE RESEARCH. Thousand Oaks, CA: Sage Publications
Denzin, N.K. & Lincoln, Y.S. (2012). THE LANDSCAPE OF QUALITATIVE RESEARCH. Thousand Oaks, CA: SAGE Publications
Lincoln, Y.S. (2012) The political economy of publication: Marketing, commodification, and qualitative scholarly work. Qualitative Health Research, 22:11, 1451-1459
Denzin, N.K. & Lincoln, Y.S. (2012) THE SAGE HANDBOOK OF QUALITATIVE INQUIRY, 4th Ed.. Thousand Oaks, CA: Sage Publications
Lincoln, Y.S. & Denzin, N.K. (2011). Epilogue: Toward a “refunctioned ethnography”. In N.K. Denzin and Y.S. Lincoln, eds., The SAGE handbook of qualitative research, 4th Ed., pp. 715-718. Thousand Oaks, CA: Sage
Denzin, N.K. & Lincoln, Y.S., Eds. (In press, 2011). Handbook of Qualitative Research, 4th Ed. Thousand Oaks, CA: Sage Publications
Lincoln, Y.S., Guba, E.G. and Lynham, S.A. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In N.K. Denzin & Y.S.Lincoln, eds. The SAGE handbook of qualitative research, 4th Ed., pp. 97-128. Thousand Oaks, CA: Sage
Lincoln, Y.S. (2010). Research Libraries in the 21st Century. In John A. Smart and W. G. Tierney, Eds. Higher education: Handbook of theory and research, Vol. 27, pp. xxxx. New York: Agathon Press
Lincoln, Y.S. (2010). Research Libraries in the 21st Century. In John A. Smart and W. G. Tierney, Eds. Higher education: Handbook of theory and research, Vol. 27, pp. xxxx. New York: Agathon Press
Lincoln, Y.S. (2010). Re-thinking emotional intelligence: An alternative proposal. Advances in Developing Human Resources, 11:6 (December), 784-791
Guido, F.M., Chvez, A.F. & Lincoln, Y.S. (2010). Underlying paradigms in student affairs research and practice. Journal for Student Affairs Research and Practice.
Demps, E., Lynham, S.A., Lincoln, Y.S. & Cifuentes, L. (2010). Understanding the faculty experience of teaching using educational technology at public research universities in the USA in the academic capitalism era: An interpretive critical inquiry. Paper accepted for presentation, annual meeting, Association for Human Resource Development, Knoxville, TN, March
Lincoln, Y.S. (2010). "What a long, strange trip it's been[026]"; Twenty-five years of qualitative and new paradigm research. Qualitative Inquiry, 16(1), 3-9.
Cannella, G.S. & Lincoln, Y.S. (2009). Deploying qualitative methods for critical social purposes. In Denzin, N.K. & Giardina, M. D., eds. Qualitative inquiry and social justice: Toward a politics of hope, pp. 53-72. Walnut Creek, CA: Left Coast Press
Kyrillidou, M., Cook, C., & Lincoln, Y.S. (2009). Digital Library Service Quality: What Does It Look Like? In Giannis Tsakonas & Christos Papatheodorou, Eds. Evaluation of digital libraries: An insight into useful applications and methods, pp. 187-214. Oxford, UK: Chandos Publishing
Lincoln, Y.S. (2009). Ethical Practices in Qualitative Research. In D.M. Mertens and P. Goddard, eds. Handbook of ethics in qualitative research, pp.150-169. Thousand Oaks, CA: Sage Publications
Lincoln, Y.S. & Denzin, N.K. (2008). Epilogue: The Lions Speak. In N.K. Denzin & Y.S. Lincoln, eds. Handbook of critical and indegenous inquiry, pp. 563-571. Thousand Oaks, CA: Sage Publications.
Lincoln, Y.S. (2008). For Egon's friends and colleagues. International Journal of Qualitative Studies in Education, 21:6
Gonzalez, E.M. & Lincoln, Y.S. (2008). Foreword. In Nydia Lucca & -----, eds., Foundations of Qualitative Research, Vol. I. San Juan, Puerto Rico: Bibliographica press.
Denzin, N.K., Lincoln, Y.S., & Smith, L. T., Eds. (2008). Handbook of critical and indigenous methodologies. Thousand Oaks, CA: Sage Publications, Inc.
Lincoln, Y.S. (2007). Authenticity criteria. In George Ritzer, Ed. The encyclopedia of sociology, Vols. 1-6. Oxford, England: Blackwell Publishing Co.
Ellis, Ca., Bochner, A.P., Denzin, N.K., Lincoln, Y.S., Morse, J.M., Pelias, R.J. & Richardson, L. (2007). Coda: Talking and Thinking about Qualitative Research. In N.K. Denzin & M. D. Giardina, eds., Ethical futures in qualitative research: Decolonizing the politics of knowledge, pp. 220-267. Walnut Creek, CA: Left Coast Press.
Gonzalez y Gonzalez, E.M. & Lincoln, Y.S. (2007). Decolonizing Academic Research. In N.K. Denzin & M. Giardino, Eds. Qualitative inquiry and the conservative challenge, pp. 193-214. Walnut Creek, CA: Left Coast Press.
Lincoln, Y.S. & Cannella, G.S. (2007). Ethics and the Broader Rethinking/Reconceptualization of Research as Construct. In N.K. Denzin & M.D. Giardina, eds., Ethical futures in qualitative research: Decolonizing the politics of knowledge, pp. 67-83. Walnut Creek, CA: Left Coast Press.
E .G. & Lincoln, Y.S. (2007). La valutazione di quarta generazion. In Nicoletta Stame, ed. Classici della valutazione, pp. 128-155. Milano, ITALY: FrancoAngeli.
Lincoln, Y.S. (2007). Naturalistic inquiry. In George Ritzer, Ed. The encyclopedia of sociology, Vols. 1-6. Oxford, England: Blackwell Publishing Co.
Lincoln, Y.S. & Guba, E.G. (2007). Chinese Edition. Naturalistic Inquiry. Beijing: Scientific and Technical Documents Publishing House.
Lincoln, Y.S. and Guba, E.G. (2007). Paradigms. In George Ritzer, Ed. The encyclopedia of sociology, Vols. 1-6. Oxford, England: Blackwell Publishing Co.
Denzin, N.K. & Lincoln, Y.S., Eds. (2007). O planejamento da pesquisa qualitative: Teorias e abordagens, 2nd Ed. (The Landscape of Qualitative Research, 2nd Ed.), trans. Sara Regina Netz. Porto Alegre, PORTUGAL: ArtMed. Portuguese Edition.
Lincoln, Y.S.& Gonzalez y Gonzalez, E.M. (2007). The search for emerging decolonizing methodologies in qualitative research: Further strategies for liberatory and democratic inquiry. Qualitative Inquiry, 14:8, forthcoming.
Gonzalez y Gonzalez, Elsa & Lincoln, Y.S. (2006). Decolonizing qualitative reasearch: Non-traditional reporting forms in the academy. Forum Qualitative Sozialforschung, http://www.qualitative-research.net/fqs/fqs-e/manuscript.
Lincoln, Y. S. (2006). Foreword. In Laurie Thorp, The pull of the earth. Walnut Creek, CA: AltaMira Press.
Lincoln, Y.S. (2006). Life Under Construction: Autoethnography of a Researcher. In J.C. Smart, (ed.) Higher education: Handbook of theory and research, Vol. XXI, pp. 1-38. Dordrecht, Netherlands: Springer.
Gonzalez y Gonzalez, E.M. & Lincoln, Y.S. (2005). An analysis of present and possible futures of public and private Mexican universities: Perceptions and projections of current administrators. International Journal of Educational Policy, Research and Practice, 5:4, 35-71.
Lincoln, Y.S. (2005). Context, lived experience and qualitative research. In Richard A. Swanson & Elwood F. Holton, eds. Research in organizations: Foundations and methods of inquiry. San Francisco: Berrett-Koehler Publishers.
Stanley, C.A. & Lincoln, Y.S. (2005, April). Cross-race faculty mentoring. Change. 37(2), 44-52.
Lincoln, Y.S. (2005).Epilogue: Out of the seventh moment. In N.K. Denzin & Y.S. Lincoln, Eds. Handbook of qualitative research, 3rd Ed. Thousand Oaks, CA: Sage Publications.
Lincoln, Y.S. (2005). Institutional review boards(IRBs) and methodological conservatism: The challenge to and from phenomenological paradigms. In N.K. Denzin & Y.S. Lincoln, Eds. Handbook of qualitative research, 3rd. Thousand Oaks, CA: Sage Publications.
Denzin, N.K.and Lincoln, Y.S. (2005). Moments in Qualitative Research Methods. In Alan Bryman, et al., Eds. Encyclopedia of Social Science Research Methods. Thousand Oaks, CA: Sage Publications.
Lincoln, Y. S. (2005, Winter). Revolutions in qualitative research: From just experience to experiencing social justice. Journal of Thought.
Denzin, N.K. and Lincoln, Y.S. (Eds.). (2003). 9-11 in American Culture. Walnut Creek, CA: Altamira Press.
Lincoln, Y.S. (2004). Beyond disinterest: Embracing social justice, rejecting objectivity. In G. Whiteford (Ed.), Qualitative research as interpretive practice, 1-10. Bathhurst, NSW, Australia: Charles Stuart University Press.
Lincoln, Y.S. (2004). Constructivism as a theoretical and interpretive stance. In James L. Paul, Ed., Philosophies of Inquiry and Critiques of Research in Education and the Social Sciences. New York: Prentice-Hall.
Cannella, G. & Lincoln, Y.S. (2004). Dangerous discourses: Epilogue: Claiming a critical public social science-- reconceptualizing and research. Qualitative Inquiry, 10(2), 298-309.
Cannella, G. & Lincoln, Y.S. (2004). Dangerous discourses, II (Editor's Introduction). Qualitative Inquiry, 10(3), 165-174.
Lincoln, Y.S. & Cannella, G. (2004). Dangerous discourses: Methodological conservatism and qualitative research. Qualitative Inquiry, 10(1), 5-14.
Lincoln, Y.S. (2004). High modernism at the National Research Council: A review of Mosteller and Boruch's Evidence matters and the National Research Council's Scientific research in education. Academe, 90(6), pp. 110-11, 113-115.
Lincoln, Y.S. (2004). Performing 9-11: Teaching in a terrorized world. Qualitative Inquiry, 10(1), 140-159.
Lincoln, Y.S. & Tierney, W.G. (2004). Qualitative research and Institutional Review Boards (IRBs). Qualitative Inquiry, 10(2), 219-234.
Lincoln, Y.S. & Cannella, G. (2004). Qualitative research, power, and the radical right. Qualitative Inquiry, 10(2), 175-201.
Lincoln, Y.S. (2004). Quis custodies ipsos custodes? Who polices the crisis? Cultural Studies- Critical Methodologies, 4(2), 269-274.
Lincoln, Y.S. (2004). Six critiques. In James L. Paul, Ed. Philosophies of Inquiry and Critiques of Research in Education and the Social Sciences. New York: Prentice-Hall.
Lincoln, Yvonna S. and Guba, Egon G. (2004). The Roots of Fourth Generation Evaluation. In M. Alkin, (Ed). Evaluation Roots: Tracing Theorists' Views and Influences. Thousand Oaks, CA: Sage Publications.
Lincoln, Yvonna S. (2004). Trustworthiness Criteria. In Michael Lewis-Beck, Alan Bryman, & Tim Futing Liao, Eds. Encyclopedia of Research Methods for the Social Sciences. Thousand Oaks, CA: Sage Publications.
Lincoln, Y.S., and Denzin, N.K. (Eds.). (2003). Turning Points in Qualitative Research: Rifts, ruptures and revolutions in interpretive inquiry. Walnut Creek, CA: Altamira Press.
Lincoln, Y.S. (2003) Constructivist knowing, participatory ethics and responsive evaluation: Family ties and kinship patterns. In Daniel L. Stuflebeam, Thomas Kellaghan, and Lori Wingate (Eds.). International Encyclopedia of Evaluation. Thousand Oaks, CA: Sage Publications.
Denzin, N.K. and Lincoln, Y.S. (2003). Methodological issues in the study of social problems and deviance. In G. Ritzer (Ed.), Handbook of International Social Problems. Thousand Oaks, CA: Sage Publications.
Lincoln, Y.S., Thorp, L., & Russon, C. (2003). The storied nature of agriculture: A conversation. Agriculture and Human Values, 20(3), 1-11.
Lincoln, Y. S., & Denzin, N. K. (Eds.). (2003). Turning points in qualitative research: Rifts, ruptures and revolutions in interpretive inquiry. Walnut Creek, CA: Altamira Press
Lincoln, Y.S. (2003). Writing in community. Anthropology & Education Quarterly, 34(3), 1-4.
Lincoln, Yvonna S. (2002). Fourth Generation Evaluation in the New Millennium. In Stewart Donaldson and Michael Scriven, (Eds.) Evaluating social programs and problems: Bisions for the new millennium. Hillsdale, NJ: Erlbaum.
Lincoln, Y.S., (2002). Grief in an Appalachian register. Qualitative Inquiry, 8(2), 146-152.
Lincoln, Y.S. (2002). Insights into library services and users from qualitative research. Library Information Science Research, 24, 1-14.
Lincoln, Y. S., Cole B.R., Wang, X. & Yang, X. (2002). The Context for Higher Education Reform in China: An Analysis of Faculty Issues. In David Chapman and Ann E. Austin (Eds)., Higher Education in the Developing World: Changing Contexts and Institutional Responses. Westport, CT: Greenwood Press.
Denzin, N. K. &d Lincoln, Y. S., Eds. (2002). The Qualitative Inquiry Reader. Thousand Oaks, CA: Sage Publications.
Lincoln, Y.S., Gonzalez y Gonzalez, E., Huckaby, M.F., Lopez, M., Spurlock, B., & Carpenter, S. (2002). The responsive university: Parents' perceptions and expectations. In H. Casanova (Ed.), Nuevas Politicas de la Educacion Superior, Serie Universidad Contemporanea. A Coruna: Netbiblo-Riseu.
Denzin, N. K., & Lincoln, Y. S. (Eds.). ( 2001). American traditions in qualitative research, 4 vols. London: Sage Publications, Ltd.
Denzin, Norma K. and Lincoln, Yvonna S. Eds. (2001). American traditions in qualitative research, 4 vols. London: Sage Publications, Ltd.
Lincoln, Y. S. (2001). An emerging new bricoleur: Promises and possibilities (A reaction to Joe Kincheloe’s “Describing the Bricoleur”). Qualitative Inquiry, 7(6), 693-705
Lincoln, Y. S. (2001). Collaboration as a way of living, a way of life. In E. G. Creamer, & Associates (Eds.), Working equal: Academic couples as collaborators (pp. 47-57). New York: Routledge/Falmer Press.
Lincoln, Yvonna S. and Guba, Egon G. (2000). Contradictions and confluences in the paradigm debate. In Norman K. Denzin and Yvonna S. Lincoln, Eds. Handbook of Qualitative Research, 2nd Ed. Thousand Oaks, CA: Sage Publications.
Lincoln, Y. (2000). Engaging sympathies: Relationships between action research and social constructivism. In Peter Reason and Hilary Bradbury, Eds. Handbook of Action Research. London: Sage Publications, Ltd.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research, 2nd ed. Thousand Oaks, CA: Sage Publications.
Lincoln, Yvonna S. (2000). Life in transit: The work of Norman K. Denzin. In Flick, Uwe, Kardorff, Ernst V., and Steinke, Ines, Eds. Qualitative forschung: Ein Handbuch. Reinbek, GERMANY: Rowohlt taschenbuch Verlag.
Lincoln, Y.S. (2000) Perjured testimony vs. narrative authority: Courage, vulnerability and truth. International Journal of Qualitative Studies in Education, 13:2, 131-138.
Lincoln, Yvonna S. (2000) Resisting reform: Tenure, productivity, and the academic reward system. In Wm. G. Tierney, Ed., Tenure and reward systems. New York: Garland Press.
Lincoln, Yvonna S., (2000). Varieties of validity: Quality in qualitative research. In John S. Smart, Ed., Higher education: Handbook of theory and research, Vol 16, pp. 25-72. New York: Agathon Press.
Lincoln, Y. S. (2000). When research is not enough: Caring, community and love (ASHE Presidential Address). Review of Higher Education, 23:3, 241-256.
Lincoln, Yvonna S. (1999) Talking tenure, opening up the conversation. In William G. Tierney, Ed. Faculty productivity: Facts, fictions, issues. New York: Garland.
Lincoln, Y.S. (1999) The postmodern university: Landgrants in the new millennium. Journal of curriculum Theorizing, 15 (4, Winter), 113-126.
Greene, J., Lincoln, Y., Mathison, S., Mertons, D., & Ryan, K. (1998). Advantages and challenges of using inclusive evaluation approaches in evaluation practice. Evaluation Practice, 19(1), pp. 101-122.
Lincoln, Yvonna S. (1998). Commodification and contradiction in academic research. Studies in Cultures, Organizations, and Societies, 5(1), 1-16.
Lincoln, Y.S. (1998). From the discourse of the other to the other discourse: Stakeholder-based models of evaluation and the human side of social welfare. Scandinavian Journal of Social Welfare, 7, 114-117.
Lincoln, Y.S. (1998). From understanding to action: New imperatives, new criteria, new methods for interpretive researchers. Thoery and Research in Social Education, 26(1), 12-29.
Lincoln, Y. (1998). The ethics of teaching qualitative research. Qualitative Inquiry, 4(3), 315-327.
Lincoln, Y.S. (In press). A dangerous accountability: Neoliberalism[48]19s veer toward accountancy in higher education. In Spooner, M., ed. Neoliberalism and higher education. Vancouver, BC: University of British Columbia Press.
Cannella, G.S. & Lincoln, Y.S. (In press). Critical qualitative research in global neoliberalism (revised). In N.K. Denzin & Y.S. Lincoln, eds. The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage Publications.
Lincoln, Y.S. and Denzin, N.K. (In press). Epilogue: Qualitative research in a neoliberal regime. In N.K. Denzin & Y.S. Lincoln, eds., The SAGE handbook of qualitative research, 5th Ed. Thousand Oaks, CA: Sage Publications.
Gonzalez, E.M., Lincoln, Y.S., Stanley, C.A., Valentin, M, Johnson, D., and Valentin, C, Jr. (In press). Retention of Latina STEM students in Texas: Exploring what should be considered. In F. Hernandez, E. Murakami & G. Rodriguez, Eds. ABRIENDO PUERTAS, CERRANDO HERIDAS (OPENING DOORS, CLOSING WOUNDS: lATINAS/OS FINDING WORK-LIFE BALANCE IN ACADEMIA. New York: Routledge.
Dr. SUSAN LYNHAM
Lincoln, Y.S., Guba, E.G. and Lynham, S.A. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In N.K. Denzin & Y.S.Lincoln, eds. The SAGE handbook of qualitative research, 4th Ed., pp. 97-128. Thousand Oaks, CA: Sage
Demps, E., Lynham, S.A., Lincoln, Y.S. & Cifuentes, L. (2010). Understanding the faculty experience of teaching using educational technology at public research universities in the USA in the academic capitalism era: An interpretive critical inquiry. Paper accepted for presentation, annual meeting, Association for Human Resource Development, Knoxville, TN, March
Lynham, S., Nafukho, F. M., & Cunningham, P. (2009). How cultural context shapes human resource development paradigms and practice in South Africa. In C. D. Hansen, & Y. Lee. The cultural context of human resource development, (pp. 57-76). Hampshire, UK: Palgrave Macmillan Publishers Ltd
McLean, G. N., Lynham, S. A., Azevedo, R. E., Lawrence, J. E. S., & Nafukho, F. (2008). A response to Wang and Swanson’s (2008) article on national HRD and theory development. Human Resource Development Review, 7(2), 241-258
McLean, G. N., Lynham, S.A., Azevedo, R. E., Lawrence, J.E.S., & Nafukho, F. M. (2008). A response to Wang and Swanson’s article on National HRD theory and development. Human Resource Development Review, 7(2), 241-258.
McWhorter, R.R., Lynham, S.A., & Porter, D.E. (2008). Scenario planning as developing leadership capability and capacity. In T.J. Chermack & G. Burt (Eds.), Scenario Planning: Human Resource Development's Strategic Learning Tool (pp. 258-284). Advances in Developing Human Resources, 10(2).
Upton, M., Egan, T.M., & Lynham, S.A. (2006). Career development: Load-Bearing wall of window dressing? Exploring definitions, theories, and prospects for HRD-related theory building. Human Resource Development Review, 5(4), 442-477.
Lynham, S.A., Taylor, R.G., Naidoo, V., and Dooley, L.M. (2006) Corporate leadership for economic, social and political change: Lessons from South Africa. In Wayne Visser, Malcom McIntosh and Charlotte Middleton (Eds.), Corporate Citizenship in Africa. Sheffield, UK: Greenleaf Publishing.
Lynham, S. A., Taylor, R. G., Naidoo, V., & Dooley, L. M. (2006). Corporate leadership for economic, social and political change: Principles and practices learned from South African business leaders. Journal of Business and Society, 19(1&2).
Chermack, T.J., van der Merwe, L., & Lynham, S.A. (2006). Exploring the relationship between scenario planning and perceptions of learning organization characteristics. Futures, 38, 767-777.
Chermack, T.J., Lynham, S.A., & van der Merwe, L. (2006). Exploring the relationship between scenario planning and perceptions of strategic conversation. Technological Forecasting and Change.
Lynham, S.A., & Cunningham, P.W. (2006). HRD in transitioning societies in the developing world: A model and synthesis of perspectives. In S.A. Lynham, K.E. Paprock & P.W. Cunningham (Eds.), HRD in Transitioning Societies in the Developing World (pp.116-135). Advances in Developing Human Resources, 8(1).
Cunningham, P.W. Lynham, S.A., & Weatherly, G. (2006). National human resource development in transitioning societies: South Africa. In S.A. Lynham, K.E. Paprock & P.W. Cunnigham (Eds.), HRD in Transitioning Societies in the Developing World. Advances in Developing Human Resources, 8(1), 435-448.
Lynham, S.A., & Chermack, T.J. (2006). Responsible leadership for performance: A theoretical model and hypotheses. Journal of Leadership Studies, 12(3), 12(4), 73-88.
Cox, J.B., Estrada, S.D., Lynham, S.A., & Motii, N. (2005). Human resource development in Morocco: An expolatory inquiry. Human Resource Development International, 8(4).
Ruona, W.E. & Lynham, S.A. (2004). A philosophical framework for thought and practice in human resource development. Human Resource Development International, 7(2), 151-164.
Lynham, S.A. & Cunningham, P.W. (2004). Human resource development: The South African case. In G. McLean, A. Osman-Gani, & E. Cho (Eds.), Human Resource Development as National Policy (pp. 315-325). Advances in Developing Human Resrouces 6(3). Thousand Oaks, CA: Sage.
Lynham, S.A., Chermack, T.J., & Noggle, M. (2004). OD theory from an HRD perspective. Human Resource Development Review, 3(2), 151-172.
Chermack, T.J. & Lynham, S.A. (2004). Scenario planning as a critical science research tool. Futures Research Quarterly, 20(2), 41-60.
Chermack, T.J., Lynham, S.A. & Ruona, W.E.A. (2003). Future trends impacting HRD. In D.C. Short & J.W. Bing (Eds.), Shaping the Future of HRD. Advances in Developing Human Resources, 5(3), 257-271. Thousand Oaks, CA: Sage.
Lynham, S.A. & Egan, T.M. (Eds.). (2003). Proceedings of the Academy of Human Resource Development. Bowling Green, OH: AHRD.
Ruona, W.E.A., Lynham, S.A. & Chermack, T.J. (2003). Searching for the future of human resource development. In D.C. Short & J.W. Bing (Eds.), Shaping the future of HRD. Advances in Developing Human Resources, 5(3), 272-282. Thousand Oaks, CA: Sage.
Gilley, J.W., Quatro, S.A. & Lynham, S.A. (2003). Strategic HRD and its transformation. In A.M. Gliey, J.L. Callahan & L. Bierma (Eds.), Critical Issues in Human Resource Development. New York: Perseus.
Chermack T.J., & Lynham, S.A., (2002). Assessing institutional sources of scholarly productivity in human resource development from 1995-2000. Human Resource Develoment Quarterly, 13(3), 341-345.
Lynham, S.A. (2002). A theory of responsible leadership for performance (RLP): Development and operationalization. In U.Pareek, A.M. Osman-Gani, S. Ramnarayan & T.V. Rao (Eds.), Human resource development in Asia: Trends and Challenges. (pp. 645-652). New Delhi, India: Oxford.
Lynham, S.A., Dooley, L.M., Egan, T.M., Dooley, K.E., Taylor, R., Woog, R. and Chatterjee, D. (2002). A Theory of responsible leadership for performance (RLP): Development and operationalization. In (Udai Pareck, Aahad O. Osman-Gani, S. Ramnarayan and T.V. Rao, Eds.) Human Resource Development in Asia: Trends and Challenges. (pp. 645-652) New Delhi, India: Monham Primlani Oxford & IBH Publishing.
Lynham, S.A. (2002). Quantitative research and theory buidling: Dubin's method. In S.A. Lynham (Ed.) Theory Building in Applied Disciplines. Advances in Developing Human Resources, 4(3), 242-276. Thousand Oaks, CA: Sage Publications.
Chermack, T.J., & Lynham, S.A., (2002). Scenario planning: An examination of definitions and dependent variables. Human Resource Development Review, 1 (3), 366-383.
Chermack, T.J., Lynham, S.A., & Ruona W.E.A., (2002). Scenario planning: A review of the literature. Futures Research Quarterly, 17(2), 7-31.
Lynham, S.A. (2002). The general method of theory building in applied disciplines. In S.A. Lynham (Ed.), Theory Building in Applied Disciplines. Advances in Developing Human Resources, 4(3), 222-241.
Lynham, S.A. (Ed.). (2002). Theory building in applied disciplines. Advances in Developing Human Resources, 4(3). Thousand Oaks, CA: Sage.
Chermack, T.J. & Lynham, S.A. (2001). Considering OD theories from the theoretical foundations of HRD and Performances Improvement. In O. Aliago (Ed.), Proceedings of the 2001 Academy of Human Resource Development Annual Conference (pp. 372-379). Baton rouge: AHRD.
Lynham, S.A. (2001). The organization development for performance systems (ODPS). Chapter section, in Swanson, R.A., & Holton, E.F. III., Foundations of Human Resource Development (pp. 275-280). San Francisco: Berrett-Koehler.
Holton, E.F. III, & Lynham. S.A. (2000). Performance-driven leadership development. In E. F. Holton III & S.S. Naquin (Eds.), Developing High Performance Leadership competency (pp. 1-16). Advances in Developing Human Resources, 6. San Francisco: Berrett.
Lynham, S.A. (2000). The development of a theory of responsible leadership for performance. St. Paul, MN: University of Minnesota, Human Resource Development Research Center.
Lynham, S.A. (2000). The organization development for performance system (ODPS). St. Paul, MN: University of Minnesota Human Resource Development Research Center.
Lynham, S.A. (2000). Theory building in the human resource development profession. Human Resource Development Quarterly, 11(2), 159-178.
Swanson, R.A., Lynham, S.A., Ruona, W.E.A., & Provo, J.M. (1998). Human resource development's role in supporting strategic organizational planning. In R. Torraco (Ed.), Proceedings of the Academy of Human Resource Development Annual Conference, 589-594.
Provo, J.M., Ruona, W.E.A., Lynham, S.A., & Miller, R.F. (1998). Scenario planning: An integrated methodology for learning, decision-making, and human resouce development. HumanResource Development International 8(3), 327-340.
Miller, R.F., Provo, J.M., Lynham, S.A., & Ruona, W.E.A. (1998). Scenarios: The art of strategic conversation. [Review of book] Human Resource Development Quarterly, 9(2), 193-198.
Lynham, S.A. (1998). The development and evaluation of a model of responsible leadership for performance: Beginning the journey. Human Resource Development International, 1(2), 207-220.
Lynham, S.A. & Lincoln, Y.S. (Accepted with revisions). Criteria for assessing good theory in human resource development and other applied disciplines from an interpretive perspective. Human Resource Development International.
Dr. JEAN MADSEN
**Torres, M.S., Kidd, T., Madsen, J. (2015). Exploring ethics and teacher conduct in a suburban school district: Implications for school leaders. NCPEA Education Leadership Review, Vol. 16, No. 2.
Madsen, J., Schroeder, P.,& Irby, B., (2014) Education reform and leadership, The Delta Kappa Gamma Bulletin, 80(4), 23-29
Madsen, J. & Mabokela, R. (2014) Leadership Challenges in Addressing Changing Demographics in Schools, NASSP Bulletin, Volume 98 Issue 1 March 2014 pp. 75 - 96
Hemmer, L., Madsen, J.A., & Torres, M.S. (2013). Critical Analysis of Accountability Policy in Alternative Schools: Implications for School Leaders. Journal of Educational Administration, 51, 5
Li, J., & Madsen, J. (2011) Business ethics and workplace guanxi in Chinese SOEs: A qualitative study Journal of Chinese Human Resource Management, 2 (2)
Stroud, M & Madsen, J. (2011) Concrete Ceiling: Implications for women of color in urban school districts. The National Journal of Urban Education & Practice, 4 (2) 101-114
Goddard, Y.L., Miller, R., Larsen, R., Goddard, R., Jacob, R., Madsen, J., & Schroeder, P. (2010)*. Connecting principal leadership, teacher collaboration, and student achievement. * with a student ERIC publication
Li, J. & Madsen, J. (2010) Examining Chinese Managers' Work-related Values and Attitudes. Chinese Management Studies 4 (1) 57-76
Young,B.,Young, M., Madsen,J. (2010) Implementing Diversity Plans:Principals' Perceptions of Their Ability to Address Diversity in Their Schools" NASSP Bulletin. 94 (2) 135-157
Davis, J. & Madsen, J. (2009) African American Leadership in Urban Schools: Implications for Organizational Structure and Improved Educational Outcomes. In Foster, L. & Tillman, L. (2009) UCEA Book Series: African American Perspectives on Leadership in schools: Building a Culture of Empowerment
Cormier, N. Cormier, B. & Madsen, J. (2009) African American Superintendents in High Performing Urban School Districts who created an Organizational Identity Structure that has been successful in Narrowing the Achievement Gap. In Foster, L & Tillman, L. (2009) UCEA Book Series: African American Perspectives on Leadership in Schools: Building a Culture of Empowerment
Li, J. & Madsen, J. (2009) Chinese Workers’ Work Ethic in Reformed State-Owned Enterprises: Implications for HRD. Human Resource Development International 12 (2) 171-187
Madsen, J. & Mabokela, R. (2009) Leadership and Democracy: Creating Inclusive Schools. In Jenlink, P. (Ed) Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership
Mabokela, R. & Madsen, J. (2007) Intergroup Differences and the Impact of Performance Pressures on African American Teachers in Suburban Desegregated Schools. Teachers’College Record. 5 (109), 1171-1206.
Mentz, K., Jones, C. Madsen, J. Mabokela, R. (2007) Perceptions of leadership in a multicultural contest: A South African case study. Africa Education Review. 4 (1), 1-15.
Madsen, J. & Mabokela, R. (2005). "Color-Blind" and "Color-Conscious" Leadership: A case study of desegregated suburban schools in the United States. International Journal of Educational Leadership 3(8), 187-206.
Madsen, J.A. & Mabokela, R.O. (2005). Culturally Relevant Schools: Creating Positive Workplace Relationships and Preventing Intergroup differences, New York: Routledge Press.
Mabokela, R., & Madsen J., (2003). "Color-blind" leadership in dealing with intergroup conflict. Journal of School Leadership, 13, 130-158.
Mabokela, R. & Madsen, J. (2003). Crossing borders: African American teachers in suburban schools. Comparative Education, 1(47), 90-111.
Mabokela, R. & Madsen J. (2003). Intergroup differences and their impact on African American teachers in suburban desegregated schools. Urban Education, 38(6), 725-749.
Madsen, J. & Mabokela R., (2002). Africian American principals' perceptions of intergroup conflict. Peabody Journal of Education, 77(1), 35-58.
Madesn, J. & Mabokela, R. (eds.). (2003). Leadership challenges in creating inclusive school environments. Special guest editors for the Peabody Journal of Education, 1(77), 1-6.
Madsen, J., & Holins, E. (2000) African American teachers role in school desegregation: At the dawn of a new millennium. Urban Education, 35(1), 5-30.
Madsen, J., & Mabokela, R. (2000) Organizational Culture and its impact on African American teachers. American Educational Research Journ, 37 (4), 849-876.
Madsen, J., & Hipp, K. (1999) The impact of leadership style on creating a community with private and public school teachers. International Journal of Educational Reform. 8(3), 260-273.
Madsen, J. A. (1998). Private and decentralized public schools: Do they speak the same language? International Journal of Education Reform, 6(2), 214-225.
Dr. GERRI MAXWELL
Maxwell, G., Scheurich, J. J., & Skrla, L. (2009). Distributed leadership includes staff: One rural custodian as a case. Journal of School Leadership, 19(4)
Dr. GARY MCLEAN
Cerrito, J. C., & McLean, G. N. (2010, February). Developing content valid selection procedures: What every HPT and HRD professional should know. Performance Improvement Journal
Hughes, C, Wang, J., Zheng, W., & McLean, L. (2010). Implementation concerns of scholar-practitioners: A pilot study of the link between research and practice. The International Journal of Asian Business and Information Management, 1(2), 33-47
McLean, G. N. (2009). Anthropology: A foundation for human resource development. In C. D. Hansen & Y. T. Lee (Eds.), The cultural context of human resource development (pp. 3-20). New York: Palgrave Macmillan
Kim, N. H., Park, S. J., & McLean, G. N. (2009). A review of company-sponsored training programs for women employees in Korea. Korean Journal of Human Resource Development, 11(3), 213-231
Virakul, B., Koonmee, K., & McLean, G. N. (2009). CSR activities in award-winning Thai companies. Social Responsibility Journal, 5(2), 178-199
Cho, Y. J., Cho, E. S., & McLean, G. N. (2009). HRD's role in knowledge management. Advances in Developing Human Resources, 11(3), 263-227,
Hung, Y. Y., Lien, Y. H., & McLean, G. N. (2009). Knowledge management initiatives and dynamic capabilities. Advances in Developing Human Resources, 11(3), 320-333
Stolz, I., & McLean, G. N. (2009). Organizational skills for a corporate citizen: Policy analysis. Human Resource Development Review, 8(2), 174-196
Moats, J. B., & McLean, G. N. (2009). Speaking our language: The essential role of scholar-practitioners in HRD. Advances in Developing Human Resources, 11(4), 507-522
Cho, Y., & McLean, G. N. (2009). Successful IT startups’ HRD practices: Four cases in South Korea. Journal of European Industrial Training, 33(2), 125-141
McLean, G. N., & Egan, T.M. (2008). Applying organization development tools in scenario planning. Advances in Developing Human Resouces, 10(2), 240-257.
McLean, G. N., Lynham, S. A., Azevedo, R. E., Lawrence, J. E. S., & Nafukho, F. (2008). A response to Wang and Swanson’s (2008) article on national HRD and theory development. Human Resource Development Review, 7(2), 241-258
McLean, G. N. (2008). Bridging HRD in countries at different stages of development. In E. S. Cho, C. H. Chang, E. K. Lee, J. Han, & K. Kim (Eds.), UNESCO Regional Center Projects (2007): 2007 Global HR Institute Forum – The bridging role for the future human resource development (pp. 201-211). Seoul, Korea: Korea Research Institute for Vocational Education & Training.
Ahn, Y. S., & McLean, G. N. (2008). Competencies for port and logistics personnel: An application of regional human resource development. Asia Pacific Education Review, 9(4), 542-551. (SSCI Journal)
McLean, G. N., Virakul, B., & Koonmee, K. (2008). Corporate social responsibility: Lessons from Thailand. Business & Economy. (India)
McLean, G. N. (2008, July 25–August 7). If something’s missing, it’d better not be HR! Business & Economy, p. 58. (India)
Cho, Y., & McLean, G. N. (2008). IT companie’s HR practices in South Korea. Asia Pacific Collaborative Journal, 4(1), 49-64
Cho, Y., & McLean, G. N. (2008). Leading Asian countries’ HRD practices in the IT industry: A comparative study of South Korea and India. Human Resource Development International, 12(3), 313-331
Kim, N. H., & McLean, G. N. (2008). Stability and dominance in career success orientation in South Korean employees. Human Resource Development International, 11(1), 19-34
Tseng, C. C., & McLean, G. N. (2008). Strategic HRD practices as key factors in organizational learning. Journal of European Industrial Training, 32(6), 418-432
Kuo, M. H., Yamnill, S., & McLean, G. N. (2008). The dilemma of prostitution in Taiwan and Thailand from an NHRD perspective. Human Resource Development International, 11(5), 493-505.
Christesen, D., & McLean, G. N. (2008). The impact of balanced scorecard on organization performance. Business & Economy. (India)
Yamnill, S., McLean, G. N., & Singsuriya, P. (2008). The role of a religious institution in HRD: The case of Wat (Temple) Panyanantaram, Thailand. Human Resource Development International, 11(3), 223-235
McLean, G. N. (2008, June 27-July 10). Where are India's thought leaders? Do they still exist? Business & Economy, p. 128. (India)
McLean, G. N. (2007). Déjà vu, all over again. Human Resource Development International, 10(4), 459-463
Wang, X. H., Yang, B. Y., & McLean, G. N. (2007). Influence of demographic factors and ownership type upon organizational learning culture in Chinese enterprises. International Journal of Training and Development, 11(3), 154-165
Lien, Y. H., Hung, Y. Y., & McLean, G. N. (2007). Organizational learning as an organization development intervention in six high-technology firms in Taiwan: An exploratory case study. Human Resource Development Quarterly. 18(2), 211-228
McLean, G. N. (2007). Tenure denied! Not ready for promotion! No merit pay increase! Poor Leonardo da Vinci! Human Resource Development International, 10(3), 351-354
Lien, Y. H., Hung, Y. Y., & McLean, G. N. (2007). Training evaluation based on cases of Taiwanese benchmarked high-tech companies. International Journal of Training and Development, 11(3), 35-48
[in press] Hung, Y. Y., Yang, B., Lien, Y. H., McLean, G. N., & Kuo, Y. M. (2010). Dynamic capability: impact of process alignment and organizational learning culture on performance. Journal of World Business, 45(3). (SSCI Journal)
Yamnill, S., McLean, G.N., & Singsuriya, P. (in press for July 2008). Human resource development in a religious institution: The case of Wat (Temple) Panyanantaram, Thailand. Human Resource Development International.
Hung, Y. Y., Lien, Y. H., & McLean, G. N. (2010). Knowledge as a facilitator for enhancing innovation performance through TQM. TQM/BE Journal. (SSCI Journal)
Zheng, W., Yang, B., & McLean, G. (2009). Linking organizational culture, structure, strategy, and organizational effectiveness: Mediating role of knowledge management. Journal of Business Review
Wang, J., & McLean, G. N. (in press). Promoting diversity in India: Where do we go from here? Advances in Developing Human Resources, 18(1). doi: 10.1177/1523422315614930
Wang, J., Anne, M., & McLean, G. N. (in press). Understanding crisis and crisis management: An Indian perspective. Human Resource Development International. doi: 10.1080/13678868.2015.1116242
ROBERT James MILLER
Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. J. (2011)*. A social cognitive perspective on collective efficacy and goal attainment in schools: The roles of principals' instructional leadership and teacher collaboration. ERIC publication
Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. J. (2011)*. A social cognitive perspective on collective efficacy and goal attainment in schools: The roles of principals' instructional leadership and teacher collaboration. ERIC publication.
Miller, R. J., Goddard, R. D., Kim, M., Goddard, Y. L. Schroeder, P. (2011)*. Evaluation of principals' professional development learning: Results of a randomized control trial. *with a student ERIC publication
Miller, R. J., Goddard, R. D., Kim, M., Goddard, Y. L. Schroeder, P. (2011)*. Evaluation of principals' professional development learning: Results of a randomized control trial. *with a student ERIC publication. Available at http://www.eric.ed.gov/
Goddard, Y.L., Miller, R., Larsen, R., Goddard, R., Jacob, R., Madsen, J., & Schroeder, P. (2010)*. Connecting principal leadership, teacher collaboration, and student achievement. * with a student ERIC publication
Goddard, R. D. & Miller, R. J. (2010). Developing knowledge about the conceptualization, measurement and effects of school leadership. Elementary School Journal, 111(2), 219-225
Miller, R. J., Goddard Y., L., Goddard, R. G., & Larsen, R. (2010)*. Shared instructional leadership: A pathway to teacher collaboration and student achievement. *with a student ERIC publication
Glenda Droogsma Musoba
Musoba, G. D., Owles, V. L.,* & Onorato, S. R.* (2014). Addressing the identity development experiences of Hispanic women. Student Affairs on Campus, 2. Available at http://www.studentaffairsoncampus.com/volume2.
Musoba, G. D., & Krichevskiy, D.* (2014). Early coursework and college experience predictors of persistence at a Hispanic-serving institution. Journal of Hispanic Higher Education, 13(1) 48-62. DOI 10.1177/1538192713513463
Musoba, G. D., Jacob, S. A., & Robinson, L. (2014). The Institutional Review Board (IRB) and faculty: Does the IRB challenge faculty professionalism in the social sciences? The Qualitative Report, 19, 51.
Musoba, G. D., Collazo, C.,* & Placide, S.* (2013). The first-year [48]13 make it or break it at a Hispanic Serving Institution. Journal of Hispanic Higher Education, 12(4) 356-368
Tuttle, L. V., & Musoba, G. D., (2013). Transfer student persistence at a Hispanic serving university. Journal of Latinos and Education, 12(1) 38-58
Onorato, S.,* & Musoba, G. D., (in press for 2015). Developing a leadership identity as a Hispanic woman at a Hispanic Serving Institution. Journal of College Student Development
Machuma (Helen) Atemba Muyia
Nafukho, F. M., Muyia, M.H., Farnia, F., Kacirek, K., & Lynham, S. A. (2016). Developing emotional intelligence skills among practicing leaders: Reality or myth? Performance Improvement Quarterly,29 (1), 71-87. #
Nafukho, F. M., & Muyia M.A. (2016). Human resources development in sub-Saharan Africa. In T. Garavan, A. McCarthy, & M. J. Morley (Eds.). Global human resource development: Country and regional perspectives. (pp. 131-144). New York, NY: Routledge.
Muyia, H.M. A., & Nafukho, F. M. (2015). Keeping it Social: Transforming Workplace Learning and Development through Social Media. In F. M., Nafukho, Irby, B. J. (Eds). Handbook of research on innovative technology integration in higher education. (pp. 93-114). New York: IGI Global
Valentin, M., Muyia, H., Junhee, K., & Valentin, C. (2015). Toward an effective virtual learning environment: From a social presence perspective. In F. M. Nafukho, B. J. Irby (Series Ed.), A Handbook of Research on Integrating Technology into Higher Education. IGI Global
Nafukho, F. M., Muyia, M. A. (2014). Emotional intelligence and its critical role in developing human resources. In N. E. Chalofsky, T. S. Rocco, & M. L. Morris (Series Ed.), Handbook of Human Resource Development (pp. 623-639). Wiley: NJ.
Nafukho, F. M., & Muyia, M.A. H. (2014). Entrepreneurial leadership and transformation of universities in Africa. In F. M. Nafukho, M.A.H. Muyia & Irby, B. J. (Eds.). Governance and transformation of universities in Africa. Charlotte, NC: Information Age Publishing.
Nafukho, F.M., Muyia, M.A. H., & Irby, B. J. (eds.). (2014). Governance and transformation of universities in Africa. Charlotte, NC: Information Age Publishing.
Nafukho, F. M., & Muyia, H. M. (2013). The World Bank's Africa virtual university project: A revisit. European Journal of Training and Development, 37, (7), 646-661
Nafukho, F. M., Muyia, M.A. (2012). Emotional intelligence and its critical role in developing human resources for optimal productivity. HRD Handbook Chapter.
Nafukho, F. M., & Muyia, M. A. H. (2010). Entrepreneurship and socio-economic development in Africa: A reality or myth. Journal of European Industrial Training, 2(34), 96-109
Nafukho, F. M., Muyia, H. A., & Graham, C. M., (2010). Harnessing and optimal utilization of human capital in virtual workplace environments. Advances in Developing Human Resources, 12(6), 648-664
Muyia, M. & Kacirek, K. (2009). An empirical study of a leadership development training program and its impact on emotional intelligence quotient (EQ) scores. Advances in Developing Human Resources, 11(6), 703-718
Muyia, M. H. (2009). Approaches to and instruments for measuring emotional intelligence: A review of selected literature. Advances in Developing Human Resources, 11(6), 690-702
Nafukho, F. M., Graham, C. M., & Muyia, M. H. A. (2009,). Determining the relationship among organizational learning dimensions of a small-size business enterprise. Journal of European Industrial Training, 1(33), 32-51
Muyia, M.A., & Nafukho, F. M. (2009). Understanding the educational needs of adult immigrants: A reflection from the review of literature. International Journal of Vocational Education and Training, 17(1), 74-83 http://hdl.voced.edu.au/10707/61134)
FREDRICK MUYIA NAFUKHO
Nafukho, F. M., Muyia, M.H., Farnia, F., Kacirek, K., & Lynham, S. A. (2016). Developing emotional intelligence skills among practicing leaders: Reality or myth? Performance Improvement Quarterly,29 (1), 71-87. #
Farnia, F., & Nafukho, F. M. (2016). Emotional intelligence research within human resource development scholarship. European Journal of Training and Development, 40 (2), 90-110 # http://dx.doi.org/10.1108/EJTD-11-2014-0073
Nafukho, F. M., & Muyia M.A. (2016). Human resources development in sub-Saharan Africa. In T. Garavan, A. McCarthy, & M. J. Morley (Eds.). Global human resource development: Country and regional perspectives. (pp. 131-144). New York, NY: Routledge.
Hairston, N., & Nafukho, F. M. (2015). A Study of trainee attitude and satisfaction between E-Learning training versus traditional training. In F. M., Nafukho, Irby, B. J. (Eds). Handbook of research on innovative technology integration in higher education. (pp. 154-177). New York: IGI Global#
Nafukho, F. M., & Irby, B. J. (Eds.). (2015). Handbook of research on innovative technology integration in higher education. New York, NY: IGI Global.
Khayesi, M., Nafukho, F. M., & Kemuma, J. (2015). Informal public transport in practice: Matatu entrepreneurship. London: Ashgate Press
Muyia, H.M. A., & Nafukho, F. M. (2015). Keeping it Social: Transforming Workplace Learning and Development through Social Media. In F. M., Nafukho, Irby, B. J. (Eds). Handbook of research on innovative technology integration in higher education. (pp. 93-114). New York: IGI Global
Chakraborty, M., & Nafukho, F. M. (2015). Strategies for virtual learning environment focusing on teaching presence and teaching immediacy. Internet Learning Journal, 4(1), 8-21.#
Williams, R., & Nafukho, F. M. (2015). Technical training evaluation revisited. Performance Improvement Quarterly, 28, (1), 69-92. #
Valentin, M., Valentin, C., & Nafukho, F. M. (2015). The engagement continuum model using corporate social responsibility as an intervention for sustained employee engagement: research-leading practice. European Journal of Training and Development, 39, (3), 182-202#
Baker, C., Nafukho, F.M., McCaleb, K., Becker, M., & Johnson, M. (2015). The tangible and intangible benefits of offering massive open online courses: Faculty perspectives. Internet Learning Journal 4 (2), 52-68#
Nafukho, F. M., Muyia, M. A. (2014). Emotional intelligence and its critical role in developing human resources. In N. E. Chalofsky, T. S. Rocco, & M. L. Morris (Series Ed.), Handbook of Human Resource Development (pp. 623-639). Wiley: NJ.
Chakraborty, M., & Nafukho, F. M. (2014). Engaging students in online courses: What do students want? European Journal of Training and Development, 38, (9), 782- 802
Nafukho, F. M., & Muyia, M.A. H. (2014). Entrepreneurial leadership and transformation of universities in Africa. In F. M. Nafukho, M.A.H. Muyia & Irby, B. J. (Eds.). Governance and transformation of universities in Africa. Charlotte, NC: Information Age Publishing.
Nafukho, M, F, Muyia, M. A. H. Irby, J. B. (2014). Governance and transformations of universities in Africa: A global perspective (Series Ed.). Information Age Publishing, Inc., Charlotte: NC.
Nafukho, F. M. (2013). Capacity building through investment in people: Key to Africa's development. European Journal of Training and Development, 37, (7), 604-614
Nafukho, F. M., & Muyia, H. M. (2013). The World Bank's Africa virtual university project: A revisit. European Journal of Training and Development, 37, (7), 646-661
Yeager, L. K., & Nafukho, F. M. (2012). Developing diverse teams to improve performance in the organizational setting. European Journal of Training and Development, 36, (4), 388-408
Nafukho, F. M., Muyia, M.A. (2012). Emotional intelligence and its critical role in developing human resources for optimal productivity. HRD Handbook Chapter.
Bwisa, H. M., & Nafukho, F. M. (2012). Learning entrepreneurship through Indigenous Knowledge. Oakville, Ontario: Nsemia Inc. Publishers
Obiero, D., Nafukho, F. M., & Tolson, H. (2011). Consequences of employee turnover in the banking industry: A review of selected literature. International Journal of Vocational Education and Training, 19(2), 73-85
Hairston, N., & Nafukho, F. M. (2011). Determining statistical significance between e-learning training versus traditional training in six different industry settings. International Journal of Vocational Education and Training, 19(1),7-22.*
Khayesi, J. & Nafukho, F. M. (2011). Entrepreneurship and career development in Africa: State of the Art. Career Planning and Adult Development Journal, 27(1) 126-137
Nafukho, F. M., Wawire, N. H. W., & Mungania, P. (2011). Management of adult education organizations in Africa. Cape Town, South Africa: Pearson Education and UNESCO
Wangenge-Ouma, G., & Nafukho, F. M. (2011). Responses to conditions of decline: The case of Kenya's public universities. African Education Review, 8(1), 169-188.
Nafukho, F.M., Bonner, F. A., & Nave, F. M. (2010). Career behavior strategies for minority students in adult education, career and technical education, human resource development and STEM disciplines. International Journal of Vocational Education and Training, 18(2), 48-59
Roessler, R. T., & Nafukho, F. M. (eds.). (2010). Disability as a diversity factor: Implications for human resource practices. Advances in Developing Human Resources, 12(4). Thousand Oaks, CA: Sage
Nafukho, F. M., & Muyia, M. A. H. (2010). Entrepreneurship and socio-economic development in Africa: A reality or myth. Journal of European Industrial Training, 34(2), 96-109.
Wawire, N. H., & Nafukho, F. M. (2010). Factors affecting the management of women groups micro, small and medium enterprises in Kakamega district, Kenya. Journal of European Industrial Training, 34(2)128-152.
Nafukho, F. M., Muyia, H. A., & Graham, C. M., (2010). Harnessing and optimal utilization of human capital in virtual workplace environments. Advances in Developing Human Resources, 12(6), 648-664
Alfred, V. M., & Nafukho, F. M. (2010). International and comparative examination of adult and continuing education. In C. E., Kasworm, A.D., Rose, &Ross-Gordon, J. M., (Eds.), A handbook of adult and continuing education (pp.93-102). Los Angeles, CA: Sage.
Graham, C. M., & Nafukho, F. M. (2010). Organizational commitment and workplace outcomes: A conceptual model for truckload transportation carriers. Human Resource Development Review, 9 (3), 266-284
Nafukho, F. M. (2009). Design, implementation and assessment of e-learning curriculum for adults with diverse learning needs. In V. C. X. Wang (Ed.). Curriculum development for adult learners in the global community: Strategic approaches, (pp. 146-171), Volume II. Malabar, FL: Krieger.
Nafukho, F. M., Graham, C. M., & Muyia, M. H. (2009). Determining the relationship among organizational learning dimensions of a small-size business enterprise. Journal of European Industrial Training, 33(1), 32-51.
Nafukho, F. M., Graham, C. M., & Kacirek, K. (2009). Education service agency audits: Reinforcing the need for systematic evaluation. International Journal of Vocational Education and Training, 17(2),19-38.
Nafukho, F. M. (2009). Emotional intelligence and performance: A collage of workplace evidence. Advances in Developing Human Resources, 11 (6), 671-679.
Lynham, S., Nafukho, F. M., & Cunningham, P. (2009). How cultural context shapes human resource development paradigms and practice in South Africa. In C. D. Hansen, & Y. Lee. The cultural context of human resource development, (pp. 57-76). Hampshire, UK: Palgrave Macmillan Publishers Ltd
Nafukho, F. M. (2009). HRD's role in identifying, measuring, and managing knowledge assets in the intangible economy. Advances in Developing Human Resources, 11 (3), 399-410
Nafukho, F. M., Kobia, M., & Huka, N. M. (2009). Performance contracting and human performance practices in Africa. In V. C. X. Wang (Ed.). Human performance models revealed in the global context. (pp. 81-102). Charlotte, NC: Information Age Publishing.
Nafukho, F. M. (2009). The place of lifelong learning in promoting social justice among African societies. In Oketch, M. & Amutabi, M. (Eds). Perspectives on lifelong learning in Africa: The distant future (37-54). Lewiston, New York: Edwin Mellen Press.
Muyia, M.A., & Nafukho, F. M. (2009). Understanding the educational needs of adult immigrants: A reflection from the review of literature. International Journal of Vocational Education and Training, 17(1), 74-83 http://hdl.voced.edu.au/10707/61134)
McLean, G. N., Lynham, S.A., Azevedo, R. E., Lawrence, J.E.S., & Nafukho, F. M. (2008). A response to Wang and Swanson’s article on National HRD theory and development. Human Resource Development Review, 7(2), 241-258.
Nafukho, F. M. (2008). Consensus building, dialogue and spirituality principles of the learning organization paradigm: Implications for Kenya’s public service reform agenda. Journal of Third World Studies, XXV, (2), 153-175.
Banks, C. H., & Nafukho, F. M. (2008). Designing meaningful curriculum for disadvantaged learners. In V. C. X. Wang (Ed.). Curriculum development for adult learners in the global community: Strategic approaches Volume 1. (pp. 79-114). Malabar, FL: Krieger
Graham, C. M., & Nafukho, F. M. (2008, winter). Exploring organizational learning mechanisms in small business enterprises. New Horizons in Adult Education and Human Resource Development, 22(1),4-23.
Nafukho, F. M., Hinton, B. E., & Graham, C. M. (2007). A study of truck drivers and their job performance regarding highway safety. Performance Improvement Quarterly, 20 (1), 61-74.
Graham, C. M. & Nafukho, F. M. (2007). Culture, organizational learning and selected independent variables in small-size business enterprises. Journal of European Industrial Training, 31 (2), 127-144.
Williams, A., & Nafukho, F. M. (2007). Determining the relationship between student support services, academic performance and retention rates. International Journal of Vocational Education and Training, 15 (2)
Graham, C. M. & Nafukho, F. M. (2007). Employee perception toward the dimension of culture in enhancing organizational learning. The Learning Organization, 4(14), 281-292
Wang, V. C. X., King, K. P., & Nafukho, F. M. (2007). Historical perspectives of the different components of vocational education. In V. C. X. Wang & K. P. King (Eds.), Innovations in careers and technical education: Strategic competencies around the globe (pp. 47-65). Charlotte, NC: Information Age Publishing.
Nafukho, F. M. (2007). Reforms in education and training as a strategic approach to workplace development competencies in Kenya. In V. C. X. Wang & K. P. King (Eds.), Innovations in careers and technical education: Strategic competencies around the globe (pp. 177-188). Charlotte, NC: Information Age Publishing.
Nafukho, F. M. (2007). The place of e- learning in Africa’s institutions of higher learning. Higher Education Policy, 20, (1), 19-43.
Nafukho, F. M. (2007). Ubuntuism: An African social philosophy relevant to adult and Workplace Learning. In K. P. King, & V. C. X. Wang (Eds.), Comparative Adult Education around the Globe. (59- 67). Hangzhou: Zhejiang University Press.
Williams, B. T., Nafukho, F. M., Willis, F. A., Ward, J., Agan, J. P. & Najima, H. (2006). Evaluation of Arkansas Adult Numeracy Campaign Project. International Journal of Vocational Education and Training, 14, (1), 65-84.
Brooks, K. & Nafukho, F. M. (2006). Human resource development, social capital, and emotional intelligence: Any link to productivity? Journal of European Industrial Training, 30 (2), 117-128.
Mohan D, Tiwari G, Khayesi M & Nafukho F. M. (2006). Road traffic injury prevention: Training manual. Geneva: World Health Organization.
Nafukho, F. M. (2006). Ubuntu Worldview: A traditional African view of Adult Learning in the Workplace. Advances in Developing Human Resources, 8 (3) 408-415.
Nafukho, F. M., Amutabi, N. M., & Otunga, R. N. (2005). Foundations of adult education in Africa. Cape Town: UNESCO/Pearson. (African Perspectives Series).
Nafukho, F. M., Akala, J. W., & Rugutt, J.K. (2005). The impact of World Bank/IMF and Kenya Government’s policies on teacher recruitment, staffing and education quality. In A.T.Al-Bataineh & M. A. Nur-Awaleh (Eds.). International education systems: Contemporary education reforms, New York: University Press of America Inc., 139 -154.
Nafukho, F. M. & Park, O. D. (2004). Essential tips for planning and development of online courses. In D. Christopher and S. Jaderstrom (Eds.). E-World: Virtual learning, Collaborative Environments, and future technologies (pp.209-222). Reston, VA: National Business Education Association.
Nafukho, F. M., Thompson, D., & Brooks, K. (2004). Factors predicting success in a distance learning nontraditional undergraduate degree program. International Journal of Vocational Education and Training, 12, (2), 82-95
Nafukho, F. M., Hairston, N., & Brooks, K. (2004). Human capital theory: Implications for human resource development. Human Resource Development International, 7(4), 545-551.
Nafukho, F. M. (2004). Lifelong learning for societies in transition: Lessons from Africa. In Searle, J., McKavanagh, C., and Roebuck, D. (eds.), Doing Thinking Activity in Learning. (pp. 58-65). Brisbane, Australian Academic Press.
Nafukho, F. M. (2004). Simulations and the Future of Learning: An Innovative and perhaps Revolutionary Approach to E-Learning by Clark Aldrich (2003). San Francisco CA: John Wiley & Sons, Inc. Human Resource Development Quarterly 15, (2), 253-257.
Nafukho, F. M. (2004). The market model of financing state universities in Kenya: Some innovative lessons. In P. T. Zeleza & A. Olukoshi (Eds.), African Universities in the Twenty First Century. (pp.126-139) Pretoria: University of South Africa Press.
Nafukho, F. M. & Hinton E. B. (2003). Determining the relationship between driver’s level of education, training and job performance in Kenya. Human Resource Development Quarterly, 14 (3) 265-283.
Ngware, M. W. & Nafukho, F. M. (2002). The Quality and utilization of technical education trainers in Kenya. Journal of Industrial Teacher Education, 39, 2, 44-57.
Nafukho, F. M. (2002). The urban working poor: Towards a community development agenda. Development Policy Management Forum, IX, 2, 30-34
Nafukho, F. M., Kang’ethe S. (2002). Training of Trainers: Strategies for the 21st Century. Eldoret: Moi University Press.
Nafukho, F. M. & Verma S. (2001). A comparison of the efficiency and equity implications of University Loan Programs in the United States of America and in Kenya. Journal of Third World Studies, XVIII, 2, 187-208.
Nafukho, F. M. (2001). The Forgotten Workers: The Case of Public Service Vehicle Drivers in Eldoret Town, Kenya. Social Science Research Report Series. No. 18. Addis Ababa. Organization of Social Science Research in Eastern and Southern Africa.
Otunga, R. N., Opata, G. & Nafukho, F.M. (2001). Women Entrepreneurs in Eldoret town: their socio-economic background and business performance in Alila, P.O. & Pedersen P. O. (Ed.) Negotiating Social Space: East African Micro Enterprises. Trenton, NJ: Africa World Press, Inc
Nafukho, F. M., Kang’ethe, S., Ombega, J. N. & Muriuki, J. (2000). Evaluation of training programs. Pharmacotherapy & Drug Information Journal, 11, 5, 13-16.
Nafukho, F. M. (2000). Intellectual Capital: The most Critical Asset for Poverty Alleviation and Development in Kenya. Journal of World Education, 30, 1, 3-6.
Kang'ethe, S., Nafukho, F. M., Ombega, J. N. & Muriuki, G. N. (2000). Training techniques that work for professionals. Pharmacotherapy & Drug Information Journal, 11, 5, 2-12.
Nafukho, F.M. & Kang’ethe, S. (1999). Conducting needs assessment for professional training in the 21st Century. Pharmacotherapy and Drug Information Journal, 10, 3, 11-13.
Nafukho, F. M. (1999). The Role of Universities in promoting cooperation between social and pure scientists for human development in Kenya. Journal of Third World Studies, XVI, 1, 87-100.
Nafukho, F.M., Kang’ethe, S. & Mutema, A.M. (1999). Training Effectively: Traditionally and Innovatively in the 21st Century; A Concern for Health Professionals. Pharmacotherapy and Drug Information Journal, 10, 3, 22-28
Nafukho, F. M. (1998). Entrepreneurial skills development programs for the unemployed youth in Africa: A second look. Journal of Small Business Management, 36, 1, 100-103
Nafukho, F. M. (1998). Issues in educational research in Africa. K. Mwiria & S. P. Wamahiu (Eds.), Journal of Third World Studies, XV, 1, 278-281. 1998.
Hamilton, C., Mupinga, D. & Nafukho, F. M. (1998). Participant perspectives. Journal of International Agricultural and Extension Education 5, 2, 21-24
Nafukho, F. M., & Mupinga, D. (1998). Synopsis of selected papers. Journal of International Agricultural and Extension Education, 5, 25-32.
Mupinga, D., & Nafukho, F. M. (1998). Synopsis of selected posters. Journal of International Agricultural and Extension Education, 5, 33-34.
JOYCE NELSON
Nelson, J. R., & Gonzalez, J. E. (2009) The efficacy of supplemental early literacy Instruction by community-based tutors for preschoolers enrolled in Head Start. Journal of Research on Educational Effectiveness, 3, 68-92
Dr. ARNOLD D. OATES
Hoyle, J. & Oates, A. (2000). Marching into a new millennium, 2000, NCPEA Yearbook, Scarecrow Press, Inc., Lanham, Md. pp. 104-115.
Hoyle, J. & Oates, A. (1998). Principals' interpersonal sensitivity toward teachers, central office personnel, parents, business leaders, and community members. Sixth yearbook of the National Council of Professors of Educational Administration. Technomic.
Hoyle, J.R. and Oates, A.D. (1998). Toward the Year 2000: Leadership for Quality Schools, NCPEA Yearbook, Technomic Publishing, Lancaster, PA, pp. 148-154.
Dr. MARICELA OLIVA
Oliva, M. & Nora, A. (2004). College access and the K-16 pipeline: Connecting policy and practice for Latino student success. Journal of Hispanic Higher Education, 3(2), 117-124.
Oliva, M. & Staudt, K. (2004). Latino professional identity development. Kappa Delta Pi Record, 41(1), 38-41.
Oliva, M. (2004). Reluctant partners, problem definition, and legislative intent: K-16 policy for Latino college success. Journal of Hispanic Higher Education, 3(2), 209-230.
Oliva, M. & Staudt, K. (2003). Pathways to teaching: Latino student choice and professional identity development in a teacher training magnet program. Equity and Excellence in Education, 36(3), 270-279.
Oliva, M. (2002). Access to doctoral study for Hispanic students: The pragmatics of 'Race' in (recent) Texas history and policy. Journal of Hispanic Higher Education, 1(2), 158-173.
Oliva, M. (2002). Perspectives on collaboration: Deconstructing North American higher education cooperation. Planning and Changing, 33 (1&2), 29-52.
Lopez, G., Guajardo, M., Oliva, M., & Scheurich, J.J. (2002). Racing representatives: A "raza realist" narration of migrant students, their educacion and their contexto. In J.J. Scheurich, Anti-racist scholarship: An advocacy. New York: SUNY.
Dr. KENNETH PAPROCK
Paprock, K.E. (2004). A continuum of methodology for international research. Human Resource Development International. Thousand Oaks, CA: Sage.
Shim, I. & Paprock, K.E. (2002). A study focusing on American expatriates' learning in the host country. International Journal of Training and Development, 6(1), 13-24.
Paprock, K.E., and Mansour, A. (2001). Educational Technology and Human Resource Development. (Arabic). Mansoura, Eygpt.
Paprock, K.E. (2001). Technology and curriculum in rural areas. Staff and Educational Development International (SEDI). New Delhi, India: Aravali Books International. 4(2), pp.127-132.
Paprock, K.E. and Gonzalez, E.M. ( February 2000). Educacion a distancia y aprendizaje durante la vida (Distance education and lifelong learning). Universidad Iberoamericana, Centro de Leaguas, Leon, GTO. Mexico.
Kasper, D.; Gonzalez, E.M.; and Paprock, K.E. (1999). Critical Perspective: Global Cultural Diversity, presented at the Quest for Global Competitiveness Forum. An Interdisciplinary and Multinational Conference, APICS Educational and Research Foundation, Inc. (pp. 36-38). Alexandria, VI: APICS.
Williams, M.L., Paprock, K.E. and Covington, B. (1999) Distance Learning: The essential guide. Sage Pub.
Paprock, K. E. and Gonzalez, E.M. (1999). El diseno de forma de aprendizaje de acuerdo al contexto cultural. (The design of the type of learning according to cultural context) Ciencia, Arte: IPN Cultura. Mexico City, Mexico. P 6-12.
Paprock, K.E. and Gonzalez, E. M. (1998).Estilo Cognoscitivo: Una cuestion de diferencias culturas en el mundo? (Julio-Septiembre 1998) (Cognitive Style: A question of cultural differences in the world?) Competencia Laboral (Spanish). Vol. 7, pp. 4-9.
Paprock, K.E. and Gonzalez, E.M. (1998). Utilizacion de la tecnologia en la educacion a distancia y su impacto social en el desarrollo de recursos humanos (Use of technology in distance education and its social impact in human resource development). In J.L. Solleiro & A. Gonzalez (Eds.), Innovacion y Gestion Tecnologica para el Desarrollo Sustentable, ALTEC-AMTEC 98. Mexico, DF: UNAM.
Dr. CAROL L. PATITU
Patitu, C. L., Tejeda, J., Williams, D., & Bonner, F. A. II. (2009). Support systems of African American male college students at a large predominantly White research institution. Illinois Committee on Black Concerns in Higher Education (ICBCHE) Journal, 25(1)
Hawkins-Young, L., Patitu, C., & Larke, P.J. (2002). Preparing women for the workforce: Engaging girls in math, science and technology. Association of Texas Technology Education Journal, 45(1), 21-24.
Patitu, C.L.; Young-Hawkins, L.; Larke, P.; Webb-Johnson, G.; & Sterling, K. (2000) African American faculty balancing the triumvirate: Teaching, research and service. National Association of Student Affairs Professionals Journal, 3(1), 46-66.
Patitu, C. L. (2000) College choice and satisfaction level of African American male college students. Journal of African American Men, 5(1), 71-92
Patitu, C. (2000). The development of a "practicum fair" at a large research institution. National Associaton of Student Affairs Professionals Journal, Campus Initiatives, 3(1), 77-82.
L. Larke, P., Patitu, C., Young-Hawkins, & Webb-Johnson, G.(1999). Embracing minority graduate students: the mentoring approach. National Association of Student Affairs Professionals. 2(1) 47-55.
Carpenter, D.S., Patitu, C.L., & Cuyjet., M.J. (1999). Faculty and administrators collaborating in student affairs preparation programs: Practicing what we preach. College Student Affairs Journal, 19(1). 17-23.
Patitu, C. (1999). Reflections of an assistant professor. Change 3 1(1), 46-47.
Patitu, C.L., & Terrell, M. (Fall, 1998). Benefits of affirmative action in student affairs. In Respnding to the New Affirmative Action Climate. New Directions for Student Services Monograph. NO. 83. D. Gehring (Editor). San Francisco, CA: Jossey Ba
Patitu, C.L. (1998). College students attitudes toward rape victims. The College Student Affairs Journal. 17(2), 44-55.
Patitu, C.L. & Tack, M.W. (1998) Women and faculty of color: Higher education's most endangered resources. National Associaton of Student Affairs Professionals Journal, 1(1), 7-25.
Dr. KELLI PECK PARROTT
Menn, M., Goodson, P., Pruitt, B., Peck-Parrott, K. (2011). Terminology of sexuality expressions that exclude penetration: A Literature Review. American Journal of Sexuality Education, 6:4, 343-359
Peck Parrott, K. (2005). Student character cultivation and moral development. In The National Academy for Education Administration International Forum on Educational Leadership. Beijing, P. R. China: NAEA.
Palmer, C., Murphy, R.K., Peck Parrott, K., & Steinke, K. (2001). An international study of burnout among residence hall directors. Journal of College and University Student Housing, 29(2), 36-44.
DeBard, R., & Peck Parrott, K. (2000). Moving from oversight to insight. Planning for Higher Education, 28(2), 1-9.
Palmer, C., & Peck, K.D. (1997). Resources for assessment and evaluation. ACUHO-I Talking Stick, 14, 8.
Peck, K.D., & Hughey, A. (1994). Women in higher education administration. ACUHO-I Talking Stick, 12, 15-17.
Luis Ponjuan
Saenz, V. B., Ponjuan, L., Segovia, J. and Del Real Viramontes, J. (2015), Developing a Latino Mentoring Program: Project MALES (Mentoring to Achieve Latino Educational Success). New Directions for Higher Education, 2015: 75[48]1385. doi: 10.1002/he.20144
Ponjuan, L., Palomin, L., & Calise, A. (2015). Latino Male Ethnic Subgroups: Patterns in College Enrollment and Degree Completion. New Directions for Higher Education, 2015(172), 59-69.
Ponjuan, L., Saenz, V. (2015). Mexican American Males[48]19 Pathways to Higher Education: Awareness to Achievement. Zambrana, R.E., Hurtado, S. (Eds). The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond. University of Texas Press
Ponjuan, L. (2013). Awareness into Action: Helping Latino students succeed in Texas Higher Education. The Journal for the Texas Association of College & University Student Personnel Administrators.
Clark, M., Ponjuan, L., Orrock, J., Wilson, T., & Flores, G. (2013). Supports and Barriers for Latino Males’ Educational Pursuits: Perceptions of Counselors and Administrators. Journal of Counseling and Development. 91(4) 458-466
Saenz, V. B., Ponjuan, L. (2012). Latino Males: Improving College Access and Degree Completion: A New National Imperative. AAHHE, Educational Testing Services, and University of Texas-San Antonio
Dr. R. ANTHONY ROLLE
Rolle, R.A., Houck, E.A., and McColl, A. (2008). "And Poor Children Continue to Wait: An Empirical Analysis of Horizontal and Vertical Equity among North Carolina School Districts in the Face of Judicially Mandated Policy Restraints, 1996-2006". Journal of Education Finance, 34 (1), pp. 77 -- 104.
Rolle, R.A. (2008). "Strengthening the Link Between Effective School Expenditures and State Funding Mechanisms." Retrieval from http://epicpolicy.org/publication/strengthening-the-link. Boulder, CO and Tempe, AZ: Education and the Public Interest Center & Education Policy Research Unit (July).
“Curious Georgia Studies Economics: The tale of a researcher and a superintendent who debate the merits of measuring a school system’s level of educational efficiency” (with E. Houck). School Administrator (2007), 64 (5), pp. 34-39.
“Measuring Educational Productivity in the Face of Social Justice Influences: A Discussion of the Efficacy of Relative Economic Efficiency for Determining School Improvement Factors” (with A. Fuller). In G. Rodriguez and A. Rolle (eds.) To What Ends and By What Means? The Social Justice Implications of Contemporary School Finance Theory and Policy (2007). New York, NY: Routledge - A Taylor & Francis Group, pp. 59 – 84.
Guthrie, J.W., Springer, M.G., Rolle, R.A., and Houck, E.A. (2007). Modern Education Finance and Policy. Boston, MA: Allyn & Bacon.
“Out With The Old and In With The New: Thoughts on the Future of Educational Productivity and Efficiency.” Translated by Y. Liu for Ministry of Education of PRC’s Educational Research, (2007), 28 (3), pp. 51-59. Reprinted from Peabody Journal of Education (2004), 79 (3), pp. 31-56.
“An Empirical Analysis of Horizontal and Vertical Equity in Tennessee” (with K. Liu). Journal of Education Finance (2007), 32 (3), pp. 328-351.
“Toward a Vision of Social Justice Frameworks in School Finance.” (with G. Rodriguez and J. Figueroa). In G. Rodriguez and A. Rolle (eds.) To What Ends and By What Means? The Social Justice Implications of Contemporary School Finance Theory and Policy (2007). New York, NY: Routledge - A Taylor & Francis Group, pp. 207 – 214.
Rodriquez, G.M. and Rolle, R.A. (2007). To What Ends and By What Means? The Social Justice Implications of Contemporary School Finance Theory and Policy. New York, NY: Routledge - A Taylor & Francis Group.
“Why a Social Justice Framing of School Finance – And Why Now.” (with G. Rodriguez). In G. Rodriguez and A. Rolle (eds.) To What Ends and By What Means? The Social Justice Implications of Contemporary School Finance Theory and Policy (2007). New York, NY: Routledge - A Taylor & Francis Group, pp. 1 – 8.
“Recalibrating the Arkansas school funding structure” (2006). A report prepared for the Adequacy Study Oversight Sub-Committee of the House and Senate Interim Committees on Education (with Allan Odden, Lawrence O. Picus, and Michael Goetz & Associates).
“Rethinking Educational Productivity and its Measurement: A Discussion of Stochastic Frontier Analyses Within a Budget-Maximizing Framework.” In L. Stiefel, A.E. Schwartz, R. Rubenstein, and J. Zabel (eds.), Measuring School Performance and Efficiency: Implications for Practice and Research (2005). Larchmont, NY: Eye on Education, pp. 185-201.
"Rethinking Education Productivity and its Measurement: A Discussion of Stochastic Frontier Analyses Within a Budget-Maximizing Framework." In L. Stiefel, A.E. Schwartz, R. Rubenstein, and J. Zabel (eds.), Measuring School Performance and Efficiency: Implications for Practice and Research (2005). Larchmont, NY: Eye on Education, pp. 185-201.
"An Empirical Discussion of Public School Districts as Budget Maximizing Agencies." Journal of Education Finance (2004), 29(4) pp.277-298.
"Concluding Remarks for the Peabody Journal of Education's Special Issue on the Future of School Finance Research" (with K.. Lui). Peabody Journal of Education (2004), 79(3), pp. 152-158.
"Introduction to the Peabody Journal of Eduation's Special Issue on the Future of School Finance Research" (with E. Houck). Peabody Journal of Education (2004), 79(3), pp. 1-6.
"Out With the Old and In With the New: Thoughts on the Future of Educational Productivity and Efficiency." Peabody Journal of Education (2004), 79(3), pp. 152-158.
"Getting the Biggest Bang for the Educational Buck: A Discussion of Public School Districts as Budget Maximizing Agencies." In U.S. Department of Education, Developments in School Finance 2001-02 (2003). William J. Fowler, Jr. (ed.). Washington, D.C.: National Center for Education Statistics, pp. 25-52.
"Projecting Educational Expenditures." In James W. Guthrie (ed.), Encyclopedia of Education (2003), 2nd Edition. New York, NY: Macmillan Reference USA. Volume Two, pp. 659-662.
"Where Do We Go From Here: A Discussion of Education Funding in the Midwestern United State, 1991-2001" (with P. Hessling and E. Houck). School Business Affairs (2003), May pp:19-21.
"A Discussion of the Incongruence Between Optimism and Academic Performance and Its Influence on School Violence" (with D. Honora). Journal of School Violence (2002), Volume 1, Number 1, pp. 67-82.
"North Carolina School Finance Litigiation 2000-01: A Discussion of the Legal Rulings in Leandro v. State." In C. Roellke (ed.), In Search of a More Equitable and Efficient Education System: The State of the States and Provinces (2001). Washington, D.C." American Edukcational Finance Association, pp. 27-32.
"Successful Collaborative Management and Collective Bargaining in the Public Sector: An Empirical Analysis" (with B. Rubin and R. Rubin). Public Producitvity and Management Review (1999), Volume 22, Number 4, pp. 533-552.
"Creeping Legalism in Public Sector Grievance Arbitration: An Empirical Analysis" (with R. Rubin, J. Holliday and C. Brown) Journal of Collective Negotiations in the Public Sector (1998), Volume 27, Number 4, pp. 383-391.
Dr. JENNIFER SANDLIN
Clark, M. C., Merriam, S. B., & Sandlin, J. A. (in press). The Relationship between Adult Learning and Development: Challenging Normative Assumptions. In C. Hoare, (Ed.), The Oxford Handbook of Reciprocal Adult Development and Learning. New York: Oxford University Press
Sandlin, J. A., & Callahan, J. L. (2009). Deviance, dissonance, and détournement: Culture jammers’ use of emotion in consumer resistance. Journal of Consumer Culture, 9(1), 79-115
Callahan, J.L., and Sandlin, J.A. (2008). The Tyranny of Technology? A Case Study of the Social Arena of Online Course Development. New Horizons in Adult Education and Human Resource Development, 21(3/4), 5-15.
Callahan, J.L., Whitener, J.K., Sandlin, J.A. (2007) The art of creating leaders: Popular culture artifacts as pathways for development. Advances in Developing Human Resources, 9(2), 146-165.
Sandlin, J.A. (2006). Beyond price comparisons: Towards a critical consumer education for adults. Adult Learning, 15(2).
Sandlin, J.A. & Bey, G. J. (2006). From critical vision to critical practice: Exploring the process of critical transformational learning among archaeologists. Studies in the Education of Adults, 38(1), 48-63.
Sandlin, J. A. (2006). Jennifer A. Sandlin: An autobiography. In Armstrong, Keith B. & Lee W. Nabb, Editors. American adult educators: Quintessential autobiographies by adult educators of the twenty-first century. Chicago, IL: Discovery Association Publishing House.
Sandlin, J.A. & Bey, G.J. (2006). Trowels, trenches, and transformation: A case study of archaeologists learning a more critical practice of archaeology. Journal of Social Archaeology, 6(2), 256-277.
Sandlin, J.A. (2005). Andragogy and its discontents: An analysis of andragogy from three critical perspectives. PAACE Journal of Lifelong Learning, 14, 25-42.
Sandlin, J.A. (2005). Culture, consumption, and adult education: Re-fashioning consumer education for adults as a political site using a cultural studies framework. Adult Education Quarterly, 55(3), pp.1-17.
Ozanne, J.L., Adkins, N. & Sandlin, J.A. (2005). Shopping [for] power: How adult literacy learners negotiate the consumer world. Adult Education Quarterly, 55(4), pp.251-268.
Sandlin, J.A. (2004). Consumerism, consumption, and a critical consumer education for adults. In R. St. Clair & J.A. Sandlin (Eds.), Promoting critical practice in adult education. New Directions in Adult and Continuing Education, 102, 25-34, San Francisco: Jossey-Bass.
Sandlin, J. A. (2004). Designing women: Gender and power in welfare-to-work educational programs. Women’s Studies Quarterly, 32(1&2), 147-162, (WSQ special issue, Women and Literacy: Moving to Power and Participation).
Sandlin, J.A. & St. Clair, R. (2004). Editors' notes. In R. St. Clair & J.A. Sandlin (Eds.), Promoting critical pracitce in adult education. New Directions in Adult and Continuing Education, 102, 1-4, San Francisco: Jowwey-Bass.
St.Clair, R. & Sandlin, J. A. (2004). Incompetence and intrusion: On the metaphorical use of illiteracy in U.S. political discourse. Adult Basic Education, 14(1), 45-59.
Sandlin, J.A. (2004). It's all up to you: How welfare-to-work educational programs explain workforce success. Adult Education Quarterly, 54(2), 89-104.
Sandlin, J.A. (2004/2005). More than technical skills: Consumer education and a critical pedagogy of consumption. Journal of Consumer Education, 22, 19-26.
St. Clair, R. & Sandlin, J.A. (2004). Promoting critical practice in adult education. New Directions in Adult and Continuuing Education, 102. San Francisco: Jossey-Bass.
Sandlin, J. A. & St.Clair, R. (2004). Editors’ notes. In St.Clair, R., & Sandlin, J. A., eds. Promoting critical practice in adult education. New Directions in Adult and Continuing Education, no. 102. pp. 1-4, San Francisco: Jossey-Bass.
Sandlin, J.A. (2003). Adult literacy and the myth of educational amelioration: A critical literature review. Perspectives: The New York Journal of Adult Learning, 2(1), 33-48.
Sandlin, J.A., & Cervero, R.M. (2003). Contradictions and compromise: The curriculum-in-use as negotiated ideology in two welfare-to-work classes. International Journal of Lifelong Education, 22(3), 249-265.
Sandlin, J.A. (2003). Sympathy and scorn: Negotiating popular rhetoric about welfare recipients in welfare-to-work educational programs. Adult Basic Education, 13(3), 146-147.
Sandlin, J.A. (2002). Structure and subjectivity: Reflections on critical research. In S. Merriam (ed.), Qualitative research in practice: Examples for discussion and analysis. San Fransico: Jossey-Bass.
Sandlin, J.A. (2002). The politics of consumer education materials used in adult literacy classrooms., [reprinted in S. Merriam (ed.), Qualitative research in practice: Examples for discussion and analysis, pp. 352-370. San Francisco: Jossey-Bass. (Originally in Adult Education Quarterly, 50(4), pp. 289-307.)
Sandlin, J. A. (2001). Out of balance: Contradictory depictions of adult literacy students as consumers. Adult Basic Education, 11(1), 17-39.
Sandlin, J.A. (2000). The politics of consumer education materials used in adult literacy classrooms. Adult Education Quarterly, 50(4), pp. 289-307. [reprinted in S. Merriam (ed.), 2002, Qualitative research in practice: Examples for discussion and analysis, pp. 352-370. San Francisco: Jossey-Bass].
Sandlin, J. A. (in press). Horatio Alger and the GED: Narratives of success in adult literacy education. Literacy and Numeracy Studies
Sandlin, J. A. (in press). In GED we trust?: A critical examination of the rhetoric and reality of the General Educational Development diploma. Canadian Journal for the Study of Adult Education.
Sandlin, J. A. (in press). Lifestyle magazines as informal consumer education: Evidence from a qualitative analysis of Budget Living. Journal of Consumer Education.
Wickens, C. M. & Sandlin, J. A. (in press). Literacy for what? Literacy for whom?: Analyzing the politics of literacy education and neocolonialism in UNESCO and World Bank-sponsored literacy programs. Adult Education Quarterly.
Sandlin, J. A. (in press). Netnography as a consumer education research tool. International Journal of Consumer Studies.
Sandlin, J. A. (in press). Popular culture, cultural resistance, and anti-consumption activism: An exploration of “culture jamming” as critical adult education. In Tisdell, E., ed., Popular culture and adult education, New Directions in Adult and Continuing Education. San Francisco: Jossey-Bass.
Sandlin, J. A. & Chen, C. (in press). Stress on the job: How family literacy program directors perceive and cope with occupational stress. Adult Basic Education
Dr. JUDY REED SANDLIN
Rolston, E. J., Sandlin, J. R., Sandlin, M. E., & Keathley, R. S. (2007). Power napping: Effects on cognitive ability and stress levels among college students. Research Quarterly for Exercise and Sport, 78 (1), 42.
Vannoy, L. A., Bass, M. A., Keathley, R. S., Sandlin, J. R., & Sandlin, M. E. (2006). Alcohol behaviors and attitude: Do they vary between evangelical Christian and regional state supported universities? Research Quarterly for Exercise and Sport, 77 (1), 28.
Keathley, R.S., Sandlin, J.R., Sandlin, M.E. & Bounds, R.G. (2005). Personal protective equipment: Time effects on initiation of lifesaving support. Research Quarterly for Exercise and Sport, 76 (1), 45.
Keathley, R. S., Sandlin, J. R. , & Sandlin, M. E. (2004). Breathing barriers and the likelihood of beginning lifesaving care. Research Quarterly for Exercise and Sport, 75 (1), 2
Keathley, R. S., Sandlin, J. R., & Sandlin, M. E. (2004). The HIV/AIDS knowledge of female offenders within the Texas department of criminal justice system. Research Quarterly for Exercise and Sport, 75 (1), 25-26.
Gibbons, E. E., Blassingame, C. L., Rust, D.M., & Reed, J. L. (2000). Effects of sex composition by class and instructor's sex on physical self-efficacy of college men. Perceptual and Motor Skills, 90, 105-110.
McBride, R., & Reed, J. (1998). Thinking and college athletes--Are they predisposed to critical thinking? The College Student Journal, 32, 443-450.
Dr. JIM SCHEURICH
Skrla, L., McKenzie, K. & Scheurich, J. (2011). Becoming and equity-oriented change agent. In P. Houston & A. Blankstein (Eds.) Leadership for Social Justice and Democracy in Our Schools. Thousand Oaks: Corwin
Skrla, L., McKenzie, K. B., Scheurich, J. J., & Dickerson, K. L. (2011). Home-town values and high accountability: A Texas recipe for district-wide success in an urban school district. Journal of Education for Students Placed At Risk (JESPAR), 16(2),137-165
McKenzie, K. B., Skrla, L., Scheurich, J. J., Rice, D., & Hawes, D. (2011). Math and science academic success in three large, diverse, urban high schools: A teachers' story. Journal of Education for Students Placed At Risk (JESPAR), 16(2), 100-121
Huggins, K. S., Scheurich, J. J., & Morgan, J. R. (2011). Professional learning communities as a leadership strategy to drive math success in an urban high school serving diverse, low-income students: A case study. Journal of Education of Students Placed at Risk, 16(2)
Scheurich, J. J., McKenzie, K. B., & Skrla, L. (2011). The equity road: Five examples of successful reform in urban schools and districts. Journal of Education of Students Placed at Risk, 16(2)
Capraro, R. M., Capraro, M. M., Morgan, J., & Scheurich, J. (Eds.). (2010). A companion to interdisciplinary STEM project-based learning: For teachers by teachers. Rotterdam: Sense Publishers
Rodriguez, M., Venzant Chambers, T. T., Gonzlez, M. L. & Scheurich, J. J. (2010). A cross-case analysis of three social justice-oriented education programs [Special issue]. Journal of Research on Leadership Education, (5)3.5, 138-153.
Maxwell, G. M., Huggins, K. S., & Scheurich, J. J. (2010). How one historically underperforming rural high school achieved a successful turnaround. Planning and Changing
Scheurich, J. J., Goddard, R. D., Skrla, L., McKenzie, K. B., & Youngs, P. (2010) The most important research on urban school reform in the past decade? Educational Researcher, 39(9), 665-667
Maxwell, G., Scheurich, J. J., & Skrla, L. (2009). Distributed leadership includes staff: One rural custodian as a case. Journal of School Leadership, 19(4)
Chambers, T. V., Huggins, K. S., & Scheurich, J. J. (2009). To Track or Not to Track: Curricular Differentiation and African American Students at Highview High School. Journal of Cases in Educational Leadership
Skrla, L., McKenzie, K., & Scheurich, J. J. (2009). Using Equity Audits to Create Equitable and Excellent Schools. Thousand Oaks, CA: Corwin.
*Rorrer, A. K., Skrla, L. & Scheurich, J. J. (2008). Districts as institutional actors in educational reform. Educational Administration Quarterly, 44:3, 307-358
Skrla, L., McKenzie, K. & Scheurich, J. (May, 2008). Equity Audits: Leadership Tools for Developing Equitable and Excellent Schools. Thousand Oaks: Corwin.
McKenzie, K. & Scheurich, J. (2008). Teacher resistance to improvement of schools with diverse students: A critical naiveté in the scholarship on school change. The International Journal of Leadership (11)2, 117-133.
Skrla, L., McKenzie, K. B., Scheurich, J. J. (2007). Concluding reflections on “Leadership for learning in the context of social justice: An international perspective.” Journal of Educational Administration, 45:6, 782-787.
Scheurich, J. J., & McKenzie, K. B. (2007). Foucault’s archaeological analyses. Blackwell’s Sociology Encyclopedia, edited by G. Ritzer
McKenzie, K. & Scheurich, J. (2007). King elementary: A new principal plans how to transform a diverse urban school. Journal of Cases in Education Leadership, (10)2, 19-27.
Skrla, L., McKenzie, K. B., & Scheurich, J. J. (2007). Supporting excellent teaching, equity, and accountability. In C. Sleeter (Ed.), Facing accountability in education: Equity and democracy at risk. New York: Teachers College Press.
Torres, M.S. & Scheurich, J. (2007). The Odden High School fiasco: Examining the intersection of race, class, and values in rural school leadership and policy. Journal of Cases in Educational Leadership. Vol. 10, No. 2, 38-45.
McKenzie, K., Skrla, L. & Scheurich, J. (2006). Preparing instructional leaders for social justice. Journal of School Leadership, 16(2), 158-170.
Scheurich, J. & McKenzie, K. (2006). The continuing struggle for social justice. Educational Policy, 20, 8-12.
Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2005). Equity audits. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making it happen. New York: Allyn & Bacon. [Revised reprint from Educational Administration Quarterly]
Scheurich, J. J., & McKenzie, K. B. (2005). Foucault’s methodologies: Archaeology and genealogy. In N. K. Denzin & Y. Lincoln (eds.), The Sage Handbook of Qualitative Research, 3rd edition. Thousand Oaks, Ca.: Sage
Scheurich, J.J. & McKenzie, K. (2005). Foucault's methodologies: Archaeology and genealogy. In N. Denzin & Y. Lincoln (Eds.), Handbook on Qualitative Research ( 3rd ed., pp. 841-868) Sage: Thousand Oaks.
*Kumashira, K. K., Pinar, W. K., Graue, E., Grant, C. A., Benham, M. K. P., Heck, R. H., Scheurich, J. J., Luke, A., & Luke, C. (2005) That which is troubling many new scholars about the nature of research and publishing is the harbinger, the canary, that is foretelling the changes that we are living. Harvard Educational Review, 75:3, 257-285
McKenzie, K. & Scheurich, J.J. (2004). Equity traps: A construct for departments of educational administration. Educational Administration Quarterly, 40(5), 601-632.
Skrla, L., Scheurich, J.J., Johnson, J.F., & Koschoreck, J.W. (2003). Accountability for equity: Can state policy leverage social justice? In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 51-78). New York: RoutledgeFalmer. [reprinted from the International Journal of Leadership in Education, 4(3)].
Skrla, L., Scheurich, J.J., Johnson, J.F., & Koschoreck, J.W. (2003). Complex and contested constructions of accountability and educational equity. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 99-106). New York: RoutledgeFalmer. [reprinted from the International Journal of Leadership in Education, 4(3)].
Scheurich, J.J., & Skrla, L. (2003). Continuing the conversation on equity and accountability. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 39-49). New York: RoutledgeFalmer. [reprinted from Phi Delta Kappan,83(4)].
Skrla, L., & Scheurich, J.J. (2003). Displacing deficit thinking in school district leadership. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 109-132). New York: RoutledgeFalmer. [reprinted from Educational and Urban Society, 33(3)].
Skrla, L., & Scheurich, J.J. (2003). Educational Equity and Accountability: Paradigms, Policies, and Politics. London: Routledge.
Skrla, L., Scheurich, J.J., Garcia, J., and Nolly, G. (2003). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 133-161.
Skrla, L. & Scheurich, J.J. (2003). Introduction. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 1-10). New York: RoutledgeFalmer.
Scheurich, J.J. & Skrla, L. (2003). Leadership for equity and excellence: Creating high achievement classrooms, schools, and districts. Thousand Oaks, CA: Corwin Press.
Scheurich, J.J., Skrla, L., & Johnson, J.F. (2003). Thinking carefully about accountability and equity. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 13-27). New York: RoutledgeFalmer [reprinted from Phi Delta Kappan, 82(4)].
Scheurich, J.J. (2002) Anti-Racist Scholarship: An Advocacy. Albany, NY: SUNY Press.
Scheurich, J.J. (2002). Policy archaeology: A new policy studies methodology. In S. Ball (Ed.), Sociology of Education: Major Themes, Vol. 1: Theories and Methods.
Lopez, G., Guajardo, M., Oliva, M., & Scheurich, J.J. (2002). Racing representatives: A "raza realist" narration of migrant students, their educacion and their contexto. In J.J. Scheurich, Anti-racist scholarship: An advocacy. New York: SUNY.
Skrla, L., Scheurich, J. J., Johnson, J.F., & Koschoreck, J. W. (2001). Accountability for equity: Can state policy leverage social justice?. International Journal of Leadership in Education, 4 (3), 237-260.
Skrla, L., Scheurich, J.J., Johnson, J.F., & Koschoreck, J.W. (2001). Complex and Contested Constructions of Accountability and Educational Equity. International Journal of Leadership in Education, 4(3), 277-283..
Scheurich, J.J., & Skrla, L. (2001). Continuing the conversation on equity and accountability: Listening appreciatively, responding responsibility. Phi Delta Kappan, 83(4), 322-326.
Skrla, L., & Scheurich, J. J. (2001). Displacing deficit thinking in school district leadership. Education and Urban Society, 33(3), 235-259.
Skrla, L., Scheurich, J. J., & Johnson, J. F. (2001). Toward a new consensus on high academic achievement for all children. Education and Urban Society, 33(3), 227-234.
Scheurich, J.J. (2000). An archaeology of "plain talk." Qualitative Inquiry, 6(3), 337-348.
Skrla, L., Reyes, P., & Scheurich, J.J. (2000). Sexism, silence, and solutions: Women superintendents speak up and speak out. Educational Administration Quarterly, 36(1), 44-75.
Scheurich, J.J., Skrla, L., & Johnson, J.F. (2000). Thinking carefully about equity and accountability. Phi Delta Kappan, 82(4), 293-299.
Scribner, J., Lopez, G., Koschoreck, J., Mahitivanichcha, K., & Scheurich, J.J. (1999). The building blocks of educational administration: A dialogic review of the first three chapters of the Handbook. Educational Administration Quarterly, 35(4), 472-476.
Scheurich, J.J. (1998). Highly successful and loving public elementary schools populated mainly by low SES children of color: Core beliefs and cultural characteristics. Urban Education, 33(4), 451-491.
Scheurich, J.J., & Young, M.D. (1998). In the United States of America, in both our souls and our sciences, we are avoiding white racism. Educational Researcher, 27(9), 27-32.
Scheurich, J.J. (1998). The grave dangers in the discourse on democracy. International Journal of Leadership in Education, 1(1), 55-60.
Lopez, G.R., Guajardo, M.A., & Scheurich, J.J. (1998). Windows/ventanas: A postmodern re-presentation of children in migrancy. Educational Administration Quarterly, 34(3), 397-426.
Scheurich, J.J. (In press). The destructive desire for a depoliticized methodology: A response to Harry Wolcott. In Y.Zou & H.T. Trueba (Eds.), Advances in Ethnographic Research: From Our Theoretical and Methodological Roots to Post-Modern Critical Ethnography. Lanham, MD: Roman & Littlefield.
Scheurich, J.J., & Young, M.D. (In press). White racism among white faculty: From critical understanding to anti-racist activism. In K. Lomotey, P. Altbach, & W.A. Smith (Eds.), The Racial Crises in American Higher Education. New York: SUNY Press.
Dr. DON SEAMAN
Seaman, D.F., and Yoo, C. "The potential for Even Start family literacy programs to prevent school failure and reduce the incidence of dropouts". Accepted in PREVENTING SCHOOL FAILURE, Fall. 2001.
Seaman, D.F. (2000). Changing lives in Texas. Literacy Today, 24, 30.
Dr. LINDA SKRLA
Skrla, L., McKenzie, K. & Scheurich, J. (2011). Becoming and equity-oriented change agent. In P. Houston & A. Blankstein (Eds.) Leadership for Social Justice and Democracy in Our Schools. Thousand Oaks: Corwin
Skrla, L., McKenzie, K. B., Scheurich, J. J., & Dickerson, K. L. (2011). Home-town values and high accountability: A Texas recipe for district-wide success in an urban school district. Journal of Education for Students Placed At Risk (JESPAR), 16(2),137-165
McKenzie, K. B., Skrla, L., Scheurich, J. J., Rice, D., & Hawes, D. (2011). Math and science academic success in three large, diverse, urban high schools: A teachers' story. Journal of Education for Students Placed At Risk (JESPAR), 16(2), 100-121
Scheurich, J. J., McKenzie, K. B., & Skrla, L. (2011). The equity road: Five examples of successful reform in urban schools and districts. Journal of Education of Students Placed at Risk, 16(2)
Scheurich, J. J., Goddard, R. D., Skrla, L., McKenzie, K. B., & Youngs, P. (2010) The most important research on urban school reform in the past decade? Educational Researcher, 39(9), 665-667
Maxwell, G., Scheurich, J. J., & Skrla, L. (2009). Distributed leadership includes staff: One rural custodian as a case. Journal of School Leadership, 19(4)
Skrla, L., McKenzie, K. & Scheurich, J. (2009). Using Equity Audits to Create Equitable and Excellent Schools. Thousand Oaks: Corwin
Skrla, L., McKenzie, K., & Scheurich, J. J. (2009). Using Equity Audits to Create Equitable and Excellent Schools. Thousand Oaks, CA: Corwin.
*Rorrer, A. K., Skrla, L. & Scheurich, J. J. (2008). Districts as institutional actors in educational reform. Educational Administration Quarterly, 44:3, 307-358
Skrla, L., McKenzie, K. & Scheurich, J. (May, 2008). Equity Audits: Leadership Tools for Developing Equitable and Excellent Schools. Thousand Oaks: Corwin.
Skrla, L., McKenzie, K. B., Scheurich, J. J. (2007). Concluding reflections on “Leadership for learning in the context of social justice: An international perspective.” Journal of Educational Administration, 45:6, 782-787.
Skrla, L., McKenzie, K. B., & Scheurich, J. J. (2007). Supporting excellent teaching, equity, and accountability. In C. Sleeter (Ed.), Facing accountability in education: Equity and democracy at risk. New York: Teachers College Press.
Skrla, L. (2007). Transcription. In G. Ritzer (Ed.), Blackwell encyclopedia of sociology. Oxford, UK: Blackwell.
Young, M.D., Mountford, M., & Skrla, L. (2006). Infusing gender and diversity issues into educational leadership programs: Transformational learning and resistance. Journal of Educational Administration, 44(3), 264-277.
McKenzie, K., Skrla, L. & Scheurich, J. (2006). Preparing instructional leaders for social justice. Journal of School Leadership, 16(2), 158-170.
Goddard, R., & Skrla, L. (2006). The influence of school composition on teacher perceptions of collective efficacy. Educational Administration Quarterly, 42(2), 216-235
Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2005). Equity audits. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making it happen. New York: Allyn & Bacon. [Revised reprint from Educational Administration Quarterly]
Rorrer, A. K., & Skrla, L. (2005). Leaders as policy mediators. Theory Into Practice, 44 (1), 53-62.
Skrla, L., Scheurich, J.J., Johnson, J.F., & Koschoreck, J.W. (2003). Accountability for equity: Can state policy leverage social justice? In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 51-78). New York: RoutledgeFalmer. [reprinted from the International Journal of Leadership in Education, 4(3)].
Skrla, L., Scheurich, J.J., Johnson, J.F., & Koschoreck, J.W. (2003). Complex and contested constructions of accountability and educational equity. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 99-106). New York: RoutledgeFalmer. [reprinted from the International Journal of Leadership in Education, 4(3)].
Skrla, L., & Skrla, J.J. (2003). Conclusion: Keeping equity in the foreground. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 275-283). New York: RoutledgeFalmer.
Scheurich, J.J., & Skrla, L. (2003). Continuing the conversation on equity and accountability. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 39-49). New York: RoutledgeFalmer. [reprinted from Phi Delta Kappan,83(4)].
Skrla, L., & Scheurich, J.J. (2003). Displacing deficit thinking in school district leadership. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 109-132). New York: RoutledgeFalmer. [reprinted from Educational and Urban Society, 33(3)].
Skrla, L., & Scheurich, J.J. (2003). Educational Equity and Accountability: Paradigms, Policies, and Politics. London: Routledge.
Skrla, L., Scheurich, J.J., Garcia, J., and Nolly, G. (2003). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 133-161.
Skrla, L. & Scheurich, J.J. (2003). Introduction. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 1-10). New York: RoutledgeFalmer.
Skrla, L., & Young, M.D. (2003). Introduction: Reconsidering feminist research in educational leadership. In M.D. Young & L. Skrla (Eds.), Reconsidering feminist research in educational leadership (pp. 1-6). Albany, NY: State University of New York Press.
Scheurich, J.J. & Skrla, L. (2003). Leadership for equity and excellence: Creating high achievement classrooms, schools, and districts. Thousand Oaks, CA: Corwin Press.
Skrla, L. (2003). Mourning silence: Women superintendents (and a researcher) rethink speaking up and peaking out. In M.D. Young & L. Skrla (Eds.), Reconsidering feminist research in educational leadership (pp. 103-128). Albany, NY: State University of New York Press. [reprinted from International Journal of Qualitative Studies in Education, 13(6).]
Skrla, L. (2003). Normalized femininity: Reconsidering research on women in the superintendency. In M.D. Young & L. Skrla (Eds.), Reconsidering feminist research in educational leadership (pp. 247-263). Albany, NY: State University of New York Press.
Skrla, L. (2003). Productive campus leadership responses to accountability: Principals as policy mediators (pp. 27-50). In W. Hoy & C. Miskel (Eds.), Theory and research in educational administration. Greenwich, CT: JAI Press.
Young, M.D., & Skrla, L. (Eds). (2003). Reconsidering feminist research in educational leadership. Albany: State University of New York Press.
Young, M.D., & Skrla, L. (2003). Research on women and administration: A response to Julie Laible’s loving epistemology. In M.D. Young & L. Skrla (Eds.), Reconsidering feminist research in educational leadership (pp. 201-210). Albany, NY: State University of New York Press.
Scheurich, J.J., Skrla, L., & Johnson, J.F. (2003). Thinking carefully about accountability and equity. In L. Skrla & J.J. Scheurich (Eds.), Educational Equity and Accountability: Policies, paradigms, and politics (pp. 13-27). New York: RoutledgeFalmer [reprinted from Phi Delta Kappan, 82(4)].
Rieser, A.F., Pursch, W., & Skrla, L., (2002). Principals for social justice: Leaders of school success for children from low-income homes. Journal of School Leadership, 12(3), 281-304.
Skrla, L. (2001). Accountability, Equity, and complexity. Educational Researcher, 30 (4), 15-21.
Skrla, L., Scheurich, J. J., Johnson, J.F., & Koschoreck, J. W. (2001). Accountability for equity: Can state policy leverage social justice?. International Journal of Leadership in Education, 4 (3), 237-260.
Skrla, L., Scheurich, J.J., Johnson, J.F., & Koschoreck, J.W. (2001). Complex and Contested Constructions of Accountability and Educational Equity. International Journal of Leadership in Education, 4(3), 277-283..
Scheurich, J.J., & Skrla, L. (2001). Continuing the conversation on equity and accountability: Listening appreciatively, responding responsibility. Phi Delta Kappan, 83(4), 322-326.
Skrla, L., Scott, J., & Benestante, J.J. (2001). Dangerous intersection: A meta-ethnographic study of gender, power, and politics in the public school superintendency. In C.C. Brunner & L. Bjork (Eds.).
Skrla, L., & Scheurich, J. J. (2001). Displacing deficit thinking in school district leadership. Education and Urban Society, 33(3), 235-259.
Ealy, C., Hoyle, J.R., Hogan, D., & Skrla, L. (2001). Superintendent performance evaluation and its relationship to district student performance. NCPEA Yearbook 2001.
Zellner L., Skrla,L., and Erlandson, D.A. ( 2001). "The art of mentoring principals." Connections: NASSP Journal of Secondary & Higher Education, 3, 2-7.
Skrla, L., Erlandson, D.A., Reed, E.M. & Wilson, A.P. (2001). The Emerging Principalship. Larchmont, NY: Eye On Education, Publishers, 2001.
Skrla, L. (2001). The influence of state accountability on teacher expectations and student performance. UCEA Review, XLII(2), 1-4.
Skrla, L., Scheurich, J. J., & Johnson, J. F. (2001). Toward a new consensus on high academic achievement for all children. Education and Urban Society, 33(3), 227-234.
Skrla, L. (2000). Mourning silence: Women superintendents (and a researcher) rethink speaking up and speaking out. International Journal of Qualitative Studies in Education, 13(6) 611-628..
Skrla, L., Reyes, P., & Scheurich, J.J. (2000). Sexism, silence, and solutions: Women superintendents speak up and speak out. Educational Administration Quarterly, 36(1), 44-75.
Ealy, C., Hogan, D., Skrla, L., & Hoyle, J.R. (2000). Superintendent performance evaluation: Its relationship to standards, policy, and quality. NCPEA Yearbook 2000.
Skrla, L. (2000) The social construction of gender in the superintendency. Journal of Education Policy. 15, (3) 293-316.
Scheurich, J.J., Skrla, L., & Johnson, J.F. (2000). Thinking carefully about equity and accountability. Phi Delta Kappan, 82(4), 293-299.
Erlandson, D.A., Skrla, L., Westbrook, D., Hornback, S., & Mindiz-Melton, A. (1999). Reshaping urban education: A school-community-univesity collaborative initiative. Journal of School Leadership, 9(6), 552-573.
Hoyle, J., & Skrla, L. (1999). The politics of superintendent evaluation. Journal of Personnel Evaluation in Education, 13(4), 405-419.
Skrla, L., & Benestante, J.J. (1998). On being terminally female: Denial of sexism in educational administration is no protection against its effects. In C. Funk, A. Pankake, & M. Reese (Eds.), Women as school executives: Realizing the vision (pp. 57-61). Commerce, TX: Texas A&M University Press.
Dr. ROBERT SLATER
Slater, R.O. & Torres, M.S. (2006). “Values” politics and No Child Left Behind. In W. Hoy & C. Miskel (Eds.), Contemporary issues in educational policy and school outcomes (pp. 75-86). Greenwich, CT: Information Age.
Slater, R. (2005). Fieldnotes-2/12/03: A day in the life of an education professor who came down from the ivory tower to start a charter school. Education Next 5(1).
Slater, R. (2005). Blended e-learning as an institutional and academic enterprise. Conference Proceedings, International Association of Science and Technology for Development, Conference on Computers and Advanced Technology in Education, Oranjestad, Aruba, August 29-31, 2005.(with T. Reynolds)
Slater, R. (2005). Blended e-learning as an institutional and academic enterprise. Proceedings of the International Association of Science and Technology for Development, Conference on Computers and Advanced Technology in Education, Oranjestad, Aruba, August 29-31, 2005.
Slater, R. (2005).Educacion, democracia y globalization en la sociedad del conocimiento. Educacion. La Universidad de Catolica, Lima Peru.
Slater, R. (2005).Education in the knowledge society: Making web-based learning and technology work for development. Proceedings of the International Association of Science and Technology for Development, conference on Web-based Education, Grindelwald, Switzerland, Gebruary 21-23.
Slater, R. (2005). Allan Bloom. In John Shook (Ed.) The Dictionary of Modern American Philosophers. (Vol 1) Bristiol, England: Thoemmes Press.
Slater, R. (2001). Democracy in American and education at the End of the American Century. International Journal of Educational Leadership, 4, 171-180.
Hoyle, J. and Slater, R., (2001) Love, Happiness and America's Schools. Phi Delta Kappan, 82, 790-794.
Slater, R. (2000), Ensayos Sobre Democracia, Educacion y El Experimento Americano. Lima, Peru: Catholic University Press.
Slater, R. (1999). LaMcDonaldization de la Educacion. Educacion 8:21-37.
Slater, R. and Boyd, W. (1999). "Schools as Polities, " In Josephy Murphy and Karen Seashore Louis (Eds.) Handbook of Research in Educational Administration. San Francisco, CA: Jossey-Bass, pp. 323-336.
Ms. HARRIET SMITH
Smith, Harriet V. (2006). “Strategies for Helping Women Overcome Barriers to Learning Caused by Violence.” Review of Horsman, J. Too Scared to Learn: Women, Violence and Education and Morrish, E. Horsman, J., and Hofer, J. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project. Literacy Links 10.5 (December 2006).
Byrd, M., Chlup, D. T., Appelt, K. and Smith, H. V. (Eds.) (2005, Revised 2006). Research, Theory, & Professional Wisdom and Their Relationship to Texas Indicators of Program Quality (IPQs) for Curriculum and Instructional Practices in Adult Education and Literacy Programs. College Station, TX: Texas Center for the Advancement of Literacy and Learning. Retrieved January 4, 2007 from http://www-tcall.tamu.edu/newsletr/oct05/oct05a.htm
Smith, H.V., Chlup, D.T., Appelt, K., Durbin, P. ( Eds.) (2005). Spreading the Success: A Compliation of Adult Learner Success Stories. College Station, TX: Texas Center for the Advancement of Literacy and Learning.
Smith, Harriet V. (2005). “Teacher Retention in Adult Literacy Programs: Uncharted Territory - or Something We Already Know How to Achieve?” Literacy Links 9.4 (October 2005).
Smith, Harriet V. (2002). “The Challenge of Teens in the Adult Education Classroom.” Literacy Links 6.4 (June 2002).
Dr. CHRISTINE A. STANLEY
*Gonzalez, E., Valentin, M., Johnson, D., Valentin, C.,Jr., Lopez, B., Gonzalez, A., Lincoln, Y.S., & Stanley, C.A. (2015). Retention of Latina STEM Students in Texas: Exploring the Experiences that Should Be Considered. In F. Hernandez, E. Murakami G. Rodriguez, Eds., Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds), pp. 205-215. Columbia, SC: Information Age Publishing.
Kimball, J., Cole, B., Watson, K.L., & Stanley, C.A. (2008). A study of women engineering students and time to completion of first-year required courses at Texas A&M University. Journal of Women and Minorities in Science and Engineering, Vol. 14(1), 67-82
Stanley, C.A. & Algert, N.E. (2007). An exploratory study of the conflict management styles of department heads in a research university setting. Innovative Higher Education, (32), 1,49-65.
Algert, N.E., & Stanley, C.A. (2007, September). Conflict management. Effective Practices for Academic Leaders, Vol. 2(9),1-16.
Stanley, C.A., & Watson, K.L. (2007, September). Meeting the professional development needs of new faculty: A three-year evaluation study of a new faculty orientation program.Journal of Faculty Development, Vol. 21 (3), 3-21.
Watkins D.C., Green B.L., Goodson P, Guidry J., Stanley C.S. (2007). Using Focus Groups to Explore the Stressful Life Events of Black College Men. Journal of College Student Development, 48(1), 105-118.
Stanley, C.A. (2007, January/February). When counter narratives meet master narratives in the Journal editorial review process. Educational Researcher, 36(1), 14-24.
Stanley, C.A. (2006, Winter). Coloring the academic landscape: Faculty of color breaking the silence in predominantly white colleges and universities. American Educational Research Journal, 43 (4), 701-736.
Stanley, C.A. (Ed.). (2006). Faculty of color: Teaching in predominantly White colleges and universities. Bolton, MA: Anker Publishers.
Stanley, C.A. (2006). Retaining faculty of color. Academic Leader. Interview by Robert Kelly Editor, Collegiate Division, Magna Publications, Madison, Wisconsin.
Stanley, C.A., Waston, K.L., & Algert, N.E. (2005, November). A faculty development model for mediating diversity conflicts in the university setting. The Journal of Faculty Development, 20(3), 129-142.
Stanley, C.A. & Lincoln, Y.S. (2005, April). Cross-race faculty mentoring. Change. 37(2), 44-52.
Stanley, C.A., Saunders, S., & Hart, J. (2003). Multicultural course transformation. In M.L. Ouellett (Ed.),Teaching inclusively: Diversity and faculty development. (pp. 566-585). Stillwater, OK: New Forums Press.
Stanley, C.A. (2004). Faculty professional development for the 21st Century. In J.C. Smart (Ed.), Higher education: Handbook of theory and research. Vol. XIX. 441-480. The Netherlands: Kluwer
Watson, K.L., Stanley, C.A., & Anderson, J.A. (2004). Recruitment and retention for faculty Diversity: A handbook for search committees. Office of the Dean of Faculties and Associate Provost. College Station, Texas: Texas A&M University.
Stanley, C.A., Wadkowski, S.M., Williams, K., & Das, J. (2004). Using experienced Tas as mentors to new Tas: Everyone gains. In L. Border (Ed.), The professional apprenticeship. Bolton, MA: Anker Publishers.
Stanley, C.A., Porter, M.E., Simpson, M., & Ouellett, M.L. (2003). A case study of the teaching experiences of African American faculty at two predominantly white research universities. Journal on Excellence in College Teaching, 14(1), 151-178.
Stanley, C.A. & Porter, M.E. (2003). Engaging students in large classes: Challenging some of the learning myths. Journal of Australia's Business Higher Education Round Table, B-HERT News, 18, 18-19.
Ouellett, M.L. & Stanley, C.A. (2003). Fostering diversity in a faculty development organization. To Improve the Academy, 22,206-225.
Stanley, C.A. & Slattery, P. (2003). Who reveals what to whom? Critical reflections on conducting qualitative research as a biracial, male/female, interdisciplinary research team. Qualitative Inquiry, 9(5).
Stanley, C.A. & Porter, M.E. (Eds.). (2002). Engaging Large Classes: Strategies and Techniques for College Faculty. Bolton, MA: Anker Publishers.
Stanley, C.A. (2001). A review of the pipleine,: The value of diversity in staffing teaching and learning centers in the new millennium. The Journal of Faculty Development, 18(2), 75-86.
Stanley, C.A. (2001). Conceptualizing, designing, and implementing multicultural faculty development activities. In K. Gillespie, E.Wadsworth, L. Hilsen, & M. Shea (Eds.), A Guide to faculty development in higher education (pp. 194-213). Bolton, MA: Anker Publishers.
Stanley, C.A., (2000-2001). Teaching in action: Multicultural education as the highest form of understanding. Essays on Teaching Excellence, 12 (95). The Professional and Organizational Development Network in Higher Education.
Stanley, C.A. (in press). The faculty development portfolio: A framework for documenting the professional development of faculty developers. Innovative Higher Education, 26(1), 23-26.
Stanley, C.A. & Ford, T.F. (2001). Using climate assessment data to consult about multicultural teaching. In K.G. Lewis (Ed.) face-to-Face: A Sourcebook of individual consultation techniques for faculty/instructional developers(pp. 275-296). Stillwater, OK: NEW Forums Press.
Stanley, C.A. (2000). Factors that contribute to the teaching development of faculty development center clientele: A cast study of ten university professors. The Journal of Staff, Program, and Organization Development. 17(3). Stillwater, OK: New Forums.
Stanley, C.A., & Ouellett, M.L. (2000). On the path: POD as a multicultural organization. To Improve the Academy, 18, 38-54.
Stanley, C.A. (2000, Spring). Teaching for the success of all students. Centered on Teaching, 4(2), 1-2. Center for Teaching Excellence Newsletter. College Station, Texas: Texas A&M University.
Stanley, C.A. (2000). Teaching in action: Multicultural education as the highest form of learning. Teaching Excellence: Toward the best in the academy, 11, Miami Beach, FL: Nova Southeastern University.
Stanley, C.A., Rohdieck, S.V., & Tang, L. (1999). An exploratory study of the teaching concerns of Asian American students. Journal on Excellence in College Teaching, 10(1). Oxford, OH: Miami University.
Chism, N.V.N. & Stanley, C.A. (1999). Peer review of teaching: A source book. Bolton, MA: Anker Publishing.
Stanley, C.A., Wadkowski, S.M., Williams, K., & Das, J. (In press). Using experienced Tas as mentors to new Tas: Everyone gains. In L. Border (Ed.) The professional apprenticeship: Bolton, MA: Anker.
Dr. STEPHEN STARK
Stark, S. (2004). Celebrating heroes: A tribute to Dr. Everette E. Nance (1933-2001). Community Education Journal, 27(1/2), 29-31.
Petrisky, I. & Stark, S. (2004). Linking school community relations to community education. Journal of School Public Relations, 25(3), 255-263.
Canales, P. & Stark, S. (2004). Professional development models: Impact on school leadership competencies as identified by superintendents in Education Service Center Region 20, Texas. Education Leadership Review, 5(2), 37-45.
Petrisky, I., & Stark, S. (2003). School-community relations: A vital link to community education. Journal of School Public Relations.
Skrobarcek, S. & Stark, S.L. (2002). Career Paths Identified by Female Superintendents. Texas Education Leadership Review, 3, 8-16.
Throm, C. & Stark, S.L., Computers as instructional tools: Impacting academic achievement, Insight (TASA-TASB Journal), Winter 1999, pp. 19-22.
Dr. RALF ST CLAIR
Sandlin, J.A. & St. Clair, R. (2004). Editors' notes. In R. St. Clair & J.A. Sandlin (Eds.), Promoting critical pracitce in adult education. New Directions in Adult and Continuing Education, 102, 1-4, San Francisco: Jowwey-Bass.
St.Clair, R. & Sandlin, J. A. (2004). Incompetence and intrusion: On the metaphorical use of illiteracy in U.S. political discourse. Adult Basic Education, 14(1), 45-59.
St. Clair, R. & Sandlin, J.A. (2004). Promoting critical practice in adult education. New Directions in Adult and Continuuing Education, 102. San Francisco: Jossey-Bass.
Sandlin, J. A. & St.Clair, R. (2004). Editors’ notes. In St.Clair, R., & Sandlin, J. A., eds. Promoting critical practice in adult education. New Directions in Adult and Continuing Education, no. 102. pp. 1-4, San Francisco: Jossey-Bass.
St. Clair, R. & Sandlin, J.A. (2003). The unlettered state: Illiteracy and intrusion in US social policy. Adult Basic Education.
St.Clair, R., (2002). Reflections on Research: Special populations in adult literacy and ESL. Literacy Links.
St.Clair, R., (2002). Stemming criterion bleed: Evaluating adult literacy education on its own terms. Adult Basic Education, 12(2).
StClair, R. (2001) Book Review of Mentor: Guiding the journey of adult learners, by Laurent Daloz. Adult Education Quarterly, 51(3)
StClair, R., (2001). Considering capital: The limits of curriculum in an employment preparation program. Studies in the Education of Adults, 33(1).
StClair, R., (2001). More equal that others: On the difficult relationship between basic skills and vocational adult education. Canadian Journal for the Study of Adult Education 15(2), 128-148.
St.Clair, R., (2001). No more classes: Framing pedagogy in a self-paced secondary school. Alberta Journal of Educational Research, 47(3), 206-221.
StClair, R., (2001). Words for work: Literacy and success. Statewide Standard 8(2).
StClair, R., (2000). Good employees, good citizens. Concept (10)1.
Stclair, R., (1998). On the commonplace: Reclaiming community in adult education. Adult Education Quarterly 49(1), 5-14
Dr. HOMER TOLSON
Obiero, D., Nafukho, F. M., & Tolson, H. (2011). Consequences of employee turnover in the banking industry: A review of selected literature. International Journal of Vocational Education and Training, 19(2), 73-85
Wang, J., Tolson, H., Chiang, T., & Huang, T. (2010). An exploratory factor analysis of workplace learning, job satisfaction, and organizational commitment in small to midsize businesses in Taiwan. Human Resource Development International, 13(2), 147-163
** Torres, M.S., Collier, V., & Tolson, H. (2010). Studes' First Amendment rights and demographics: Gauging school board responsiveness to student speech policy. Current Issues in Education, Vol. 13, No. 3
Callahan, J.L., Hasler, M., & Tolson, H. (2005). Perceptions of emotion expressiveness: Gender differences among senior executives. Leadership and Organizational Development Journal, 26(7), 512-528. (Emerlad Publishers 2005 Best Paper Award)
Akins, R. B., Tolson, H., & Cole, B. (2005). Stability of response characteristics of a Delphi panel: Application of bootstrap data expansion. BMC Medical Research Methodology, 5(1), 1-12.
Bonnette, R., McBride, R.E., & Tolson, H. (2001). The differential effect of indirect instruction in the teaching of sport skills on critical thinking and self-esteem of early adolescent boys placed at risk. Sport, Education and Society, 6, 183-198.
Dupler, T. & Tolson, H. (2000). Body composition prediction equations for elderly men.The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, 55, M180-M184.
Bunting, C.J., Tolson, H., Kuhn, C., Suarez, E. & Williams, R.B. (2000). Physiological stress response to the neuroendocrine system during outdoor adventure tasks. Journal of Leisure Research, 32(2), 191-207.
Crouse, S.F., Sterling, J.C., Tolson, H. & Hasson, S. (1989). The effect of beta-adrenergic blockade on heart rate recovery from exercise. Journal of Cardiopulmonary Rehabilitation, 9(5), 202-206.
Fang, C.L., Sherman, W.M., Crouse, S.F. & Tolson, H. (1988). Exercise modality and selected coronary risk factors: A multivariate approach. Medicine and Science in Sports and Exercise, 20, 455-462.
Dr. MARIO TORRES
**Torres, M.S., Kidd, T., Madsen, J. (2015). Exploring ethics and teacher conduct in a suburban school district: Implications for school leaders. NCPEA Education Leadership Review, Vol. 16, No. 2.
Torres, M. Kidd, T. & Madsen, J (2015) Exploring ethics and teacher conduct in a suburban school district: Implications for school leaders. Education Leadership Review, 16(2) pp.116-130
Normore, A.H., Ehrensal, P., First, P.F., Torres, M.S. (2015). Legal Frontiers in Education: Complex Law Issues for Leaders, Policymakers and Policy Implementers (Advances in Educational Administration, Volume 24) Emerald Group Publishing Limited
** Burke, J. & Torres, M.S. (2015). The Relationship between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. In A.H. Normore, P. Ehrensal, P.F. First, M.S. Torres (Eds.), Legal Frontiers in Education: Complex Law Issues for Leaders, Policymakers and Policy Implementers (Advances in Educational Administration, Volume 24) Emerald Group Publishing Limited, pp.147 [48]13 163
Hemmer, L., Madsen, J.A., & Torres, M.S. (2013). Critical Analysis of Accountability Policy in Alternative Schools: Implications for School Leaders. Journal of Educational Administration, 51, 5
**Torres, M.S. & Perez, P. (2013). The No Child Left Behind act. M.A. Gooden, S. Eckes, J.F. Mead, L. McNeal, M. Torres, (Eds.), The Principal’s Legal Handbook (5h Ed., pp.). Dayton, OH: Education Law Association
Torres, M.S. (2012). Differentiated jurisprudence? Examining studes' Fourth Amendment court decisions by national region. Journal of School Leadership, Vol. 22, No. 6, 1087-1108
Torres, M.S. (2012). Gauging ethical deficits in leadership and student discipline: An analysis of Fourth Amendment case law. Journal of School Leadership; Vol. 22, No. 2, 261-284
Torres, M.S. (2012). Growing trend of racial preferential treatment from a diversity perspective: An introspection on the PICS in the United States. Journal of Shaanxi Normal University, Vol. 4, No. 4
**Torres, M.S., Poenitzsch, N., Burke, J. (2011) Responsible Action as a Construct for Ethical Leadership: Investigating the Effect of School and Community on Police Involvement in Student Disciplinary Affairs. In Eds. Normore and Fitch. Leadership in Education, Corrections, and Law Enforcement: A Commitment to Ethics, Equity, and Excellence. Emerald: UK
Hoyle, J. & Torres, M.S. (2010). Six Steps to Preparing Exemplary Principals and Superintendents: Leadership at its Best. Lanham, MD: Rowman & Littlefield
** Torres, M.S., Collier, V., & Tolson, H. (2010). Studes' First Amendment rights and demographics: Gauging school board responsiveness to student speech policy. Current Issues in Education, Vol. 13, No. 3
Torres, M.S. & Stefkovich, J.A. (2009). Demographics and Police Involvement: Implications for Student Civil Liberties and Just Leadership. Educational Administration Quarterly, Vol. 45, No. 3, 450-473
Torres, M.S., Zellner, L., & Erlandson, D. (2008). Administrator Perceptions of School Improvement Policies within a High Impact Policy Setting. International Journal of Education Policy and Leadership. Vol. 3, No. 7, 1-15.
Torres, M.S. & Hoyle, J. (2008). Students' Reflections on the Relevance and Quality of Highly Ranked Doctoral Programs in Educational Administration: Beacons of Leadership Preparation? AASA Journal of Scholarship and Practice. Vol. 5, No. 2, 5-13
Torres, M.S. (2008). Entry on Chief Justice Warren Burger. In C. Russo (Ed.), Encyclopedia of Education Law (pp. 134-136). Los Angeles: Sage
Torres, M.S. (2008). Entry on Drugs, Dog Searches. In C. Russo (Ed.), Encyclopedia of Education Law (pp. 260-262). Los Angeles: Sage
Torres, M.S. (2008). Entry on School Board Policy. In C. Russo (Ed.), Encyclopedia of Education Law (pp. 733-735). Los Angeles: Sage
Torres, M.S. (2008). Entry on Strip Searches. In C. Russo (Ed.), Encyclopedia of Education Law (pp. 798-800). Los Angeles: Sage
Torres, M.S. & Callahan, J.L. (2008) An evaluation of the role of emotion in judicial decision making within contrasting minority school settings. Education and Urban Society, 40(3), 377-405.
10. ** Torres, M.S. & Kennedy, J. (2008). The degree to which school and community factors shape perceptions of “no pass, no play” among high school coaches in Texas: Implications for policy selection. Journal for the Study of Sports and Athletes in Education, Vol. 2, No. 3, 273-298
Hoyle, J., & Torres, M. (2008). University leadership preparation and successful principals and superintendents. Rowman & Littlefield Publishers
Hoyle, J., & Torres, M. (2007). Doctorates on defensive (response article). The School Administrator, p. 4.
Torres, M.S. & Stefkovich, J.A. (2007). Students’ Fourth Amendment rights and the federal judgeship: Examining the link between political appointments and case outcomes. BYU Education and Law Journal. Vol. 2007, No. 2, 257-280.
Torres, M.S. & Scheurich, J. (2007). The Odden High School fiasco: Examining the intersection of race, class, and values in rural school leadership and policy. Journal of Cases in Educational Leadership. Vol. 10, No. 2, 38-45.
Torres, M.S. & Chen, Y. (2006). Assessing Columbine’s impact on students’ Fourth Amendment case outcomes: Implications for administrative discretion and decision-making. NASSP Bulletin, 90, 3, 185-206.
Slater, R.O. & Torres, M.S. (2006). “Values” politics and No Child Left Behind. In W. Hoy & C. Miskel (Eds.), Contemporary issues in educational policy and school outcomes (pp. 75-86). Greenwich, CT: Information Age.
Torres, M.S. & Stefkovich, J.A. (2005). The No Child Left Behind act. K.E. Lane, M.J. Connelly, J.F. Mead, M.A. Gooden, and S. Eckes (Eds.), The Principal’s Legal Handbook (3rd Ed.). Dayton: Education Law Association
Torres, M.S. (2004). Best interests of students left behind? Exploring the ethical and legal dimensions of United States involvement in public school improvement. Journal of Educational Administration, 42(2), 249-269.
Stefkovich, J.A., & Torres, M.S. (2003). The demographics of justice: Student searches, student rights, and administrator practices. Educational Administration Quarterly.
**Core, B. & Torres, M.S. (in press). The Uncertainty of Policy Ambition: An Analysis of Key State Actor Perspectives on Seeking Equity Through Facilities Funding. Journal of Education Finance, Winter 2016
Torres, M.S. (in press). The use of statistics in legal research. In P. First (Ed.), book title forthcoming
TERAH VENZANT CHAMBERS
Venzant Chambers, T. T., & McCready, L. T. (2011) "Making space" for ourselves: African American studets' responses to their marginalization. Urban Education, 46(6), 1352-1378
Rodriguez, M., Venzant Chambers, T. T., Gonzlez, M. L. & Scheurich, J. J. (2010). A cross-case analysis of three social justice-oriented education programs [Special issue]. Journal of Research on Leadership Education, (5)3.5, 138-153.
Venzant Chambers, T. T. (2010). Are we on"track" with the African American millennial? Tracking, ability grouping, and gifted African American millennial students. National Journal of Urban Education and Practice, 4(2), 92-106
Mohan, E. & Venzant Chambers, T. T. (2010). Two researchers reflect on navigating multiracial identities in the research situation. International Journal of Qualitative Studies in Education, (23)3, 259-281
Mohan, E. & Venzant Chambers, T.T. (in press). Navigating multiracial identity in the research situation. International Journal of Qualitative Studies in Education (QSE)
Venzant Chambers, T. T. (2009). The receivement gap: School tracking policies and the fallacy of the ―achievement gap. Journal of Negro Education, (78)4, 417-431
Chambers, T. V., Huggins, K. S., & Scheurich, J. J. (2009). To Track or Not to Track: Curricular Differentiation and African American Students at Highview High School. Journal of Cases in Educational Leadership
Venzant, T.T. (2008). "African American Education." Encyclopedia of the Social and Cultural Foundations of Education. Thousand Oaks, CA: SAGE Publications.
Mohan, E., Taylor, L., Venzant Chambers, T. T., Calore, J. (in press). Advancing educational leadership: Learning from multiracial literature. In L. Tillman & J. J. Scheurich (Eds.), AERA Division A handbook of research on educational leadership for diversity and equity, Section II: Understanding and working successfully with racially and ethnically diverse groups in U.S. schools: Multi-racial/ethnic students, parents, communities, school leaders, and teachers
Venzant Chambers, T. T. (in press). Mergers and Weavers: Using racial opportunity cost to frame high-achieving African American and Latina/o students' school culture navigation styles. Journal of Educational Administration and Foundations
Venzant Chambers, T. T., & Huggins, K. S. (in press). School factors and racial opportunity cost for high achieving students of color. Journal of School Leadership
Venzant Chambers, T. T., Locke, L. A., & Medina, A. D. (in press). "That fuego, that fire in their stomach": Academically-Successful Latinas/os and racial opportunity cost. International Journal of Urban Educational Leadership
Lewis, C., Venzant Chambers, T. T. & *Butler, B. R. (in press). Urban education in the 21st century: An overview of selected issues that impact African American student outcomes
Lewis, C. W., Venzant Chambers, T. T., & Butler, B. (in press). Urban education in the 21st century: An overview of selected issues that impact African American student outcomes. In J. L. Moore & C. W. Lewis (Eds.), African American students in urban schools: Critical issues and solutions for achievement. New York, NY: Peter Lang
Dr. JIA WANG
Beigi, M., Wang, J., & Shirmohammadi, M. (2015): AHRD! Take the opportunity and pioneer vocational MOOCs, Human Resource Development International, 18(2), 203-212
Pennel, C. L., McLeroy, K. R., Burdine, J. N., Matarrita-Cascante, D., & Wang, J. (2015). Community health needs assessment: Potential for population health improvement. Population Health Management. doi: 10.1089/pop.2015.0075
Wang, J. (2015). Stress and work: Perspectives on understanding and managing stress. Human Resource Development International, 18(2), 213-216. DOI: 10.1080/13678868.2015.1026554
Chakraborty, M., & Wang, J. (2015). The postmodern approach to career counseling for contemporary organizations. In C. Hughes (Ed.), Impact of diversity on organization and career development (pp. 252-274). Hershey, PA: IGI Global
McPherson, R., & Wang, J. (2014). Low-income low-qualified employees access to workplace learning. Journal of Workplace Learning, 26(6/7), 462-473. doi: http://dx.doi.org/10.1108/JWL-10-2013-0084
Ghaderi, Z., Som, A. P. M. & Wang, J. (2014). Organizational learning in tourism crisis management: An experience from Malaysia. International Journal of Tourism Research, 31(5), 627-648. doi: 10.1080/10548408.2014.883951
Wang, J., & Shirmohammadi, M. (2014). Tapping social capital through e-mentoring: Alternative approach to women[48]19s career development. In V. Wang (Ed.), Encyclopedia of education and technology in a changing society (pp. 553-568). Hershey, PA: IGI Global.
Doshy, V. P., & Wang, J. (2014). Workplace incivility: What do targets say about it? American Journal of Management, 14(1-2), 30-42.
Gedro, J., & Wang, J. (2013). Creating civil and respectful organizations through the scholar-practitioner bridge. Advances in Developing Human Resources. 1-12.
Ruiz, C. E., Wang, J., & Hamlin, R. G. (2013). What makes managers effective in Mexico? Leadership & Organization Development Journal, 34(2), 2-33
Wu, M. & Wang, J. (2012): Developing a charismatic leadership model for Chinese organizations: the mediating role of loyalty to supervisors. The International Journal of Human Resource Management, 23(19), 4069-4084
Alagaraja, M., & Wang, J. (2012). Development of a National HRD strategy model: Cases of India and China. Human Resource Development Review, 407-429
Wang, J. (2012). HRD for societal development: What can we learn from social entrepreneurship in the developing world? Advances in Developing Human Resources, 14(3), 305-317
Wang, J. (2012). Human resource development and technology integration. In V.Wang (Ed.), Encyclopedia of E-leadership, Counseling and Training (pp. 391-407). Hershey, PA: IGI Global
Wang, J. (2012). Organizational learning and technology. In V. Wang (Ed.), Encyclopedia of E-leadership, Counseling and Training (pp. 154-170). Hershey, PA: IGI Global
Alagaraja, M., & Wang, J. (2012). Reflections on the invited response: Dominant themes in current NHRD research. Human Resource Development Review, 437-442
Wang, J., & Hutchins, H. (2011). Crisis management in higher education: What have we learned from Virginia Tech? Advances in Developing Human Resources, 12(5), 552-572
Hamlin, R. G., Ruiz, C. E., & Wang, J. (2011). Perceived managerial and leadership effectiveness within Mexican and British public sector hospitals: A cross-nation comparative analysis. Human Resource Development Quarterly, 22(4), 491-517
Wang, J. (2011). Understanding managerial effectiveness: A Chinese perspective. Journal of European Industrial Training, 35(1), 6-23
Wang, J., Tolson, H., Chiang, T., & Huang, T. (2010). An exploratory factor analysis of workplace learning, job satisfaction, and organizational commitment in small to midsize businesses in Taiwan. Human Resource Development International, 13(2), 147-163
Wang, J. (2010). Applying western organization development in China: Lessons from a case of success. Journal of European Industrial Training, 34(1), 54-69
Wang, J. (2010). Applying western organization development in China: Lessons from a case of success. Journal of European Industrial Training, 34(1), 54-69
Hughes, C, Wang, J., Zheng, W., & McLean, L. (2010). Implementation concerns of scholar-practitioners: A pilot study of the link between research and practice. The International Journal of Asian Business and Information Management, 1(2), 33-47
Ruiz, J. G., Qadri, S. S., Nader, S., Wang, J., Lawler, T., Hagenlocker, B., & Roos, B. A. (2010). Primary care management of chronic nonmalignant pain in veterans: A qualitative study. Educational Gerontology, 36(5), 372-393
Wang, J., Hutchins, H. M., & Garavan, T. N. (2009). Exploring the strategic role of HRD in organizational crisis management. Human Resource Development Review, 8(1), 22-53
Pang, J., R. Hoefen, G. S. Pryhuber, J. Wang, G. Yin, J. R. White, X. Xu, M. R. O'Dell, A. Mohan, M. P. Massett, C. Yan, and B. C. Berk. Git1 is required for pulmonary vascular development. Circulation 119:1524-1532, 2009.
Wang, J. (2009). Networking in the workplace: Implications for women's career development. New Directions for Adult and Continuing Education, 122, 444-585
Qadri, S. S., Wang, J., Ruiz, J. G., & Roos, B. A. (2009). Personal digital assistants as point-of-care tools in long-term care facilities: A pilot study. Educational Gerontology, 35(4), 296-307
Hutchins, H., & Wang, J. (2008) (Eds.) Crisis management in organization: The role of human resource development. Advances in Developing Human Resources [Special issue]. Thousand Oaks, CA: Sage.
Wang, J. (2008). Developing organizational learning capacity in crisis management. Advances in Developing Human Resources, 10(3), 425-445.
Hutchins, H., & Wang, J. (2008). Organizational crisis management: Unexplored territory in HRD. Advances in Developing Human Resources, 10(3), 310-330.
Estes, B., & Wang, J. (2008). Workplace Incivility: Impacts on individual and organization performance. Human Resource Development Review, 7(2), 218-240.
Wang, J., & Roulston, K. (2007). An alternative approach to conceptualizing interviews in HRD research. Human Resource Development Quarterly, 18(2), 179-210.
Wang, J., & Wang, G. G. (2006). Exploring national human resource development: A case of China management development in a transitioning context. Human Resource Development Review, 5(2), 176-201.
Wang J., & Wang, G. G. (2006). Participation in management training in a transitioning context: A case of China. Human Resource Development Quarterly, 17(4), 443-473.
Wang, J., Wang, G. G., Ruona, W. E. A., & Rojewski, J. W. (2005). Confucian values: A review of the literature and implications for international HRD. Human Resource Development International, 8(3), 311-326.
Wang, G. G., & Wang, J. (2005). Human resource development evaluation: Emerging market, barriers, and theory building. Advances in Developing Human Resources, 7(1), 22-36.
Wang, G. G., & Wang, J. (2004). Toward a theory of human resource development learning participation, Human Resource Development Review, 3(4), 326-353.
Rojewski, J. W., Wang, J., Liu, Y., Wan, G., & Song, Z. (2004). Workforce education in the United States and People’s Republic of China: Comparative analysis of career, vocational, and technical preparation systems in the State of Georgia and Sichuan Province. International Journal of Vocational Education and Training, 12(2), 7-33.
Liu, Y. K., Wan, G. Z., Rojewski, J., Song, Z. R., & Wang, J. (2002). Restricting factors in vocational education development in Sichuan and counter-measures. Journal of Sichuan Normal University (Social Science Ed.), 29(5), 87-92.
Arghode, V., & Wang, J. (In press). Exploring trainers engaging instructional practices: A collective case study. European Journal of Training and Development.
Wang, J., & McLean, G. N. (in press). Promoting diversity in India: Where do we go from here? Advances in Developing Human Resources, 18(1). doi: 10.1177/1523422315614930
Wang, J., Anne, M., & McLean, G. N. (in press). Understanding crisis and crisis management: An Indian perspective. Human Resource Development International. doi: 10.1080/13678868.2015.1116242
Dr. NANCY WATSON
Stanley, C.A. & Algert, N.E. (2007). An exploratory study of the conflict management styles of department heads in a research university setting. Innovative Higher Education, (32), 1,49-65.
Algert, N.E., & Stanley, C.A. (2007, September). Conflict management. Effective Practices for Academic Leaders, Vol. 2(9),1-16.
Stanley, C.A., Waston, K.L., & Algert, N.E. (2005, November). A faculty development model for mediating diversity conflicts in the university setting. The Journal of Faculty Development, 20(3), 129-142.
Algert, N. & Parrish, L. (2000). Cultural perspectives on behavioral disorders. In C.R. Reynolds & Fletcher-Janzen, E. (Eds.) Encyclopedia of Special Education 2nd edition. Pp.517-520. New York, NY: Wiley and Sons.
Dr. GWENDOLYN WEBB- HASAN
Larke, P. J., Webb-Hasan, G. C., Jimarez, T., & Li, Y. (2014). Analysis of Texas achievement data for elementary African American and Latino Females. Journal of Case Studies in Education. http://www.aabri.com/jcse.html
Webb-Hasan, G. C., & Larke, P. J. (2013, Winter). The power of our expectations: What we perceive and believe about African American learners. The Journal of the Texas Alliance of Black School Educators, 3(1), 1-2
Webb-Hasan, G. C., & Larke, P. J. (2012). We are looking for real, righteous educators: Turning the ships around. The Journal of the Texas Alliance of Black School Educators, 2(1), 1-2. Published in a high-impact practitioner journal OR an invited journal article
Natesan, P., Webb-Hasan, G. C., Carter, N. P., & Roberts-Walter, P. (2011). Validity of the cultural awareness and beliefs inventory of urban teachers: A parallel mixed methods study. The International Journal of Multiple Research Approaches, 5(2), 1-17
Sullivan, E., Larke, P.J. & Webb-Hassan, G. (2010). Using critical policy and critical race theory to examine Texas' school disciplinary policies. Journal of Race, Gender and Class. 17 (1-2), 72-87
Webb-Johnson, G. C., Green, T., & Beard, K. (2008). Eradicating the fast and furious track to special education: Culturally responsive pre-referral strategies for African American learners. The National Journal of Urban Education and Practice, 3(2), 69-82.
Webb-Johnson, G. C., & Carter, N. (2007, Summer). Culturally responsive urban school leadership: Partnering to improve outcomes for African American learners, The National Journal of Urban Education and Practice, 1(1), 77-99.
Webb-Johnson, G. C. (2007). Sankofa: Reclaiming community. The Association for the Study of African American Life and History - Black History Bulletin.
Gong, M. Saah, S., Larke, P., & Webb-Johnson, G. C. (2007). Teach my child too: African immigrant parents and multicultural educators sharing culturally responsive teaching tips. Journal of Praxis in Multicultural Education, National Association of Multicultural Education, 2(1), 60-68.
Webb-Johnson, G, Larke, P.J. & Abney, A. (2007). The state of education in Texas for African Americans: From peril to promise. Journal of the Texas Alliance of Black School Educators. 1 (1), 5-14.
Larke, P.J., Elbert, C., Webb-Johnson, G., Larke, A. & Brisco, M. (2006). Culturally meaningful classrooms: The five C's best practices. In V. Pang (Ed.). Race Ethnicity and Education. (pp. 161-179). Westport, CT: Praeger Publishing.
Anderson, M.G., & Webb-Johnson, G.C. (2006).Misconceptions in the education of African American students: We believe in education. In V. Pang (Ed.). Race, Ethnicity and Education. (pp. 143-160). Westport, CT; Praeger Publishing.
Larke, P., Larke, A., & Webb-Johnson, G. C, (2006, Spring). Teachers of color in Texas: A Comparative analysis of initial candidates. Texas Teacher Education Forum, 29, 15-28.
Webb-Johnson, G. C. (2006, Summer). To be young, gifted, emotionally challenged and Black: A principal’s role in providing a culturally responsive context. Voices in Urban Education, 12, 2-27.
Webb-Johnson, G.C., & Rochon, R. (2005). We want our children educated: Developing passion through African American history presentations. The Association for the Study of African American Life and History-Black History Bulletin. 68(1), 29-33.
Webb-Johnson, G.C. & Rochon, R. (2005). We present you with this gift: Don't leave our children behind. American Association of Colleges of Teacher Education Brief, 26(16). 5,7.
Larke, P.J. & Webb-Johnson, G. C. (2004). Mistakes, myths and methods: High stakes testing and African American learners. In G. Taylor (Ed.). The impact of high-stakes testing on the academic futures of non-mainstream students (pp.187-210). Lewistown, NY: Edwin Mellen Press.
Sorrells, A.M., Webb-Johnson, G.C., & Townsend, B.I. (2004). Multicultural issues in special education: A call for responsibility in research, practice, and teacher preparation. In A.D. McCray, H. Rieth, & P.T. Sindelar (Eds.), Issues in special education: Access, alternatives, and accountability (pp. 73-91). Boston, MA: Allyn & Bacon.
Rochon, R. & Webb-Johnson, G.C. (2004). The power of a teacher. American Association of Colleges of Teacher Education Brief, 25(7), 4-5.
Webb-Johnson, G.C., Rochon, R., & Larke, P. (2004). Ujima: Collective responsibility in confronting the disproportionate representation of African American youth in Special Education. Journal of Public Management & Social Policy, 10(1), 81-93.
Webb-Johnson, G.C. (2003). Behaving while Black: A hazordous reality for African American learners. Beyond Behavior, 12(2), 3-7.
Anderson, M., Beard, K., Delgado, B., Kea, C., Raymond, E.B., Nirbhay, N.S., Sugai, G., Townsend, B., Voltz, D., & Webb-Johnson, G.C. (2003). Excerpts from working with culturally and linguistically diverse children, youth, and their families: Promising practices in assessment, instruction, and personnel preparation. Beyond Behavior, 12(2), 12-16.
Larke, P.J., Anderson, M., & Webb-Johnson, G. (2003). Implementing an international agenda for teacher education: One response to "Education for All". Journal of Public Management and Social Policy, 9(2), 33-52.
Neal, L.I., Webb-Johnson, G.C., & McCray, A.D. (2003). Movement Matters: The need for culturally responsive teaching. New England League Middle School Journal 15(2), 28-33.
McCray, A.D., Webb-Johnson, G.C., & Webb-Johnson. (2003). The disproportionality of African Amricans in Special Education: An enduring threat to equality and opportunity. In C.C. Yeakey, R.D. Henderson, & M. Shujaa, (Eds.), Surmounting all odds: Educational opportunity and socialization in the new millennium: Vol. 2 (pp. 439-469). Greenwich, CT: Information Age Publishing.
Neal, L.I., McCray, A.D., & Webb-Johnson, G.C., & Bridgest, S.T. (2003). The effects of African American movements styles on teachers' perceptions and reactions. Journal of Special Education, 37(1), 49-57.
Webb-Johnson, G.C., & Larke, P.J. (2002). Case XX: Tracking-- Myths guiding the education of African American youth. In N.L. Quisenberry & D.J. McIntyre (Eds.), Racism in the classroom: Case studies. (pp. 138-143). Onley, MD: Association of Teacher Educationo and Association for Childhood Education International.
Webb-Johnson, G.C. (2002). Strategies for creating multicultural and pluralistic schools and societies: A mind is a wonderful thing to develop. In R.A. Villa, J.S. Thousand, & A. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students, teachers, and families in an inclusive, multicultural, and pluralistic society (pp. 55-71). Baltimore, MD: Brookes Publishing.
Webb-Johnson, G.C. (2002). Are schools ready for Joshua: Dimensions of African-American culture among students identified as having behavioral/emotional disorders. International Journal of Qualitative Studies in Education, 15(6), 653-671.
Neal, N.I., McCray, A.D., & Webb-Johnson, G.C. (2001). Teachers' reactions to African American Students' movement styles. Intervention in School and Clinic, 36(3), 168-174.
Patitu, C.,C., Young-Hawkings, L., Larke, P., Webb-Johnson, G.C., & Sterling, K. (2000). African American faculty balancing the triumvirate. National Association of Student Affairs Professionals (NASAP) Journal, 3(1), 46-65.
Nichols, William, D., Rupley, W.H., Webb-Johnson, G.C., & Tlusty, G. (2000). Teachers' role in providing culturally responsive literacy instruction. Reading Horizons 41(1), 1-18.
Webb-Johnson, G.C. (1999). Cultural Contexts: Confronting the overrepresentation of African American Learners in special education. In L. Meyer & J. Scotti (Eds.), Behavioral intervention: Principles, models, and practices. (pp. 449-464). Baltimore, MD: Brookline Publishers.
Larke, P.J., Patitu, C.L., Webb-Johnson, G.C., & Young-Hawkins, L. (1999). Embracing students of color in the graduate school experience: The mentoring approach. National Association of Student Affairs Professionals (NASAP) Journal, 2(1), 47-55.
Larke, P., Webb-Johnson, G.C., & Anderson, M.G. (1999). Instructional racism in American Schools: A call for culturally responsive pedagogy. In N.L. Quisenberry & D.J. McIntyre (Eds.), Educators healing racism. (pp. 49-66). Reston, VA: Association of Teacher Educators.
Webb-Johnson, G.C., & Anderson, M.G. (1999). Review of the McIntyre assessment of culture. Multiple Voices- Division of Ethnically and Lingusitically Diverse Exceptional Learners, 3(1), 37-47.
Webb-Johnson, G.C., Artiles, A., Trent, S., Jackson, C.W., & Velox, A., (1998). The status of research ono multicultural education in teacher education and special education: Problems, pitfalls, and promises. Remedial and Special Education, 19(1), 7-15.
Larke, P.J. & Webb-Johnson, g., (1997). The A's of parental involvement--affirmation, advocacy, and action: Tips for educators. The Teacher Educator Journal of South Carolina, 2, 47-50.
Webb-Johnson, G. C., Rochon, R., & Briscoe, M. L. (in press). Affirming all children and youth: The oral tradition as an integral part of classroom interactions. College Station, TX: Joy Publications.
*Liles, V., Matthews, Y., Druery, D., Larke, P. J., & Webb-Hasan, G. C. (In press). Community service learning roles in the education of African American girls. In P. Larke, G. C. Webb-Hasan, & Young, J. (Eds). Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls
Larke, P.J., Webb-Hasan, G., Jimarez, T.& Li, Y. (In press). Cultivating Hispanic and African American females in reading, mathematics and science (CHARMS) for STEM at the elementary school level: One conference approach. Women in Leadership
Larke, P., Webb-Hasan, G. C., & Young, J. (In press). Hey google, include us[48]26African American girls. Book Introduction. In P. Larke, G. C. Webb-Hasan, & Young, J. (Eds). Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK-12 Settings: Implications for Access, Equity and Achievement, NC: Information Age Publishing.
Dr. CLIFFORD WHETTEN
Whetten, C.L., et al. (2004). Texas Community Education Program Directory and Resource Guide. Center for Community Education, Texas A&M University, 1-59.
Bandy, M. & Whetten, C.L. (2004). The impact of family involvement and effective school-community communication on low-income and ethnic minority students. Community Education Journal.
Whetten, C.L. (2003). It's 3:00 o'clock. Do you know where your children are? After-school programs to the rescue. Community Education Journal, XXIX 1/2, pp. 5-9.
Whetten, C.L., et al. (2003). Texas Community Education Program Directory and Resource Guide. Center for Community Education. Texas A&M University, pp. 1-64.
Career Paths Indentified by Female Superintendents in Texas Schools. Educational Leadership, Spring 2002, co-author. Stephen Stark author.
Whetten, C.L. (2002). Community Education: Transforming Schools Into Community Learning Centers. In James Vornberg, (Eds.). Texas Public School Organization and Administration. Kendall/Hunt Publishing co. pp. 613-631.
Whetten, C.L. (2000). Community education: Transforming schools into community learning centers. In James Vornberg. (Ed.). Texas Public School Organization and Administration. Kendall/Hunt Publishing Co. pp. 535-555.
Whetten. C.L., (2000). Getting Started: Establishing a Community School. Community Education Today. 27 (7). Pg. 4-5.
Whetten, C.L. and Alderete, K. (1999). Parent involvement: Research based strategies that work. Revista Mexicana de Pedagogia. (Mexican Journal of Pedagogy). October, 1999, pp. 15-25.
Whetten, C.L. (1998). Strategies for establishing a community education program. Community Education Journal. 25(3/4). pp. 20-27.
Dr. LUANA ZELLNER
Zellner, L., Yoo, S., & Zellner, R. (2009) Designing Online Pedagogy to Meet Principal Preparation Expectations. School Leadership Review. Vol 5, Number 1, Fall 2009, Pages 63 -- 82.
Torres, M.S., Zellner, L., & Erlandson, D. (2008). Administrator Perceptions of School Improvement Policies within a High Impact Policy Setting. International Journal of Education Policy and Leadership. Vol. 3, No. 7, 1-15.
Nichols, W. D., Zellner, L. J., Rupley, W. H., Willson, V. L., Kim, Y., Mergen, S., & Young, C. A. (2006). What Affects Instructional Change? Profiles of K-2 Teachers’ Use of Reading Instructional Strategies and Methods. Journal of Literacy Research, 37, 413-436.
Zellner, L.J., & Erlandson, D.A., (2002). "Leaders for Our Schools: Reshaping School Leadership Preparation for the Recruitment and Retention of Principals" in Kochan, F., The Organizational and Human Dimensions of Successful Mentoring: Programs and Relationships, pp. 153-167. Greenwich, CT: Information Age Publishers.
Zellner, L., & Erlandson, D. (2002). Mentoring leaders: Some reflections on the experience. In The Organizational and Human Dimensions of Successful Mentoring Programs and Relationships. Francis K. Kochan, Ed., pp. 153-168. Greenwich, Conn.: Information Age Pub.
Zellner L., Skrla,L., and Erlandson, D.A. ( 2001). "The art of mentoring principals." Connections: NASSP Journal of Secondary & Higher Education, 3, 2-7.
McNamara, P., Zellner, L. (2000). "Children's Perceptions of the People Who Run the Schools," Journal of the Intermountain Center for Education Effectiveness.
Educational Psychology
Dr. SANDRA T. ACOSTA
Acosta, S., Goltz, H.H., Goodson, P. (2015). Autoethnography in action research for health education practitioners. Action Research 13(4), 411-431. DOI: 10.1177/1476750315573589
Chen, X., Goodson, P., Acosta, S. (2015). Blending Health Literacy With an English as a Second Language Curriculum: A Systematic Literature Review. Journal of Health Communication, 20 (sup 2), 101-111. DOI: 10.1080/10810730.2015.1066467
*Hsu, H-Y., Kwok, O., Acosta, S., & Lin, J-H. (2015). Detecting misspecified multilevel SEMs using common fit indices: A Monte Carlo study. Multivariate Behavioral Research, 50, 197-215. [ISI 2014 impact factor: 2.477]
Acosta, S., & Hsu, H.-Y. (2014). Negotiating diversity: An empirical investigation into family, school, and student factors influencing New Zealand adolescents’ science literacy. Educational Studies, 40(1), 98–115. doi:10.1080/03055698.2013.830243 (Impact Factor, 2013: 0.351)
Acosta, S., & Hsu, H.-Y. (2014). Shared academic values: Testing a model of the association between Hong Kong parents’ and adolescents’ perception of the general value of science and scientific literacy. Educational Studies, 40(2), 174–195. doi: 10.1080/03055698.2013.866889
Acosta, S. (2014) [Review of the Michigan English Test]. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The Nineteenth Mental Measurements Yearbook (pp. 435[48]13437). Lincoln, NE: Buros Institute of Mental Measurements
Acosta, S. (2014) [Review of the Computerized Oral Proficiency Instrument]. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The Nineteenth Mental Measurements Yearbook (pp. 187[48]13189). Lincoln, NE: Buros Institute of Mental Measurements.
Acosta, S., & Goltz, H. (2014). Transforming practices: A primer on action research. Health Promotion Practice, 15(4), 465–470. doi:10.1177/1524839914527591 (Indexed in MEDLINE)
Hsu, H.-Y., Lau, H.-H., Acosta, S., Lai, Y.-H. & (2013). Impact of participation in extracurricular activities during college on graduate employability: An empirical study of graduates of Taiwanese business schools. Educational Studies
Acosta, S., & Hsu, H.-Y. (2013). Shared academic values: Testing a model of the association between Hong Kong parents[48]19 and adolescents[48]19 perception of the general value of science and scientific literacy. Educational Studies
Acosta, S., & Goltz, H. H. (2011). Connecting the dots: Theory in research and practice [Review of Theory in Health Promotion Research and Practice: Thinking outside the Box by P. Goodson]. Educational Studies, 47(6), 583-588
Acosta, S., & Hsu, H. (2010). Priming the pump: A case study of pre-service bilingual education teachers’ Spanish writing. TABE Journal, 12(1), 76-107
Irby, B., Tong, F., Lara-Alecio, R., Mathes, P., Acosta, S., & Guerrero, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English Language Learners’ Performance on a State Reading Achievement Test. TABE Journal, 12(1), 1-42
Acosta, S. (2010) Review of the Test of Early Language Development-Third Edition: Spanish Version.] In R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.) The Eighteenth Mental Measurements Yearbook (pp. 627-629). Lincoln, NE: Buros Institute of Mental Measurements
Acosta, S. (in press) [Review of the Academic Achievement Battery Screening Form]. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The Twentieth Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Dr. TUFAN ADIGUZEL
Vannest, K.J., Soares, D., Hagan-Burke, S., Parker, R.I. Smith, S. Adiguzel, T. Mason, R. & Mason, B.A. (2010). Likelihood of Teacher Time Use Change. Preventing School Failure
Adiguzel, T., Vannest, K.J., & Parker, R.I. (2009). Are handheld computers dependable? A new data collection system for classroom-based observations. Journal of Special Education Technology, 24(4), 31-46
Vannest, K.J., Mason, B.A., Brown, L.M, Dyer, N., Maney, S., & Adiguzel, T. (2009) Instructional settings in science for students with disabilities: Implications for teacher training. Journal of Science Teacher Education, 20, 353-363.
Adiguzel, T., Vannest, K., & Zellner, R. (2009) The Use and Efficacy of Handheld Computers for School-based Data Collection: A literature Review[028] Computers in the Schools, 1528-7033, Volume 26, Issue 3, 2009, Pages 187 -- 206
Adiguzel, T. (2008). Advantages of using handheld computers against to other methodologies for data collection. School Science and Mathematics, 108, 224-226.
Adiguzel, T., Vannest, K.J. & Parker, R.I. (2008). Research in brief: Formative assessment as evidence based practice in science instruction, School Science and Mathematics, 108 (4), 127-129.
Adiguzel, T., & Vannest, K. (2008). Web-based formative assessment as evidence based practice in science instruction. School Science and Mathematics, 108, 127-129.
Adiguzel, T. & Vannest, K.J. (December, 2007). Assistive technology. In N. Salkind (Ed.) Encyclopedia of Educational Psychology. Thousand Oaks, CA: Sage Publications.
Adiguzel, T., & Zellner, R. (2006). Accessibility in two platforms: Windows and MacOS. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: Wiley.
Shores, K.A., Montandon, K.A., Adiguzel, T., & Hunt, M.A. (2005). A critical analysis of the portrayal of female professional athletes in sports illustrated 1963-2003. Research Quarterly for Exercise & Sport, (Supplement) 75 (1), A-110.
CHRISTINA ANDERSON
Johnson, R.E., Green, B.L., Anderson-Lewis, C. & Wynn, T.A.(2005). Community health advisors as research partners: Recruitment and training. Family and Community Health, 28(1), 41-50.
Dr. KARLA ANHALT
Anhalt, K., Simpson, R., & Zionts, L. (2002). The role of families in supporting children with emotional and behavioral concerns. In P. Zionts, R. Simpson, & L. Zionts (Eds.), Emotional and behavioral problems: A handbook for understanding and handling students. Thousand Oaks, CA: Corwin Press.
Anhalt, K., & Morris, T. L. (1998). Developmental and adjustment issues of gay, lesbian, and bisexual adolescents: A review of the empirical literature. Clinical Child and Family Psychology Review, 1, 215-230.
Anhalt, K., McNeil, C. B., & Bahl, A. B. (1998). The ADHD classroom kit: A whole-classroom approach for managing disruptive behavior. Psychology in the Schools, 35, 67-79.
Warzak, W. J., & Anhalt, K. (in press). Facilitating the psychosocial recovery of youth and adolescents with traumatic brain injury. In K. Hux (Ed.), Communication disorders following traumatic brain injury. Austin, TX: Pro-Ed.
Anhalt, K., Morris, T.L., Scotti, J.R., & Cohen, S.H. (in press). Student perspectives on training in gay, lesbian, and bisexual issues: A survey of behavioral clinical psychology programs. Cognitive and Behavioral Practice. National/International journal (Empirical article submitted during Spring of 2001; Status: accepted).
Dr. MICHAEL J. ASH
Riccio, C. A., Avila, L., & Ash, M. J. (2010). Pesticide poisoning in a preschool child. Applied Neuropsychology, 17, 153-159
Ash, M. J., Macey, K., Gonzalez, M., Rosenthal, E., & Riccio, C.A. (2005). Bipolar disorder: Childhood onset. In S. W. Lee (Ed.), Encyclopedia of School Psychology (pp. 71-72) New York: Wiley.
Smoll, F.L., Magill, R.A., & Ash, M.J. (Eds.). (1998). Children in Sport. (3rd Ed.) Champaign, IL: Human Kinetic Publishers.
Scruggs, M.Y., Wasielewske, R.A., & Ash, M. J. (1998) Comprehensive evaluation of K-12 counseling program. Professional School Counseling.
Dr. MICHAEL R. BENZ
Blake, J. J., Kim, E. S., Lund, E.M., Zhou, Q., Kwok, O., & Benz, M. R. (2014). Predictors of bully victimization in children with disabilities: A longitudinal examination with a national dataset. Journal of Disability Policy Studies.
Duran, J.B., Zhou, Q., Frew, L.A., Kwok, O., & Benz, M.R. (2013). Disciplinary exclusion and students with disabilities: The mediating role of social skills. Journal of Disability Policy Studies, 24(1), 15-26
Frew, L.A., Zhou, Q., Duran, J.B., Kwok, O., & Benz, M.R. (2013). Effect of school-initiated parent outreach activities on parent involvement in school events. Journal of Disability Policy Studies, 24(1), 27-35
Blake, J.J., Lund, E.M., Qiong, Z., Kwok, O., & Benz, M.R. (2013). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210-222
Bowman-Perrott, L., Benz, M. R., *Hsu, H., Kwok, O., *Eisterhold, L., & Zhang, D. (2013).Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS National dataset. Journal of Emotional and Behavioral Disorders, 21(2), 83-96. (Published online first October 13, 2011.)
Resch, J.A., Elliott, T.E., & Benz, M.R. (2012). Depression among parents of children with disabilities. Families, Systems, & Health
Resch, J. A., Benz, M. R., & Elliott, T. R. (2012). Evaluating a dynamic model of well-being for parents of children with disabilities: A multi-method analysis. Rehabilitation Psychology, 57, 61-72
Flannery, K.B., Benz, M.R., Yovanoff, P., Kato, M.M., & Lindstrom, L.E. (2011). Predicting employment outcomes for consumers in community college short term training programs. Rehabilitation Counseling Bulletin, 54, 106-117
Lindstrom, L., Doren, B., Flannery, K.B., & Benz, M.R. (2011). Structured work experiences. In M.L. Wehmeyer & K.W. Webb (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 191-207). New York: Routledge
Zhang, D., *Hsu, H. Y., Kwok, O., Benz, M., & Bowman-Perrott, L. (2011). The impact of basic-level parent engagements on student achievement: Patterns associated with race/ethnicity and socioeconomic status (SES). Journal of Disability Policy Studies, 22, 28-39
Cifuentes, L., Sharp, A., Bulu, S., Benz, M., & Stough, L.M. (2010). Developing a Web 2.0-based system with user-authored content for community use and teacher education. Educational Technology Research and Development, 58(4), 377-398
Resch, J.A., Mireles, G., Benz, M.R., Grenwelge, C., Peterson, R., & Zhang, D. (2010). Giving parents a voice: A qualitative study of the challenges experienced by parents of children with disabilities. Rehabilitation Psychology, 55, 139-150
Zhang, D.D., Landmark, L.J., Reber, A., *Hsu, H., Kwok, O., & Benz, M. R. (2010). University faculty knowledge, beliefs, and practices in providing adequate services to students with disabilities. Remedial and Special Education, 31, 276-286
Lindstrom, L., Flannery, B.F., Benz, M.R., Olszewski, B., & Slovic, R. (2009). Building employment training partnerships between vocational rehabilitation and community colleges. Rehabilitation Counseling Bulletin, 52, 189-201.
Benz, M.R., & Blalock, G. (2009). Community transition teams as the foundation for transition services for youth with learning disabilities. In G. Blalock, J.R. Patton, P. Kohler & D. Bassett (Eds.), Transition and students with learning disabilities: Facilitating the movement from school to adult life (2nd ed., pp. 327-353). Austin, TX: PRO-ED.
Flannery, K.B., Yovanoff, P., Benz, M.R., & McGrath Kato, M. (2008). Improving employment outcomes of individuals with disabilities through short-term postsecondary training. Career Development for Exceptional Individuals, 31, 26-36.
Williams-Diehm, K., & Benz, M.R. (2008). Where are they now? Lessons from a single school district follow-up study. Journal for Vocational Special Needs Education, 30(2), 4-15.
Flannery, K.B., Slovic, R., Benz, M.R., & Levine, E. (2007). Priorities and changing practices: Vocational rehabilitation and community colleges improving workforce development programs for people with disabilities. Journal of Vocational Rehabilitation, 27, 141-151
Zhang, D., & Benz, M.R. (2006). Enhancing self-determination of culturally-diverse students with disabilities: Current status and future directions. Focus on Exceptional Children, 38(9), 1-12.
Hasazi, S., Johnson, D., Thurlow, M., Cobb, B., Trach, J., Stodden, B., Leuchovius, D., Hart, D., Benz, M., DeStefano, L., & Grossi, T. (2005). Transitions from home and school to the roles and supports of adulthood. In K.C. Lakin & A. Turnbull. (Eds.), National goals and research for people with intellectual and developmental disabilities. Washington, DC: American Association on Mental Retardation.
Lindstrom, L.E., Benz, M.R., & Doren, B. (2004). Expanding career options for young women with learning disabilities. Career Development for Exceptional Individuals, 27, 43-63
Benz, M.R., Lindstrom, L., Unruh, D., & Waintrup, M. (2004). Sustaining secondary transition programs in local schools. Remedial and Special Education, 25, 39-50
Johnson, M., Bullis, M., Benz, M. & Hollenbeck, K. (2004). W.A.G.E.S. Working at Gaining Employment Skills: A job-related social skills curriculum for adolescents. Longmont, CO: Sopris West Educational Services.
Benz. M.R. (2002). Building school and community partnerships. In M. Bullis & H.D. Fredericks (Eds.), Vocational and transition services for adolescents with emotional and behavioral disorders: Strategies and best practices. Champaign-Urbana, IL: Research Press.
Lindstrom, L.E., & Benz, M.R. (2002). Phases of career development: Case studies of young women with learning disabilities. Exceptional Children, 69, 67-83.
Doren, B., & Benz, M.R. (2001). Gender equity issues in the vocational and transition services and employment outcomes experienced by young women with disabilities. In H. Rousso & M.L. Wehmeyer (Eds.), Double jeopardy: Addressing gender equity issues in special education services. New York: SUNY Press.
Halpern, A.S., & Benz, M.R. (2001). The rise and fall of the Community Transition Team Model. In L. Cuban & J. Woodward (Eds.), Technology, curriculum, and professional development: Adapting schools to meet the needs of students with disabilities. Thousand Oaks, CA: Corwin Press, Inc.
Benz, M.R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.
Benz, M.R. & Blalock, G. (1999). Enhancing student involvement in transition through community transition teams. Journal for Vocational Special Needs Education, 21(3), 4-12.
Benz, M.R., Lindstrom, L., & Latta, T. (1999). Improving collaboration between schools and vocational rehabilitation: The Youth Transition Program. Journal of Vocational Rehabilitation, 13(1), 55-63.
Blalock, G., & Benz, M.R. (1999). Using community transition teams to improve transition services. Austin, TX: PRO-ED.
Benz, M.R., Doren, B., & Yovanoff, P. (1998). Crossing the great divide: Predicting productive engagement for young women with disabilities. Career Development for Exceptional Individuals, 21, 3-16.
Doren, B., & Benz, M.R. (1998). Employment inequality revisited: Predictors of better employment outcomes for young women in transition. The Journal of Special Eeucation, 31, 425-442.
Bullis, M., & Benz, M.R. (1998). Three service delivery components of community-based transition programs. Reaching Today's Youth, 2(4), 64-68.
Bullis, M., & Benz, M.R. (1997). Effective secondary/transition programs for adolescents with emotional and behavioral disorders. Arden Hills, MN: Institute on Adolescents with Behavioral Disorders.
JAMILIA BLAKE
Blake, J. J., Butler, B. R., & Smith, D.(2015). Challenging middle class notions of femininity: The cause for Black females’ disproportionate suspension rates. In D. Losen (Ed.) Closing the School Discipline Gap: Research to Practice. New York, New York: Teachers’ Press.
Marchbanks, M. P., Blake, J. J., Booth, E. A., Carmichael, D., Seibert, A. , Fabelo, T., & Thompson, M. D (2015). The economic effects of exclusionary discipline on grade retention and high school dropout. In D. Losen (Ed.) Closing the School Discipline Gap: Research to Practice. New York, New York: Teachers’ Press.
Benden, M., Zhao, H. Jeffrey, C., Wendel, M., & Blake, J. J. (2014). An activity-permissive learning environment intervention in elementary school students to increase physical activity. International Journal of Environmental Research and Public Health, 11, 9361-9375
*Darensbourg, A. M. & Blake, J. J (2014). A pilot study examining the academic achievement of Black adolescents: The importance of peer and parental influences. Journal of Black Psychology , 40, 191-212.
Hayes, D., Blake, J. J., Darensbourg, A. , & Castillo, L. G. (2014). Examining the academic achievement of Latino adolescents: The role of peer and parental influences. Journal of Early Adolescence.
Blake, J. J., Kim, E. S., Lund, E.M., Zhou, Q., Kwok, O., & Benz, M. R. (2014). Predictors of bully victimization in children with disabilities: A longitudinal examination with a national dataset. Journal of Disability Policy Studies.
Smith, L. V., Blake, J. J., & Graves, S. L. (2013). School psychology programs recruitment of culturally and linguistically diverse students. Trainers of School Psychology Forum, 32, 4-23
Blake, J. J., Lund, E. M., *Zhou, Q., Kwok, O., & Benz, M. R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210-222
D'Esposito*, S. E., Blake, J. J., & Riccio, C. A. (2011). Adolescent's vulnerability to victimization: Interpersonal and intrapersonal predictors. Professional School Counseling, 14, 299-309
4. Blake, J.J., Kim, E. , & Lease, A. M. (2011). Exploring the incremental validity of nonverbal social aggression: The utility of peer nominations. Merrill Palmer Quarterly, 57, 293-318
Hayes, D., & Blake, J. J. (2011). Predicting parental involvement in urban African American adolescents from a parent's perspective. High School Journal, 94, 154-166
8. Riccio, C. A., Lockwood, L. H.., & Blake, J. J. (2011). Relation of measures of executive function to aggressive behavior in children. Applied Neuropsychology, 18, 1-10
Blake, J. J., Kim, E. S., McCormick, A. S. & Hayes, D. (2011). The dimensionality of social victimization: A preliminary investigation. School Psychology Quarterly.
6. Benden, M.E., Blake, J. J., Wendel, M. L., & Huber, J. (2011). The impact of standing-biased classrooms on calorie expenditure in children. American Journal of Public Health, 101 (8), 1433-1436
10. Blake, J. J., Butler, B. A. , Lewis, C. L., & Darensbourg, . (2011). Unmasking the inequitable discipline experiences of urban Black girls: Implications for urban stakeholders. Urban Review, 43, 90-106
Blake, J. J., Lease, A. M., Olejnik, S., & Turner, T. L. (2010). Ethnic differences in parents' attitudes toward girls' use of aggression. Journal of Aggression, Maltreatment, and Trauma, 19, 393-413.
Darensbourg, A., Perez, E., & Blake, J. J. (2010). Overrepresentation of African American students in exclusionary discipline: The role of school-based mental health professionals in dismantling the school-to-prison pipeline. Journal of African American Males in Education, 1, 196-211.
Gregg, N., Bandalos, D., Coleman, C., Davis, M., Robinson, K., & Blake, J. J. (2008). The validity of a battery of phonemic and orthographic awareness tasks for adults with and without dyslexia and Attention Deficit/Hyperactivity Disorder. Remedial and Special Education, 29(3), 175-190.
Meisinger, E.B., Blake, J.J., Lease, A.M., Palardy, G., & Olejnik, S. (2007). Variant and invariant predictors of perceived popularity across majority-white and majority-black classrooms. Journal of School Psychology, 45.
Restrepo, M. A., Schwanenflugel, P. J., Blake, J. J., Pritchett-Neuharth, S., Cramer, S.E., & Ruston, H. P. (2006). Performance on the PPVT-III and the EVT: Applicability of the measures with African American and European American preschool children. Language, Speech, and Hearing Services in Schools, 37.
Lease, A.M., & Blake, J.J. (2005). A comparison of majority-race children with and without a minority-race friend. Social Development, 14 (1).
Schwanenflugel, P., Pritchett-Nueharth, S., Blake, J. J., Hamilton, C., & Restrepo, M. A. (2003). Phonological awareness and vocabulary enhancement experiment in preschool literacy. Odyssey: New Directions in Deaf Education, 5, 6-13.
Dr. LISA J. BOWMAN-PERROTT
Bowman-Perrott, L., Burke, M. D., *de Marin, S., *Zhang, N., & Davis, H. (2015). A meta-analysis of single-case research on behavior contracts: Effects on behavioral and academic outcomes among children and youth. Behavior Modification, 39, 247-269
Bowman-Perrott, L., Burke, M.D., *Zaini, S., & *Zhang, N., & Vannest, K. (2015). Promoting positive behavior using the Good Behavior Game: A meta-analysis of single-case research, Journal of Positive Behavioral Interventions, 1-11
Bowman-Perrott, L., Burke, M., *Zhang, N., & *Zaini, S. (2014). Direct and collateral benefits of peer tutoring on social and behavioral outcomes: A meta-analysis of single-case studies. School Psychology Review, 43, 260-285
Riccio, C. A., Dennison, A., & Bowman-Perrott, L. (2014). Individual assessment of specific academic areas. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention, New York: Routledge.
Burke, M. D., Boon, R. T., Hatton, H., & Bowman-Perrott, L. (2014). Reading interventions for middle and secondary students with emotional and behavioral disorders: A quantitative review of single-case studies, Behavior Modification
Bowman-Perrot, L., *Davis, H., Vannest, K. J., *Williams, L., Greenwood, C. R., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42 (1), 39-59 *
Bowman-Perrott, L., Benz, M. R., *Hsu, H., Kwok, O., *Eisterhold, L., & Zhang, D. (2013).Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS National dataset. Journal of Emotional and Behavioral Disorders, 21(2), 83-96. (Published online first October 13, 2011.)
Zhang, D., *Hsu, H. Y., Kwok, O., Benz, M., & Bowman-Perrott, L. (2011). The impact of basic-level parent engagements on student achievement: Patterns associated with race/ethnicity and socioeconomic status (SES). Journal of Disability Policy Studies, 22, 28-39
Bowman-Perrott, L., Herrera, S. G., & Murry, K. (2010). Complexities in learning to read and reading to learn for English language learners. Reading and Writing Quarterly, 26(1), 91-107.
Bonner, F., Lewis, C., Bowman-Perrott, L., Hill-Jackson, V. & *James, M. (2010). Definition, identification, identity and culture: A unique alchemy impacting the success of gifted African American males in school. Journal for the Education of the Gifted, 33(2), 176-202
Bowman-Perrott, L. (2009). ClassWide Peer Tutoring: An effective strategy for students with emotional and behavioral disorders. Intervention in School and Clinic, 44(5), 259-267.
Bowman-Perrott, L. & Lewis, C. (2008). An examination of reading achievement and discipline data for elementary and secondary African American students: Implications for special education. Multicultural Learning & Teaching, 3(2), 73-98.
Kamps, D. M., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M. B., Utley, C., Tapia, Y., Bowman-Perrott, L., & Bannister, H. (2008). The efficacy of ClassWide Peer Tutoring in Middle Schools. Education and Treatment of Children, 31(2), 119-152.
Bowman-Perrott, L., Greenwood, C., & Tapia, Y. (2007). The efficacy of CWPT used in secondary alternative school classrooms with small teacher/pupil ratios and students with emotional and behavioral disorders. Education and Treatment of Children, 30(3), 65-87.
Bowman, L. (2005). Grade retention: Is it a help or hindrance to student academic success? Preventing School Failure, 49(3), 42-46
Bowman, L. (2004). Early identification of middle school at-risk students with learning and behavioral disorders. Multiple Voices, 7(1), 48-59.
Bowman, L., Brown, B., Davis, C., Manno, C., & Olmeda, R. E. (2003). Personal reflections: Cultural factors. In J. M. Kauffman, Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Upper Saddle River, NJ: Prentice-Hall.
Kea, C. D., Penny, J. M., & Bowman, L. (2003). The experiences of African American students in special education master’s programs at traditionally White institutions. Teacher Education and Special Education, 26(4).
Kea, C. D., Cartledge, G., & Bowman, L. (2002). Intervention techniques for African American learners with behavioral problems. In B. A. Ford and F. Obiakor (Ed.), Creating successful learning environments for African American learners with exceptionalities. Austin, TX: Pro-ED.
Bowman, L., Brown, B., Davis, C., Manno, C., & Olmeda, R. E. (2001). Personal reflections: Cultural factors. In J. M. Kauffman, Characteristics of emotional and behavioral disorders of children and youth (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
Bowman, L. (2000). Juvenile delinquency among African American males: Implications for Special education. Multiple Voices, 4(1), 62-72.
Bowman-Perrott, L., *deMarin, S., Mahadevan, L., & *Etchells, M. (in press). Academic, social, and linguistic outcomes for English language learners participating in peer tutoring interventions: A systematic review. Education and Treatment of Children
Dr. DANIEL F. BROSSART
Wendel, M. L., Brossart D. F., Elliott, T. R., McCord, C., & Diaz, M. A. (2011). Use of technology to increase access to mental health services in a rural Texas community. Family and Community Health, 34, 134-140
Tarlow, K., McCord, C., Elliott, T. R., & Brossart, D. F. (2014). Health-related quality of life of rural clients seeking telepsychology services. International Journal of Telemedicine and Applications. doi:10.1155/2014/168158
Brossart, D., Vannest, K.J. Davis, J.L., & Patience, M. (2014). Incorporating non-overlap indices with visual analysis for quantifying intervention effectiveness in single-case experimental designs. Neuropsychological Rehabilitation.1-28. doi=10.1080/09602011.2013.868361 (ISI 2.159)
Brossart, D. F., Vannest, K. J., Davis, J. L., & Patience, M. A. (2014). Incorporating nonoverlap indices with visual analysis for quantifying intervention effectiveness in single-case experimental designs. Neuropsychological Rehabilitation, 24, 464-491. doi:10.1080/09602011.2013.868361
Brossart, D. F.,Wendel, M., Cook, H., Castillo, L. G., Elliott, T. R., & Burdine, J. (2013). Assessing depression in rural communities. Journal of Clinical Psychology, 69, 252-263
Lawson, D. M. & Brossart, D. F. (2013). Interpersonal problems and personality features as mediators between attachment and intimate partner violence. Violence and Victims, 28, 414-428. doi:10.1891/0886-6708.VV-D-12-00031
McCord, C. E., Elliott, T. R., Brossart, D. F., & Castillo, L. G. (2012). Mental health issues in rural areas. In R. Crosby, R. Vanderpool, M. Wendel, & B. Casey (Eds.), Rural Populations and Health: Determinants, Disparities, and Solutions (pp. 323 -- 339). San Francisco: Jossey-Bass
*McCord, C. E., Elliott, T. R., Wendel, M. L., Brossart, D. F., *Cano, M., *Gonzalez, G., & Burdine, J. N. (2011). Community capacity and teleconference counseling in rural Texas. Professional Psychology: Research and Practice, 42, 521-527
Brossart, D. F., Parker, R. I., & Castillo, L. G. (2011). Robust regression for single-case data analysis: How can it help? Behavior Research Methods, 43, 710-719
Bowman-Perrott, L., Benz, M. R., *Hsu, H., Kwok, O., *Eisterhold, L., & Zhang, D. (2011). Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS national dataset. Journal of Emotional and Behavioral Disorders
Wendel, M., Brossart, D., Elliott, T., *McCord, C., & *Diaz, M. (2011). Use of technology to increase access to mental health services in a rural Texas community. Family & Community Health, 34, 134-140
Lawson, D. M. , Brossart, D. F., Shefferman, L. W. (2010). Assessing gender role of partner violent men using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2): Comparing Abuser Types. Professional Psychology, 41, 260-266
Davis, M. J. & Brossart, D. F. (2010). Youth contraceptive switching: Increasing risk of STI transmission with age? Journal of Environmental Health Research, 10, 35--43
Lawson, D. M. & Brossart, D. F. (2009). Attachment, interpersonal problems, and treatment outcome in group therapy for intimate partner violence. Psychology of Men and Masculinity, 10, 288-301.
Brossart, D. F., Meythaler, J. M., Parker, R. I., McNamara, J., & Elliott, T. R. (2008). Advanced regression methods for single-case designs: Studying propranolol in the treatment for agitation associated with traumatic brain injury. Rehabilitation Psychology, 53, 357-369.
Elliott, T. R., Brossart, D., Berry, J. W., & Fine, P. R. (2008). Problem-solving training via videoconferencing for family caregivers of persons with spinal cord injuries: A randomized controlled trial. Behaviour Research and Therapy, 46, 1220-1229.
Castillo, L. G., Conoley, C. W., Brossart, D. F., & Quiros, A. (2007). Construction and validation of the intragroup marginalization inventory. Cultural Diversity and Ethnic Minority Psychology, 13, 232-240.
Castillo, L. G., Brossart, D. F., Reyes, C., Conoley, C. W., & Phoummarath, M. J. (2007). The influence of multicultural training on perceived multicultural competencies and implicit racial prejudice. Journal of Multicultural Counseling & Development, 35, 243-254.
Brossart, D.F., & Lawson, D.M. & Kieffer, K.M. (2006). Factor analysis of the Personal Authority in the Family System Questionare. Journal of Marital and Family Therapy, 32, 439-449.
Parker, R. I. & Brossart, D. F. (2006) Phase Contrasts for Multi-Phase Single Case Intervention Designs, School Psychology Quarterly, 21(1) 46-61.
Reese, R.J., Conoley, C.W., & Brossart, D.F. (2006. The attractiveness of telephone counseling: An empirical investigation of client perceptions. Journal of Counseling and Development, 84, 54-60.
Brossart, D.F., Parker, R.I., Olson, E.A., Mahadevan, L. (2006). The relationship between visual analysis and five statistical analyses in a simple AB single-case research design. Behavior Modification, 30, 531-563.
Parker, R.I., Brossart, D.F., Vannest, K.J., Long, J.R., De-Alba, R.G., Baugh, F.G., & Sullivan, J.R. (2005). Effect sizes in single case research: How large is large? School Psychology Review, 34, 116-132.
Castillo, L.G., Conoley, C.W., & Brossart, D.F. (2004). Acculturation, White marginalization, and family support as predictors of perceived distress in Mexican American female college students. Journal of Counseling Psychology, 51, 151-157.
Lawson, D.M., & Brossart, D.F. (2004). The association between current intergenerational family relationships and sibling structure. Journal of Counseling and Development, 82, 472-482..
Lawson, D.M. & Brossart, D.F. (2004). The developmental course of personal authority in the family system. Family Process, 43, 391-409.
Parker, R.I. & Brossart, D.F. (2003). Evaluating single-case data: A comparison of seven statistical methods. Behavior Therapy, 34, 189-211.
Powell, B.D., Brossart, D.F., & Reynolds, C.R. (2003). Evaluation of the accuracy of two regression-based methods for estimating premorbid IQ. Archives of Clinical Neuropsychology. 18, 277-292.
Lawson, D. M. & Brossart, D. F. (2003). Link among therapist and parent relationship, the working alliance, and therapy outcome. Psychotherapy Research, 13, 383-394.
Conoley, C.W., Graham, J.M., Neu, T., Craig, M.C., O'Pry, A., Cardin, S.A., Brossart, D.F., & Parker, R.I. (2003). Solution focused family therapy with three aggressive and oppositional acting children: An N=1 empirical study. Family Process, 42, 361-374.
Lawson, D.M., & Brossart, D. (2003). The relationship between counselor trainee, family of origin structure, and counseling effectiveness. The Clinical Supervisor, 22, 21-36.
Reese, R.J., Conoley, C.W. & Brossart, D.F. (2002). Effectiveness of telephone counseling: A field based investigation. Journal of Counseling Psychology, 49, 233-242.
Thompson, R.L., Brossart, D.F., Carlozzi, A.F., & Miville, M.L. (2002). Five-factor (Big Five) personality traits and universal-diverse orientation in counselor trainees. Journal of Psychology, 136, 561-572.
Brossart, D. F., Clay, D. L., and Willson, V. L. (2002). Methodological and statistical considerations for threats to internal validity in pediatric outcome data: Response shift in self-report outcomes. Journal of Pediatric Psychology, 27, 97-107.
Lawson, D.M., & Brossart, D. F. (2001). Intergenerational transmission: Individuation and intimacy across three generations. Family Process, 40, 429-442.
Brossart, D. F., Parker, R., & Willson, V. L. (1998). A comparison of two methods for analyzing longitudinal data: Tuckerized growth curves and an application of K means analysis. Learning and Individual Differences, 10, 121-136.
Brossart, D. F., Patton, M. J., & Wood, P. K. (1998). Assessing group process: An illustration using tuckerized growth curves. Group Dynamics: Theory, Research, and Practice, 2, 3-17.
Brossart, D. F., Willson, V. L., Patton, M. J., Kivlighan, D. M., Jr., & Multon, K. D. (1998). A time series model of the working alliance: A key process in short-term psychoanalytic counseling. Psychotherapy: Theory/Research/Practice/Training, 35, 197-205.
Kivlighan, D.M., Jr, Multon, K.D., & Brossart, D.F. (1996). Helpful impacts in group counseling: Development of a multidimensional rating system. Journal of Counseling Psychology, 43, 347-355.
Heppner, P.P., Kivlighan, D.M., Jr., Wright, G.E., Pledge, D.S., Brossart, D.F., Bellatin, A.M., Wang, L., Kinder, M.H., Hertel, J.B., Hendricks, F.M., Kim, H., Durham, R.J., Berry, T.R., Witty, T.E., & Krull, L.A. (1995). Teaching the history of counseling: Training the next generation. Journal of Counseling and Development, 73, 337-341.
Heppner, P.P., Kivlighan, D.M., Jr., Burnett, J.W., Berry, T.R., Goedinghaus, M., Doxsee, D.J., Hendricks, F.M., Krull, L.A., Wright, G.E., Bellatin, A.M., Durham, R.J., Tharp, A., Kim, H., Brossart, D.F., Wang, L.F., Witty, T.E., Kinder, M.H., Hertel, J.B., & Wallace, D.L. (1994). Dimensions that characterize supervisor interventions delivered in the context of live supervision of practicum counselors. Journal of Counseling Psychology, 41, 227-235.
Gonzalez, G. E., Jr. & Brossart, D. F. (in press). Telehealth videoconferencing psychotherapy in rural primary care. Journal of Rural Mental Health.
Dr. MACK DOUGLAS BURKE
Bowman-Perrott, L., Burke, M. D., *de Marin, S., *Zhang, N., & Davis, H. (2015). A meta-analysis of single-case research on behavior contracts: Effects on behavioral and academic outcomes among children and youth. Behavior Modification, 39, 247-269
Heath, A. K., Ganz, J. B., Parker, R., Burke, M., & *Ninci, J. (2015). A meta-analytic review of functional communication training across mode of communication, age, and disability. Review Journal of Autism and Developmental Disorders, 2, 155-166
Rispoli, M., *Ninci, J., Burke, M. D., *Zaini, S., *Hatton, H., & *Sanchez, L. (2015). Evaluating the accuracy of results for teacher implemented trial-based functional analyses. Behavior Modification, 39, 627-653
Burke, M.D., Rispoli, M. Clemens, N., Lee Y., *Sanchez, L. & *Hatton, H. (2015). Integrating universal behavioral screening within program-wide wide positive behavioral interventions and supports. Journal of Positive Behavioral Interventions, 1-12
Bowman-Perrott, L., Burke, M.D., *Zaini, S., & *Zhang, N., & Vannest, K. (2015). Promoting positive behavior using the Good Behavior Game: A meta-analysis of single-case research, Journal of Positive Behavioral Interventions, 1-11.
Burke, M. D., Boon, R. T., Hatton, H., & Bowman-Perrott, L. (2015). Reading interventions for middle and secondary students with emotional and behavioral disorders: A quantitative review of single-case studies, Behavior Modification, 39, 43-68
Rispoli, M., Burke, M. D., *Hatton, H., *Ninci, J., *Zaini, S., & *Rodriguez, L. (2015). Training Head Start teachers to conduct trial-based functional analyses of challenging behavior. Journal of Positive Behavioral Interventions, 17, 235-244
Grunke, M., Boon, R. T., & Burke, M. D. (2015). Use of the Randomization Test in Single-Case Research.International Journal for Research in Learning Disabilities, 2-2
Bowman-Perrott, L., Burke, M., *Zhang, N., & *Zaini, S. (2014). Direct and collateral benefits of peer tutoring on social and behavioral outcomes: A meta-analysis of single-case studies. School Psychology Review, 43, 260-285.
Burke, M. D., Davis, J., Hagan-Burke, S., Lee, Y., Kwok, O., & Fogarty, M. (2014). Universal screening for social behavior risk in middle school using SWPBS expectations. Journal of Positive Behavior Interventions, 16, 5-17
Burke, M.D., *Davis, J. L., Hagan-Burke, S., *Lee, Y., & *Fogarty, M. (2014). Using SWPBS expectations as a universal screening tool to predict behavioral risk in middle school, Journal of Positive Behavioral Interventions, 16, 3-15
Hagan-Burke, S., Coyne, M. D., Kwok, O., Simmons, D. C., Kim, M., Simmons, L. E., Skidmore, S. T., Hernandez, C. L., & Ruby, M. M. (2013). Effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading instruction. Journal of Learning Disabilities. 46, 260-277.
Vannest, K.J., Burke, M.D, *Sauber, S.B., *Davis, J.L., *Davis, C.R. (2012). Daily Behavior Report Cards as Evidence Based Practice for Teachers. Beyond Behavior, 20 (2)
*Mason, R. A., Ganz, J., B., Parker, R.I., Burke, M.D. & *Camargo, S. (2012). Moderating factors of video- modeling with other as model: A meta-analysis of single-case studies, Research in Developmental Disabilities, 33, 1076-1086
Burke, M. D., *Davis, J. L., *Lee, Y., Hagan-Burke, S., Kwok, O., & Sugai, G. (2012). Universal screening for behavioral risk in elementary schools using SWPBS expectations, Journal of Emotional and Behavioral Disorders. 20, 38-54.
Vannest, K.J., Burke, M.D., *Payne, T.E., *Davis, C.R., & *Soares, D.A. (2011). Electronic progress monitoring of IEP goals and objectives. Teaching Exceptional Children, 43, 40-51
Burke, M. D., *Zou, Y. & Kwok, O. (2010). A structural equation model using sublexical fluency measures to predict emerging reading ability. Remedial and Special Education, 31, 385-399
Vannest, K.J., Davis, J.L., Davis, C.R., Mason, B.A., Burke, M.D. (2010). Effective intervention with a daily behavior report card: A meta-analysis. School Psychology Review, 39, 654-672
Burke, M. D., Crowder, W., Hagan-Burke, S., & Zou, Y. (2009). Comparison of two path analytic models for predicting reading fluency. Remedial and Special Education.
Burke, M. D., Hagan-Burke, S., Kwok, O., & Parker, R. (2009). Path Analysis of early literacy indicators from middle of kindergarten to end of second grade. Journal of Special Education, 42, 209-226
Burke, M.D., Hagan-Burke S., Kwok, O., & Parker, R. (2009). Predictive Validity of Early Literacy Indicators from Kindergarten to Second Grade. The Journal of Special Education.
Burke, M. D., Vannest, K., Davis, J., Davis, C. & Parker, R. (2009). Reliability of frequent retrospective behavior ratings for elementary school students with EBD. Behavioral Disorders, 34 (4) 212-222.*
Fore III, C., Hagan-Burke, S., Burke, M., Boon, R., & Smith, S. (2008). Academic achievement and class placement: Do students with specific learning disabilities achieve more in one class placement than another? Education and Treatment of Children, 31, 1-18.
Burke, M. D., Vannest, K., (2008). Behavioral progress monitoring. Preventing School Failure. 52 (3) 51-59
Fore, C., Boon, R., Burke, M. D., & Martin, C. (2008). Validating curriculum-based measurement for students with EBD in middle school. Assessment for Effective Intervention.
Burke, M. D. & Hagan-Burke, S. (2007). Concurrent criterion-related validity of early literacy indicators for middle of first grade, Assessment for Effective Intervention, 32, 66-77.
Hagan-Burke, S., Burke, M. D., & Sugai, G. (2007). Using structural analysis and academic-based interventions for a student at-risk of EBD. Behavioral Disorders, 32, 174-190.
Hagan-Burke, S., Burke, M. D., & Crowder. C. (2006). The convergent validity of the dynamic indicators of basic early literacy skills and the test of word reading efficiency for the beginning of first grade. Assessment for Effective Intervention, 31 (4), 1-15.
Fore III, C., Burke, M., & Martin, C. (2006). Curriculum-based measurement within a problem-solving model: An emerging alternative to traditional assessment for African American children and youth. Journal of Negro Education, 75, 16-24.
Boon, R., Burke, M., Fore III, C., & Hagan-Burke, S. (2006). Improving student content knowledge in inclusive social studies classrooms using technology-based cognitive organizers: A systematic replication. Learning Disabilities: A Contemporary Journal 4 (1) 1-17.
Boon, R., Burke, M., Fore, C., & Spencer, V. (2006). The impact of cognitive organizers and technology-based practices on student success in secondary social studies classrooms. Journal of Special Education Technology, 21, 5-15.
Burke, M. D. & Wynne, M. F. (2005). Consequence. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and therapy (Vol. 3). Educational Applications. Thousand Oaks, CA: Sage.
Burke, M. D. & Wynne, M. F. (2005). "Differential reinforcement. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and therapy (Vol. 3). Educational Applications. Thousand Oaks, CA: Sage.
Chalk, J.C., Hagan-Burke, S., & Burke, M.D. (2005). Self-regulated strategy development and the writing process for high school students with learning disabilities. Learning Disabilities Quarterly, 28, 75-87.
Hagan-Burke, S., Burke, M.D., Martin, E., Boon, R., Kirkendoll, D., & Fore III, C.J. (2005). The internal consistency of the school-wide subscales of the effective behavior support survey. Education and Treatment of Children, 28, 400-413.
Burke, M. D., Ayers, K., & Hagan-Burke, S. (2004). Preventing school-based antisocial behaviors with positive behavioral supports. Journal of Early and Intensive Behavior Intervention, 1(1), 66-74.
Boulineau, T., Fore, C.J., Hagan-Burke, S. & Burke, M. (2004). Use of story map instruction to increase sotory grammar text comprehension for elementary school students with learning disabilities in a resource setting. Learning Disabilities Quarterly, 27, 105-121.
Burke M. D., Hagan-Burke, S. & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behaviors: Preliminary results from a single case experiment. Learning Disabilities Quarterly, 26, 15-26.
Mehas, K. Bolling, K., Sobieniak, S., Sprague, J., Burke, M., & Hagan, S. (1998). Finding a safe haven in middle school. Teaching Exceptional Children, 30(4) 20-23.
Burke, M.D., Coulter, G., & Grossen, B. (1998). Instructional design and videodisk technology: A promising vehicle for improving academic performance in students with emotional and behavior disorders. In R.E. Schmid & W. Evans (Eds.), Curriculum and instruction practices for students with emotional and behavioral disorders, 21-28. Reson, VA: Council for Exceptional Children.
Grossen, B. & Burke, M.D. (1998). Instructional design that accommodates special learning needs in science. Information Technologies and Disabilities Journal, 2.
Burke, M.D., Hagan, S., & Grossen, B. (1998). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 31(1) 34-38.
Hintz, A.M., Krull, J., Paal, M., Schirmer, R., Boon, R.T. & Burke, M.D. (in press). "Du wurdest bei einer guten Tat beobachtet![48]1C - F[246][246]rderung positiven Verhaltens durch Tootling ("You were caught being kind!" - Training of positive behavior through tootling. Zeitschrift f[252][252]r Heilp[228][228]dagogik
*White, J., Burke, M,, & Vannest, K, (in press) Effects of a Behavior Monitoring and Intervention Program for High School Students At-Behavioral Risk, Behavioral Disorders.
Vannest, K.J., Burke, M.D., Parker, R., Davis, J., Barrios, L, Davis, C. (in press). Technical adequacy, reliability and applications of DBRC progress monitoring measures with secondary students and severe problem behavior. Remedial and Special Education
Dr. GLENDA ELKINS BYRNS
Byrns, G. (2014). Alphabetic principle / phonics. In C. Reynolds, K. Vannest, & M. Fletcher- Jensen (Eds.), Encyclopedia of special education (4th ed.). New York, NY: Wiley.
Byrns, G. (2014). American Speech-Language-Hearing Association. In C. Reynolds, K. Vannest, & M. Fletcher-Jensen (Eds.), Encyclopedia of special education (4th ed.). New York, NY: Wiley.
Byrns, G. (2011). Alphabetic principle/phonics. In C. Reynolds, K. Vannest, & M. Fletcher-Jensen (Eds.), Encyclopedia of special education (4th ed.) (In press). New York, NY: Wiley
Byrns, G. (2011). American Speech-Language-Hearing Association. In C. Reynolds, K. Vannest, & M. Fletcher-Jensen (Eds.), Encyclopedia of special education (4th ed.) (In Press). New York, NY: Wiley
Simmons, D., Hairrell*, A., Edmonds, M., Vaughn, S., Larsen*, R., Willson, V., Rupley, W., & Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students' general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121-156
Hairrell, A., Rupley, W. H., Edmonds, M., Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S. (2010). Examining the impact of teacher quality on fourth-grade students' comprehension and content-area achievement. Reading and Writing Quarterly
Ju, S., Byrns, G., & Zhang, D. (2010). Teaching math to students with significant disabilities. College Station, TX: Texas A&M University
Parker, R.I., Cryer, J., Byrns, G., (2006). Controlling trend in single case research. School Psychology Quarterly, 21, 418-440.
Dr. GAILE S. CANNELLA
Cannella, G. S., Collins, D. R., & Stough, L. M. (2009). Ongoing work of scholars of the critical childhood collaborative. National Forum of Multicultural Issues Journal, 7(2), 14-17
Viruru, R. & Cannella, G.S. (2006). Postcolonial critique of the ethnographic interview: Research anaylses research. In N.K Denzin & M. Giardina (Eds.). Qualitative Inquiry and the Conservative Challenge: Confronting Methodological Fundamentalism. Walnut Creek, CA: Left Coast Press.
Cannella, G.S., & Viruru, R. (2004). Childhood and (Post)colonization: Power, education, and contemporary practice. New York: Routledge.
Cannella, G. & Lincoln, Y.S. (2004). Dangerous discourses: Epilogue: Claiming a critical public social science-- reconceptualizing and research. Qualitative Inquiry, 10(2), 298-309.
Cannella, G. & Lincoln, Y.S. (2004). Dangerous discourses, II (Editor's Introduction). Qualitative Inquiry, 10(3), 165-174.
Lincoln, Y.S. & Cannella, G. (2004). Dangerous discourses: Methodological conservatism and qualitative research. Qualitative Inquiry, 10(1), 5-14.
Lincoln, Y.S. & Cannella, G. (2004). Qualitative research, power, and the radical right. Qualitative Inquiry, 10(2), 175-201.
Cannella, G.S., & Viruru, R. (2003). Childhood and cultural studies: Introduction. Journal of Curriculum Theorizing, 19(2), 3-8.
Demas, E., Cannella, G.S., & Rivas, A. (2003). Conservative foundations and the construction of public regulatory curriculum. Journal of Curriculum Theorizing, 19(3), 99-115.
Viruru, R., & Cannella, G.S. (2003). Early childhood education and postcolonial possibilities. In R. Viruru Decolonizing early childhood education: An Indian perspective. New Delhi: Sage.
Cannella, G.S. & Viruru, R. (2002).. (Euro-American constructions of) Education of children (and adults) around the world: A postcolonial critique. In G.S. Cannella, K. Anijar & J.L. Kincheloe (Eds.). Kidworld: Global Perspectives, Cultural Studies and Education. New York: Peter Lang
Cannella, G.S. (2003). Multiple intelligences in early childhood education: A poststructural/ feminist analysis. In A. Johnson & J. Kincheloe (Eds.) Multiple intelligences reconsidered: An expanded vision. New York: Routledge
Cannella, G. S. (2003). Natural born curriculum: Popular culture and the construction of childhood. In J. Jipson & R. Johnson (Eds.) Resistance and representation: Rethinking childhood. New York: Peter Lang.
Cannella, G.S. & Viruru, R. (2002). (Euro-American constructions of) Education of children (and adults) around the world: A postcolonial critique. In G.S. Cannella, K. Anijar & J.L. Kincheloe (Eds.), Kidworld: Global Perspectives, Cultural Studies and Education. New York: Peter Lang.
Cannella, G.S., & Kincheloe, J., (Eds.). (2002). Kidworld: Childhood studies, globilization, and education. New York: Peter Lang.
Grieshaber, S., Cannella, G.S. (Eds.) (2001). Embracing identities in early childhood education: Diversity and possibilities. New York: Teachers College Press
Grieshaber, S., & Cannella, G.S., (2001). From indentity to identities Grieshaber, S., Cannella, G.S. (Eds.). Embracing identities in early childhood Education: Diversity and Possibilities, 3-22. New York: Teachers College Press.
Cannella, G.S., & Grieshaber, S., (2001). Identities and Possibilities (pp. 172-180). Grieshaber, S., Cannella, G.S. (Eds.) Embracing identities in early childhood Education: Diversity and Possibilities. New York: Teachers College Press
Cannella, G. S. (2001). Natural born curriculum: Popular culture and the construction of childhood. In J. Jipson & R. Johnson (Eds.) Resistance and representation: Rethinking childhood (pp. 15-22). New York: Peter Lang.
Cannella, G.S. (2001). Personal stories: Early Childhood educators and reconceptualized identities. Grieshaber, S., Cannella, G.S. (Eds.) Embracing identities in early childhood Education: Diversity and Possibilities, 23-44. New York: Teachers College Press.
Viruru, R. & Cannella, G.S. (2001). Postcolonial ethnography, young children and voice. In S. Grieshaber & Cannella, G.S. (Eds.). Embracing identities and early childhood education. New York: Teachers College Press (pp. 158-172).
Cannella, G.S. (2000). Colloquia: Critical and feminist reconstructions of early childhood education: Continuing the conversations. Contemporary Issues in Early Childhood, 1(2), 215-219.
Cannella, G.S. & Viruru, R. (1999). Generating possibilities for the construction of childhood studies. Journal of Curriculum Theorizing, 15(1).
Cannella, G. S. (1999). Post-formal thought as critique, reconceptualization, and possibility for teacher education reform. In J. Kincheloe, S. Steinberg, & L. Villaverde (Eds.) Rethinking Intelligence: Confronting psychological assumptions about tea
Cannella, G.S., & Bailey, C. (1999). Postmodern research in early childhood education. In S. Reifel (Ed.) Advances in early education and day care, vol. 10, (pp. 3-39). Greenwich, CN: Jai Press.
Cannella, G.S. (1999). The scientific discourse of education: Predetermining the lives of others – Foucault, education, and children. Contemporary Issues in Early Childhood, 1(1), pp. 37-45.
Cannella, G.S. (1998). Critical research: Postmodern methodologies for the examination of race, ethnicity, class, and gender in education. Advancing Women in Leadership, 1(2), www.advancingwomen.com.
Cannella, G.S. (1998). Early childhood education: A call for the construction of revolutionary images. In W.F. Pinar (Ed.) Curriculum: Toward new identities (pp. 157-184). New York: Garland.
Cannella, G.S. (1998). Fostering engagement: Barriers in teacher education. In J. O'Donnell & R. Chavez Chavez (Eds.) Speaking the unpleasant: The politics of non-engagement in the multicultural education terrain (pp. 87-107). Albany, NY: SUNY.
Viruru, R. & Cannella, G.S. (1997). An Indian voice in the education of young children. International Journal of Education Reform, 6(3), 308-315.
Cannella, G.S. & Viruru, R. (1997). Privileging child centered and play based instruction. In Cannella, G.S. (Ed.), Deconstructing early childhood: Social justice and revolution. New York: Peter Lang.
Cannella, G.S., Viruru, R. & Amin, S. (1996). Socio-cognitive growth and the young child. Comparisons with Spatial and Literacy Content. Child Study Journal, 25(3), 213-223.
Dr. LINDA G. CASTILLO
Cano, M. A., de Dios, M. A., Castro, Y., Vaughan, E. L., Castillo, L. G., Lorenzo-Blanco, E. I., Pina-Watson, B., Cardoso, J. B., Ojeda, L., Cruz, R. A., Correa- Fernandez, V., Ibanez, G., Auf, R., Molleda, L. M. (2015). Alcohol use severity and depressive symptoms among late adolescent Hispanics: Testing associations of acculturation and enculturation in a bicultural transaction model. Addictive Behaviors, 49, 78-82
Cano, M. A., Schwartz, S. J., Castillo, L. G., Romero, A. J., Huang, S., Lorenzo-Blanco, E. I., Unger, J. B., Zamboanga, B. L., Des Rosiers, S. E., Baezconde-Garbanati, L., Lizzi, K. M., Soto, D. W., Oshri, A., Villamar, J. A., Pattarroyo, M., & Szapocnik, J. (2015). Depressive symptoms and externalizing behaviors among Hispanic immigrant adolescents: Examining longitudinal effects of cultural stress. Journal of Adolescence, 42, 31-39
Brittian, A. S., Kim, S. Y., Armenta, B. E., Lee, R. M., Umaña-Taylor, A. J., Schwartz, S. J., Villalta, I. K., Zamboanga, B. L., Weisskirch, R. S., Juang, L. P., Castillo, L. G., & Hudson, M. L. (2015). Do dimensions of ethnic identity mediate the association between perceived ethnic group discrimination and depressive symptoms? Cultural Diversity and Ethnic Minority Psychology, 21, 41-53.
Castillo, L. G., Cano, M. G., Yoon, M., Jung, E., Brown, E. J., Zamboanga, B. L., Kim, S. Y., Schwartz, S. J., Huynh, Q., Weisskirch, R. S., & Whitbourne, S. K. (2015). Factor structure and factorial invariance of the multidimensional acculturative stress inventory. Psychological Assessment, 27, 915-924
. Zamboanga, B. L., Pesigan, I.J.A., Tomaso, C. C., Schwartz, S. J., Ham, L. S., Bersamin, M. Kim, S. Y., Cano, M. A., Castillo, L. G., Forthun, L., Whitbourne, S. K., & Hurley, E. A. (2015). Frequency of drinking games participation and alcohol-related problems in a multiethnic sample of college students: Do gender and ethnicity matter? Addictive Behaviors, 41, 112-116.
Castillo, L. G., Navarro, R. L., *Walker, J. E., Schwartz, S. J., Zamboanga, B. L., Whitbourne, S. K., Weisskirch, R. S., Kim, S. Y., Park, I. J. K., Vazsonyi, A. T., & Caraway, J. (2015). Gender matters: The influence of acculturation and acculturative stress on Latino college student depressive symptomatology. Journal of Latina/o Psychology, 3, 40-55.
Sosa, E.T., Mckyer, E.L., Pruitt, B., Goodson, P., Castillo, L. (2015). The complexities of childhood obesity: A qualitative study among Mexican American Mothers. Journal of Health Disparities Research and Practice, 8 (3), 28-41.
*Pina-Watson, B., & Castillo, L. G. (2015). The role of perceived parent-child relationship on Latina adolescent depression. Child Adolescent and Social Work Journal, 32, 309-315. doi: 10.1007/s10560-014-0374-0
Gonzales-Backen, M. A., Dumka, L. E., Millsap, R. E., Hyung, C. Y., Schwartz, S. J., Zamboanga, B. L., Weisskirch, R. S., Rodriguez, L., Castillo, L. G., Kim, S. Y., Brown, E. J., Whitbourne, S. K., & Vazsonyi, A. T. (2015). The role of social and personal identities in self-esteem among ethnic minority college students. Identity: An International Journal of Theory and Research, 15, 202-220
Cano, M. A., Castillo, L. G., Castro, Y., de Dios, M. A., & Roncancio, A. M. (2014). Acculturative stress and depressive symptomatology among Mexican and Mexican American students in the U.S.: Examining associations with cultural incongruity and intragroup marginalization. International Journal for the Advancement of Counselling, 36, 136-149.
Hayes, D., Blake, J. J., Darensbourg, A. , & Castillo, L. G. (2014). Examining the academic achievement of Latino adolescents: The role of peer and parental influences. Journal of Early Adolescence.
*Pina-Watson, B., Castillo, L. G., *Rodriguez, K. M., & *Ray, S. (2014). Familial protective factors of Latina adolescent suicidal ideation. Archives of Suicide Research, 18, 213-220
Yap, S. C. Y., Donnellan, M. B., Schwartz, S. J., Kim. S. Y, Castillo, L. G., and MUSIC Collaborative (2014). Investigating measurement invariance of the multigroup ethnic identity measure across diverse samples of college students. Journal of Counseling Psychology, 61, 437-446.
Sosa, E.T., McKyer, E.L.J., Goodson, P., Castillo, L. (2014). Mexican American mothers[48]19 perceptions of their role in obesity prevention: A Qualitative study. Journal of Research in Obesity, Vol. 2014 (2014). Article ID 845124, DOI: 10.5171/2014.845124
Ojeda, L., Castillo, L.G., Rosales Meza, R., & *Pi[241][241]a-Watson, B. (2014). Mexican Americans in higher education: Cultural adaptation and marginalization as predictors of college persistence intentions and life satisfaction. Journal of Hispanic Higher Education, 13, 3-14.
Ojeda, L., Castillo, L.G., Rosales Meza, R., & *Piña-Watson, B. (2014). Mexican Americans in higher education: Cultural adaptation and marginalization as predictors of college persistence intentions and life satisfaction. Journal of Hispanic Higher Education, 13, 3-14
*Piña-Watson, B., Castillo, L. G., Jung, E., Ojeda, L., & Castillo-Reyes, R. (2014). The Marianismo Beliefs Scale: Validation with Mexican American Adolescent Girls and Boys. Journal of Latina/o Psychology, 2, 113-130.
Brossart, D. F.,Wendel, M., Cook, H., Castillo, L. G., Elliott, T. R., & Burdine, J. (2013). Assessing depression in rural communities. Journal of Clinical Psychology, 69, 252-263
Castillo, L. G., & Schwartz, S. J. (2013). Introduction to the special issue on college student mental health. Journal of Clinical Psychology, 69, 291-297
*Rodriguez, K. M., Castillo, L. G., & *Gandara, L. (2013). Latina adolescents[48]19 academic achievement and its relationship to marianismo, ganas, and academic motivation. Journal of Latina/o Psychology, 1, 218-226
*Pina-Watson, B., Castillo, L. G., Ojeda, L., & *Rodriguez, K. (2013). Parent conflict as a mediator between marianismo beliefs and depressive symptoms for Mexican American college women. Journal of American College Health, 61, 491-496
Castillo, L. G., & *Rodriguez, K. M. (2013). Review of the book Creating infrastructures for Latino mental health by L. P. Buki and L. Piedra. Cultural Diversity and Ethnic Minority Psychology, 19, 369-370
Brittian, A. S., Umana -Taylor, A. J., Lee, R. M., Zamboanga, B. L., Kim, S. Y., Wesskirch, R., Castillo, L. G., et al. (2013). The moderating role of centrality on associations between ethnic identity affirmation and ethnic minority college students' mental health. Journal of American College Health, 69, 252-263
Ojeda, L., *Piña-Watson, B., Castillo, L. G., *Khan, N., *Castillo, R., & *Leigh, J. (2012). Acculturation, enculturation, ethnic identity, and conscientiousness as predictors of Latino girls’ and boys’ career decision self-efficacy. Journal of Career Development, 39, 208-228
Luiking, Y. C., Castillo, L., & Deutz, N. E. P. (2012). ARGININE, CITRULLINE AND NITRIC OXIDE. In A. C. Ross, B. Caballero, R. J. Cousins, K. L. Tucker & T. R. Ziegler (Eds.), The 11th edition of Modern Nutrition in Health and Disease: ; Lippincott Williams & Wilkins; Eleventh edition
Cano, M. A., Castillo, L. G., *Davis, M. J., *Lpez-Arenas, A., *Vaquero, J., *Thompson, K., *Saldivar, I. M. (2012). Dynamics of acculturation, enculturation, and ethnic identity: Influence of psychocultural constructs on conscientiousness and expectations of higher education among Latinos. International Journal for the Advancement of Counseling, 30, 1-11
McCord, C. E., Elliott, T. R., Brossart, D. F., & Castillo, L. G. (2012). Mental health issues in rural areas. In R. Crosby, R. Vanderpool, M. Wendel, & B. Casey (Eds.), Rural Populations and Health: Determinants, Disparities, and Solutions (pp. 323 -- 339). San Francisco: Jossey-Bass
Castillo, L. G., Phoummarath, M. J., & Cano, M. A. (2012). Predictors of familial acculturative stress in Asian American college students. Journal of College Counseling, 15, 52-64
Schwartz, S. J., Park, I. J. K., Huynh, Q. L., Zamoagna, B. L., Umaña -Taylor, A., Lee, R. M., Rodriquez, L., Kim, S. Y., Whitbourne, S. K., Castillo, L. G., et al. (2012). The American identity measure: Development and validation across ethnic subgroup and immigrant generation. Identity: An International Journal of Theory and Research, 12, 93- 128
Schwartz, S. J., Weisskirch, R. S., Zamboanga, B. L., Castillo, L. G., Ham, L. S., Huynh, Q. L., Park, I. J. K., Donovan, R., Kim, S. Y., Vernon, M., *Davis, M. J., & *Cano, M. A. (2011). Dimensions of acculturation: Associations with health risk behaviors among college students from immigrant families. Journal of Counseling Psychology, 58, 27-41
Brossart, D. F., Parker, R. I., & Castillo, L. G. (2011). Robust regression for single-case data analysis: How can it help? Behavior Research Methods, 43, 710-719
Liew, J., Castillo, L. G., *Chang, P., & *Chang, B. (2011). Temperament, self-regulation, and school adjustment in Asian American children. Invited book chapter for F. Leong, L. Juang, D. B. Qin, & H. E. Fitzgerald, Asian American and Pacific Islander children and mental health, volume 1: Development and context. Santa Barbara, CA
Liew, J., Castillo, L. G., Chang, B.W.*, & Chang, Y.* (2011). Temperament, self- regulation, and school adjustment in Asian American children. In F. Leong, L. Juang, D. B. Qin, & H. E. Fitzgerald (Eds.), Asian American and Pacific Island Children's Mental Health, Volume 1: Development and Context (pp. 119-139). Westport, CT: Praeger Publishers
Tong, F., Castillo, L. G., & *Perez, A. (2010). A psychological profile of acculturation, ethnic identity, and teacher efficacy among Latino in-service teachers of English. International Education Studies, 3, 41-51.
Schwartz, S. J., Weisskirch, R. S., Hurley, E. A., Zamboanga, B. L., Park, I. J., Kim, S. Y., Umana-Taylor, A., Castillo, L. G., Brown, E., Greene, A. D. (2010). Communalism, familism, and filial piety: Are they birds of a collective feather? Cultural Diversity and Ethnic Minority Psychology, 548-560
Castillo, L. G., *Perez, F. V., * Castillo, R, & * Ghosheh, M. R. (2010). Construction and initial validation of the marianismo beliefs scale. Counselling Psychology Quarterly, 23, 163-175.
Stough, L. M., *Villareal, E., & Castillo, L. G. (2010). Disaster and social vulnerability: The case of undocumented Mexican migrant workers. In J. D. Rivera and D. S. Miller, How ethnically marginalized Americans cope with catastrophic disasters: Studies in suffering and resiliency (pp. 297-314). Lewiston, NY: Edwin Mellen Press
*Thompson, K. V., *Lightfoot, N. L., Castillo, L. G., & *Hurst, M. L. (2010). Influence of family's perceptions of acting white on acculturative stress in African American college students. International Journal for the Advancement of Counseling, 32, 144-152
Castillo, L. G., Conoley, C. W., *Cepeda, L. M., *Ivy, K. K, & *Archuleta, D. J. (2010). Mexican American adolescents' perceptions of a pro-college culture. Journal of Hispanic Higher Education, 9, 61-72
Castillo, L. G., *Lpez-Arenas, A., & *Saldivar, I. M. (2010). The influence of acculturation and enculturation on Latino high school students' decision to apply to college. Journal of Multicultural Counseling and Development, 38, 88-98.
*Cano, M. A., & Castillo, L. G. (2010). The role of enculturation and acculturation in Latina college student distress. Journal of Hispanic Higher Education, 9, 221-231
Warren, C. S., Castillo, L. G., & Gleaves, D. H (2010). The sociocultural model of eating disorders in Mexican American women: Behavioral acculturation and cognitive marginalization as moderators. Eating Disorders: The Journal of Treatment and Prevention, 18, 43-57
Castillo, L. G., & *Caver, K (2009). Expanding the concept of acculturation in Mexican American rehabilitation psychology research and practice. Rehabilitation Psychology, 54, 351-362. doi: 10.1037/a0017801 (authored with student)
Castillo, L. G. (2009). The role of intragroup marginalization in bicultural Latino college student adjustment. International Journal for the Advancement of Counseling, 31, 245-254. doi:10.1007/s10447-009-9081-5
Castillo, L. G., Cano, M. A., Chen, S.W., Blucker, R., & Olds, V. (2008). Family conflict and intragroup marginalization as predictors of acculturative stress in Latino college students. International Journal of Stress Management, 15, 43-52.
Castillo, L. G., Kempner, K. P. (2008). Online career counseling with Mexican American adolescents. Journal of Technology in Counseling, 5, 1-12.
Boone, B. C., & Castillo, L. G. (2008). The impact of poetry therapy on secondary posttraumatic stress disorder symptoms of domestic violence counselors. Journal of Poetry Therapy, 21 (1), pp.
Castillo, L. G., Conoley, C. W., Brossart, D. F., & Quiros, A. (2007). Construction and validation of the intragroup marginalization inventory. Cultural Diversity and Ethnic Minority Psychology, 13, 232-240.
Castillo, L. G., & Cano, M. A. (2007). Mexican American psychology: Theory and clinical application. In C. Negy, (Ed.), Cross-cultural psychotherapy: Toward a critical understanding of diverse client populations (2nd ed.; pp. 85-102). Reno, NV: Bent Tree Press, Inc.
Castillo, L. G., Brossart, D. F., Reyes, C., Conoley, C. W., & Phoummarath, M. J. (2007). The influence of multicultural training on perceived multicultural competencies and implicit racial prejudice. Journal of Multicultural Counseling & Development, 35, 243-254.
Castillo, L.G., Conoley, C.W., King, J., Rollins, D., Veve, M., & Rivera, S. (2006). Predictors of racial predjudice in White American counseling students. Journal of Multicultural Counseling and Development, 34,15-26.
Castillo, L.G., Archuleta, D.J. & Van Landingham, A. (2006). The influence of employment status on depressive symptomatology in U.S.-born Mexican American women. Journal of Rural Community Psychology, 9, 1-17.
Castillo, L.G., Conoley, C.W., Choi-Pearson, C., Archuleta, D.J., Van Landinghan, A., & Phoummarath, M.J. (2006). University environment as a mediator of Latino Ethnic Identity and persistence attitudes. Journal of Counseling Psychology, 53 267-271.
Archuleta, D.J., Castillo, L.G., King, J.J. (2006). Working with Latina adolescents in online support groups. Journal of School Counseling, 4, 3-16.
Conoley, C.W. & Castillo, L.G. (2005). A review of the Chapin social insight test. In R.A. Spies & B.S. Plake (Eds.). The sixteenth mental measurements yearbook. (pp. 190-192). Lincoln, NE: Buros Institute of Mental Measurements.
Conoley, C.W., & Castillo, L.G. (2005). A review of the DISC classic. In R.A. Spies & B.S. Plake (Eds.), The sixteenth mental measurements yearbook. (pp. 312-314). Lincoln, NE: Buros Institute of Mental Measurements.
Bias, J.P., Conoley, C.W., & Castillo, L.G. (2005). Effective responses to teasing. The Childhood Care & Development Journal, 3, 15-39.
Misra, R. & Castillo, L.G. (2004). Academic stress among college students: A comparison of American and international students. International Journal of Stress Management, 11, 132-148.
Castillo, L.G., Conoley, C.W., & Brossart, D.F. (2004). Acculturation, White marginalization, and family support as predictors of perceived distress in Mexican American female college students. Journal of Counseling Psychology, 51, 151-157.
Castillo, L.G. (2004). Honoring nontraditional multiple cultural identities. In L.A. Flowers (Ed.), Diversity issues in American colleges and universities: Case studies for higher education and student affairs professionals (pp. 165-168). Springfield, IL: Charles C. Thomas.
Castillo, L.G. (2004). Migrant Clinician Network Family Violence Program: Evaluation Report. Austin, TX: Migrant Clinician Network, Inc.
Choi-Pearson, C., Castillo, L.G. & Handog, J. (2004). Multicultural climate: Enviornmental influences of student of color success. Reno, NV: Division 1 of Student Services, University of Nevada, Reno.
Castillo, L.G., & Hill, R.D. (2004). Predicators of distress in Chicana college students. Journal of Multicultural Counseling and Development,32,234-248.
Choi-Pearson, C., Castillo, L.G., Maples, M.F. (2004). The impact of diversity training on racial prejudice of student affairs professionals. NASPA Journal,42,132-146.
Hill, R.D., Castillo, L.G., Ngu, L.Q., & Pepion, K. (1999). Helping ethnic minority graduate students pursue careers in academia: Lessons learned from the WICHE doctoral scholars program. The Counseling Psychologist, 27, 827-845.
Gloria, A.M., Castillo, L.G., Choi-Pearson, C.P. & Rangel, D.K. (1997). Competitive internships candidates: A national survey on internship training directors. The Counseling Psychologist, 25, 453-472.
Dr. LAUREN D. CIFUENTES
Merchant, Z., Goetz, E., Keeney-Kennicutt, W., Kwok, O., Cifuentes, L., & Davis, T, J. (2012). The learner characteristics, features of desktop 3d virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59, 551- 568
Cifuentes, L., Sharp, A., Bulu, S., Benz, M., & Stough, L.M. (2010). Developing a Web 2.0-based system with user-authored content for community use and teacher education. Educational Technology Research and Development, 58(4), 377-398
*Eslami, Z. R.; Liu, C. N., Hsieh, Y. C., & Cifuentes, L. (2010). EFL students’ perceptions of learning pragmatics on-line through partnership: Taiwanese EFL students and graduate TESOL students. In M. Al-hamly &I. Fayed (Eds.). The Computers in English Language Teaching. TESOL Arabia Publications
Demps, E., Lynham, S.A., Lincoln, Y.S. & Cifuentes, L. (2010). Understanding the faculty experience of teaching using educational technology at public research universities in the USA in the academic capitalism era: An interpretive critical inquiry. Paper accepted for presentation, annual meeting, Association for Human Resource Development, Knoxville, TN, March
Kwon, S. Y., & Cifuentes, L. (2009). The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps. Computers and Education, 52, 365-375.
Green, M., & Cifuentes, L. (2008). An exploration of online environments supporting follow-up to face-to-face professional development. Journal of Technology and Teacher Education 16(3), 283-306.
Cifuentes, L, Carpenter, B. S., Bulu, S. (2008). An Online Collaborative Environment for Sharing Visual Culture. Journal of Visual Literacy, 26(2).
Cifuentes, L, & Dylak, S. (2007). Trigger visuals for cross-cultural online learning. The International Journal of Continuing Engineering Education and Lifelong Learning, 17(2/3), 121-137
Murphy, K.L., Gazi, Y., & Cifuentes, L. (2006). Intercultural collabrative project-based learning in online environments. (pp. 50-63). In B. H. Khan (Ed.), Flexible Learning. Hershey, PA: Information Science Publishing.
Cifuentes, L., & Ozel, S. (2006). Resources for attending to the needs of multicultural learners. Knowledge Quest, 35(2), 12-19.
Hsieh, Y.C., & Cifuentes, L. (2006). Student-generated visualization as a study strategy for science concept learning. Educational Technology and Society. 9(3), 137-148. http://www.ifets.info/issues.php?id=32
Willis, J., & Cifuentes, L. (2005). Training teachers to intergrate technology into the classroom curriculum: Online versus face-to face course delivery. Journal of Technology in Teacher Education. 13(1), 43-63.
Willis, J.M. & Cifuentes, L. (2004). Moving beyond the training environment to a vision of technology integration in the classroom curriculum: A case study. In J.J. Hirschbuhl & D. Bishop (Eds.), Computers in Education, 33-36. Guilfor, Coon: McGraw-Hill.
Murphy, K.L., Cifuentes, L., & Shin, Y.C. (2004). Online collaborative documents for research and coursework. TechTrends, 48(3), 40-44.
Cifuentes, L. & Hsieh, Y.C. (2004). Visualization for construction of meaning during study time: A quantitatvie analysis. International Journal of Instructional Media, 30(4).
Cifuentes, L. & Hsieh, Y.C. (2004). Visualization for middle school students' engagement in science learning. Journal of Computers in Mathematics and Science Teaching, 23(2), 109-137.
Hsieh, Y.C., Cifuentes, L. (2003). A cross-cultural study of the effect of student-generated visualization on middle-school science concept learning. Educational Technology Research and Development, 51(3), 90-95.
Cifuentes, L., & Hughey, J. (2003). Computer conferencing and multiple intelligences: Effects on expository writing. Quarterly Review of Distance Education, 4(1), 15-30.
Shin, Y.C., & Cifuentes, L. (2003). Taiwanese intercultural phenomena and issues in a United States-Taiwan telecommunications partnership. Educational Technology Research and Development , 51(3), 90-95.
Hsieh, Y.C., & Cifuentes, L. (2003). The effect of the use of student-generated visualization as a study strategy for middle school science concept learning, Proceedings of SITE: The Society for Information Technology in Education, Albuquerque, NM.
Cifuentes, L., & Hsieh, Y.C. (2003). Visualization for construction of meaning during study time: A Qualitative Analysis. International Journal of Instructional Media 30 (3).
Choi, J.Y. & Cifuentes, L. (2002). Children learning from artfully designed, three-dimensional computer animation. Information Technology in Childhood Education Annual, (1), 45-60.
Shih, Y.C., & Cifuentes, L. (2001). One tale of why and how to teach online. TechTrends, 45(6), 8-13 & 46.
Cifuentes, L., & Murphy, K. L. (2001). Promoting world citizenship: Cultural connections via telecommunications. In R. Nata (Ed.), Progress in education. (pp. 101-131). Huntington. NY: Nova Science.
Cifuentes, L., & Shih, Y. D. (2001) Teaching and learning online: A collaboration between U.S. and Taiwanese students. Journal of Research on Computing in Education, 33(4), 456-474.
Murphy, K.L., & Cifuentes, L. (2001). Using Web, tools, collaborating, and learning online. Distance Education, 22(2), 285-305.
Cifuentes, L. & Murphy, K.L. (2000). Cultural Connections: A Model for Eliminating Boundaries and Crossing Borders. Quarterly of Research on Distance Education. (1)1.
Cifuentes, L. & Murphy, K.L. (2000). Images of Texan and Mexican Cultures Shared in a Telecommunications Partnership. Distance Education. 21(2), 300-322.
Cifurentes, L., & Murphy K.L. (2000) Images of Texas and Mexican cultures shared in a telecommunications partnership. Distance Education, 21 (2), 300-322
Cifuentes, L. & Murphy, K.L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: Cultural Connections. Educational Technology Research and Development. (48)1.
Cifuentes, L., Shih, Y. D. (2000). Virtual field-based teacher preparation: Can it work?. International Journal of Educational Telecommunications.6(4), 287-302.
Cifuentes, L. & Murphy, K.L. (1999). Distance Learning Among Mexican and Texan Children. Educational Technology Research and Development, 47(4). pp. 94-102.
Cifuentes, L., Beller, C., & Portella, J. (1999). Integrating desktop videoconferencing into middle school classrooms and teacher education. International Journal of Educational Telecommunications. 5(1).
Cifuentes, L., Shih, Y. D. (1999). Learning how to teach online: Preservice teaching experiences. Journal of Online Learning. 10(3), pp. 17-19.
Green, M. & Cifuentes, L. (in press; accepted Oct., 2009). The effects of follow-up and peer interaction on quality of performance and completion of online professional development. Journal of Interactive Learning Research.
Cifuentes, L., & Ozel, S. (in press). Using technologies to support STEM project-based learning. In R. M. Capraro & S. W. Slough (Eds.), Project-based learning: An integrated sciences, technology, engineering, and mathematics (STEM) approach. Rotterdam, the Netherlands: Sense Publishing.
NATHAN H. CLEMENS
Burke, M.D., Rispoli, M. Clemens, N.H., Lee Y., *Sanchez, L. & *Hatton, H. (2016). Integrating universal behavioral screening within program-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 18, 5-16
Clemens, N. H., Davis, J. L., Simmons, L. E., Oslund, E. L., & Simmons, D. C. (2015). Interpreting secondary students[48]19 performance on a timed, multiple-choice reading comprehension assessment: The prevalence and impact of non-attempted items. Journal of Psychoeducational Assessment, 33, 154-165. doi:10.1177/0734282914547493
Clemens, N.H., Hagan-Burke, S., Luo, W., *Cerda, C.A., *Blakely, A., *Frosch, J., *Gamez-Patience, B., & *Jones, M. (2015). The predictive validity of a computer-adaptive assessment of kindergarten and first-grade reading skills. School Psychology Review, 44, 76-97.
Clemens, N. H., Oslund, E. L., Simmons, L. E., & Simmons, D. (2014). Assessing spelling in kindergarten: Further comparison of scoring metrics and their relation to reading skills. Journal of School Psychology, 52, 49-61.
Fogarty, M., Oslund, E., Simmons, D., *Davis, J., Simmons, L., *Anderson, L., Clemens, N.H., Vaughn, S., & Roberts, G. (2014). Examining the effectiveness of a multicomponent reading comprehension intervention in middle schools: A focus on treatment fidelity. Educational Psychology Review, 7, 309-330
Fogarty, M., Oslund, E., Simmons, D., *Davis, J., Simmons, L., *Anderson, L., Clemens, N., & Roberts, G. (2014). Examining the effectiveness of a multicomponent reading comprehension intervention in middle schools: A focus on treatment fidelity. Educational Psychology Review, 26, 425-449. doi:10.1007/s10648-014-9270-6
Simmons, D., Fogarty, M., Oslund, E., Simmons, L., Hairrell, A., *Davis, J., *Anderson, L., Clemens, N., Vaughn, S., Roberts, G., & Stillman, S., & Fall, A. (2014). Integrating content knowledge-building and student-regulated comprehension practices in secondary English language arts classes. Journal of Research on Educational Effectiveness, 7, 309-330.
Clemens, N.H., Shapiro, E.S., Wu, J.Y., Taylor, A., & Caskie, G.L. (2014). Monitoring early first grade reading progress: A comparison of two measures. Journal of Learning Disabilities, 47, 254-270.
Oslund, E., Simmons, D., Hagan-Burke, S., Clemens, N.H., Simmons, L., Coyne, M., Taylor, A., & Kwok, O. (2014). The predictive validity of curriculum-embedded measures in kindergarten. Manuscript accepted for publication, Journal of Learning Disabilities.
Clemens, N.H., Shapiro, E.S., & *Seibert, A.L. (2012). Conducting systematic direct classroom observations to define school-related problems. In R. Brown-Chidsey & K. Arden (eds.), Assessment for Intervention: A Problem-Solving Approach (second edition, pp. 157-179). New York: Guilford Press
Keller-Margulis, M. A., Clemens, N. H., *Im, M., Kwok, O., & Booth, C. (2012). Curriculum-based measurement yearly growth rates: An examination of English language learners and native English speakers. Learning and Individual Differences, 22, 799-805
Parker, R., Vannest, K., *Davis, J., Clemens, N.H. (2012). Defensible progress monitoring data for medium/high-stakes decisions. Journal of Special Education, 46, 141-151.
Keller-Margolis, M., Clemens, N.H., *Im, M., Kwok, O., & Booth, C. (2012). Differential rates of student growth on reading curriculum-based measurement in a diverse sample. Learning and Individual Differences, 22, 799-805
Clemens, N.H., Hilt-Panahon, A., Shapiro, E.S., & Yoon, M. (2012). Tracing student responsiveness to intervention with early literacy skills indicators: Do they reflect growth toward text reading outcomes? Reading Psychology, 33, 47-77
Shapiro, E.S., Benson, J., Clemens, N.H., & Gischlar, K.L. (2011). Academic assessment. In M. Bray & T. Kehle (eds.), The Oxford Handbook of School Psychology
Clemens, N.H., Shapiro, E.S., & Thoemmes, F.J. (2011). Improving the efficacy of first grade reading screening: An investigation of Word Identification Fluency with other early literacy indicators. School Psychology Quarterly, 26, 231-244
Clemens, N.H., Shapiro, E.S., Panahon, A.H., & Gischlar, K.L. (2011). Student achievement outcomes. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press
Gischlar, K.L., Hilt-Panahon, A., Clemens, N.H., & Shapiro, E.S. (2011). The process of implementation and design for sustainability. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press.
Hilt-Panahon, A., Shapiro, E.S., Clemens, N.H., & Gischlar, K.L. (2011). The structure and content of the RTI model. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press
Kern, L., Benson, J.L., & Clemens, N.H. (2010). Strategies for working with severe challenging and violent behavior. In Peacock, G.G., Ervin, R.A., Daly, E., & Merrell, K. (Eds.). The practical handbook of school psychology: Effective practices for the 21st century. New York: Guilford Press
Shapiro, E.S., & Clemens, N.H. (2009). A conceptual model for evaluating systems effects of RTI. Assessment for Effective Intervention, 35, 3 -16
Clemens, N.H. (2009). Toward consensus on first grade CBM measures. (Doctoral dissertation, Lehigh University, 2009)
Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75
Kern, L., & Clemens, N.H. (2005). Task interspersal. In M. Hersen, G. Sugai, & R. Horner (Eds.). Encyclopedia of Behavior Modification and Cognitive Therapy, Volume III. Thousand Oaks, CA: Sage
Oslund, E., Clemens, N. H., Simmons, D. C., Smith, S., & Simmons, L.E. (in press). How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes. Learning and Individual Differences.
Clemens, N.H., Keller-Margulis, M.A., Scholten, T., & Yoon, M. (in press). Models for implementing response to intervention: Tools, outcomes, and implications. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support (2nd ed.). New York: Springer Science.
Al Otaiba, S., Allor, J., Werfel, K., & Clemens, N.H. (in press). Critical components of phonemic awareness instruction and intervention: Recommendations for teacher training and for future research. To appear in R. Schiff & M. Joshi (Eds.), Handbook of Interventions in Learning Disabilities.
Dr. COLLIE W. CONOLEY
Castillo, L. G., Conoley, C. W., *Cepeda, L. M., *Ivy, K. K, & *Archuleta, D. J. (2010). Mexican American adolescents' perceptions of a pro-college culture. Journal of Hispanic Higher Education, 9, 61-72
Castillo, L. G., Conoley, C. W., Brossart, D. F., & Quiros, A. (2007). Construction and validation of the intragroup marginalization inventory. Cultural Diversity and Ethnic Minority Psychology, 13, 232-240.
Castillo, L. G., Brossart, D. F., Reyes, C., Conoley, C. W., & Phoummarath, M. J. (2007). The influence of multicultural training on perceived multicultural competencies and implicit racial prejudice. Journal of Multicultural Counseling & Development, 35, 243-254.
Castillo, L.G., Conoley, C.W., King, J., Rollins, D., Veve, M., & Rivera, S. (2006). Predictors of racial predjudice in White American counseling students. Journal of Multicultural Counseling and Development, 34,15-26.
Reese, R.J., Conoley, C.W., & Brossart, D.F. (2006. The attractiveness of telephone counseling: An empirical investigation of client perceptions. Journal of Counseling and Development, 84, 54-60.
Castillo, L.G., Conoley, C.W., Choi-Pearson, C., Archuleta, D.J., Van Landinghan, A., & Phoummarath, M.J. (2006). University environment as a mediator of Latino Ethnic Identity and persistence attitudes. Journal of Counseling Psychology, 53 267-271.
Hughes, J.N., Cavell, T.A., Meehan, B.T., Zhang, D., & Collie, C. (2005). Adverse school context moderates the outcomes of selective interventions for aggressive children. Journal of Consulting and Clinical Psychology, 73, 731-736.
Conoley, C.W. & Castillo, L.G. (2005). A review of the Chapin social insight test. In R.A. Spies & B.S. Plake (Eds.). The sixteenth mental measurements yearbook. (pp. 190-192). Lincoln, NE: Buros Institute of Mental Measurements.
Conoley, C.W., & Castillo, L.G. (2005). A review of the DISC classic. In R.A. Spies & B.S. Plake (Eds.), The sixteenth mental measurements yearbook. (pp. 312-314). Lincoln, NE: Buros Institute of Mental Measurements.
Bias, J.P., Conoley, C.W., & Castillo, L.G. (2005). Effective responses to teasing. The Childhood Care & Development Journal, 3, 15-39.
Castillo, L.G., Conoley, C.W., & Brossart, D.F. (2004). Acculturation, White marginalization, and family support as predictors of perceived distress in Mexican American female college students. Journal of Counseling Psychology, 51, 151-157.
Conoley, C.W., Reese, R.J., Bender, S.W., Hirsch, W.M., & Conoley, J.C. (2004). Language matters: The effects of violent and kind metaphors upon attitudes toward an aggressive child. The Childhood Care & Development Journal, 1(2), 9-27.
Conoley, C.W. (2004) Rename the Blame Frame: Who is upset now? In Larry Golden (Ed) Case Studies in Marriage and Family Therapy 2nd Ed. Upper Saddle River, New Jersey: Prentice Hall.
Conoley, C.W., Graham, J.M., Neu, T., Craig, M.C., O'Pry, A., Cardin, S.A., Brossart, D.F., & Parker, R.I. (2003). Solution focused family therapy with three aggressive and oppositional acting children: An N=1 empirical study. Family Process, 42, 361-374.
Reese, R.J., Conoley, C.W. & Brossart, D.F. (2002). Effectiveness of telephone counseling: A field based investigation. Journal of Counseling Psychology, 49, 233-242.
Conoley, C.W. (2002). Rename the blame frame: Who is upset now? In Larry Golden (Ed.) Case Studies in Marriage and Family Therapy 2nd. Edition. Upper Saddle River, New Jersey: Prentice.
Conoley, C.W., & Conoley, J.C., (2001) Harvesting of Family Secrets. The Family Psychologist, 17(1), 8.
Conoley, C.W. (2001). Review of Reconcilable Differences by A Chrisensen and N.S. Jacobson, The Family Psychologist, 17 (2), 23.
Reese, R. J., Conoley, C.W., & Brossart, D. F. (2000). Telephone counseling: Issues and initial findings. Journal of Counseling Psychology.
Scheel, M.J, & Conoley, C.W. (1998). Circular questioning and neutrality: An investigation of the process relationship. Contemporary Family Therapy. Vol 20(2), 221-235.
Padula-Hall, M & Conoley, C.W. (1998). Client's views of intervention acceptability. Journal of Counseling & Development. Fall Vol. 76(4), 442-451.
Scheel, M.J., Conoley, C.W., & Ivey, D.C. (1998). Using client positions as a technique for increasing the acceptability of marriage therapy interventions. American Journal of Family Therapy. Vol 26(3), 203-214.
Dr. JANE CLOSE CONOLEY
Conoley, J.C. & Sheridan, S.M. (2005). Family intervention in schools. In R. D'Amato & C.R. Reynolds (Eds.), Handbook of school neuropsychology. Wiley.
Sullivan, J., & Conoley, J.C. (2004). Academic and instructional interventions with aggressive children. In J.C. Conoley and A.P. Goldstein (Eds). School violence intervention: A practical handbook (2nd edition). Guilford.
Conoley, C.W., Reese, R.J., Bender, S.W., Hirsch, W.M., & Conoley, J.C. (2004). Language matters: The effects of violent and kind metaphors upon attitudes toward an aggressive child. The Childhood Care & Development Journal, 1(2), 9-27.
Sullivan, J., & Conoley, J.C. (2004). Real world consultation: Good ideas are never enough. In J.C. Conoley and A.P. Goldstein (Eds). School violence intervention: A practical handbook (2nd Edition). Guliford.
Sullivan, J., & Conoley J.C. (2002). Best practices in supervision of interns. In A. Thomas & J. Grimes (Eds)., Best practices in school psychology IV. Bethesda, MD: National Association of School Psychologists.
Hughes, J. N., LaGreca, A., & Conoley, J. C. (Eds.) (2001). Handbook of psychological services for children and adolescents. New York: Oxford University Press.
Conoley, C.W., & Conoley, J.C., (2001) Harvesting of Family Secrets. The Family Psychologist, 17(1), 8.
Conoley, J. C., & Conoley, C. A. (2001). Systems change for school safety. In J. Hughes, A. LaGreca, and J. C. Conoley (eds.), Handbook of psychological services for children and adolescents. New York: Oxford University Press.
Borgelt, C., & Conoley, J. C. (1999). Psychology in the schools: Systems intervention cases. In T. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (3rd. edition, 1056-1076). New York: Wiley.
Conoley, J.C. &Goldstein, A.P. (1997). School violence intervention: A practical handbook (2nd edition). New York: Guilford.
Krystal Cook
Riccio, C.A., Cook, K.T., Fenning, P., & Harris, A.M. (2015). Determining readiness for internship: A complex process. Psychology in the Schools, 52, 998-1007.
Cook, K.T. (2015). Discovering opportunities in times of change: The revision to Head Start’s Performance Standards and its implications to future childhood development research. Journal of Childhood & Developmental Disorders, 1(1:3), 1-5.
Cook, K. T. (2014, July). Counseling students in levels 2 and 3: A PBIS/RTI guide: Counseling in schools differs from counseling in private settings. The School Psychologist: Newsletter of Division 16, 68(3)
Dr. DONNA S. DAVENPORT
Davenport, D. & Pipes, R. (2006). Introduccion a la Psicoterapia - El Saber Clinico Compartido. Paris: Desdee de Brouwer.
Cepeda, L. & Davenport, D. (2006). Person-centered therapy and solution-focused brief therapy: An integration of present and future awareness. Psychotherapy: Theory, Research, Practice, Training, 43(1), Spr, 1-12
Chen, S. & Davenport, D. (In press). Cognitive therapy with Chinese American clients: Cautions and modifications. Psychotherapy: Theory, Research, Practice, Training.
Davenport, D. (2005). Reaching out to rural adolescents: Online counseling. The Texas Psychologist, 56 (3), 16-19.
Davenport, D. (2005). The use of structure to address typical group dilemmas. The Forum, 31(3), 6-7
Davenport, D. (2005). Un petite sottise: A crash course in pithy therapy. Independent Practitioner (25)2, 114-117.
Davenport, D. (2004). Ethical considerations for the teaching of graduate group classes. Journal for Specialists in Group Work, 29(1), 43-49.
Vacha-Haase, T., Davenport, D., & Kerewsky, S.D. (2004). Problematic students: Gatekeeping practices of academic professional psychology programs. Professional Psychology: Research and Practice, 35(2), 115-122.
Davenport, D. Tips for processing affective material. The Forum, 30(1), 30.
Kier, F. & Davenport, D.S. (2004). Unaddressed problems in the study of spirituality and health. American Psychologist, 59(1), 53-54.
Davenport, D., Nutt, R., Sharp, R., & Vasquez, M. (2003). Challenges for women in midlife. Texas Psychologist, 54(4), 22-28.
Davenport, D. (2003). Do you hear what I hear? In Lamont, F.(ed.) Diversity issues in American colleges and universities: Case studies for higher education and student affairs professionals, 213-215. Springfield, IL: Charles Thomas Publications.
Davenport D.S. (March 2003). Singing mother home: A psychologist's notes on anticipatory grief. (Denton, TX: University of North Texas Press).
Pipes, R., & Davenport, D. (1999). An introduction to psychotherapy: Common clinical wisdom. (2nd edition). Needham, MA: Allyn/Bacon.
Davenport, D. (1999). Dynamics and treatment of middle-generation women: Heroines and victims of multigenerational families. In Duffy, M., Handbook of counseling and psychotherapy interventions with older adults. NY: Wiley.
Davenport, D. (1998). Behind closed doors: Pithy management for case supervisors. Professional psychology: Research and practice. 29, (2), 200-203.
Dr. MICHAEL DUFFY
Duffy, M. (2009) Treatment process. In E. Roswsky, J.M. Casciani and M. Arnold Geropsychology in long term care: A practitioner’s guide, New York, NY: Springer
Duffy, M and Duffy, C.M. (2007) Letter from America: A view of counseling psychology in the UK. Counseling Psychology Review, 22, 3, 62-64.
Duffy, M (2006) Psychological services in long term care: Resource guide. American Psychological Association Committee on Aging web site.
Duffy, M. (2006). Psychotherapeutic interventions for older persons with dementing disorders. In C. Brody, Strategies for Therapy with the Elderly: Living with hope and Meaning (2nd Edit.), NY: Springer Pub. Co.
Duffy, M., & Karlin, B. (2006). Treating Depression in Nursing Homes: Beyond the Medical Model. In L. Hyer and R.C. Interieri (Eds.), Long-Term Care: Psychological and Psychosocial Assessment and Treatment. New York: Springer Publications
Duffy, M. (2005) Strategies for working with women with dementia. In F.K. Trotman and C. Brody (Eds.), Women therapists working with older women. New York: Springer Publishing Co.
Duffy, M. (2004). Curative factors in work with older adults. In Charman, D. Core concepts in brief dynamic psychotherapy.
Duffy, J., Giarchi, G., Kilbourne, W. & Duffy, M. (2004). Development of a cross-national five-factor life satisfaction scale for nursing homes. The Gerontologist, 44, 1, 105-106.
Karlin, B.E. & Duffy, M. (2004) Geriatric mental health policy: Impact on service delivery and directions for effecting change. Professional Psychology: Research and Practice, 35, 5, 509-519.
Niederehe, G., Teri, L., Duffy, M., Edelstein, B., Gallagher-Thompson, D., Gatz, M., Hartman-Stein, P., Hinrichsen, G., Larue, A., Lichtenberg, P., & Taylor, G. (2004). Guidelines for psychological practice with older adults. American Psychologist, 59(4), 236-260.
Kilbourne, W.E., Duffy, J.A., Duffy, M., & Giarchi, G. (2004). The applicability of SERVQUAL in cross-national measurements of health care quality. Journal of Service Marketing, 18(7), 524-533.
Duffy M., Duffy, J.A., Kilbourne, W.E. & Giarchi, G. (2005) Utility of the Salamon-Conte Life Satisfaction in the Elderly Scales (LSES) in measuring life satisfaction in British and US nursing homes. Clinical Gerontologist, 28,4, 17-28.
Duffy, M. (2003) Introduction. In E. Rowsowsky and J.M. Cascinai. (Eds.) Psychological services for long term care: Resource Guide. Washington DC: American Psychological Association.
Duffy, M. & Duffy J.A. (2002). The residential care organization in the 21st Century. In Hill, R. (Ed.) Geriatric residential care. Mahwah, NJ: Lawrence Erlbaum, Inc, Associates. Publishers.
Duffy, J.A., Duffy, M. & Kilbourne, W. (2001) A Comparative study of resident, family and administrator expectations for service quality in nursing homes. Health Care Management Review.
Lichtenberg, P. & Duffy, M. (2001) Psychological assessment and therapy in long term care. Journal of Clinical Psychology.
Duffy, M. Editor (1999). Handbook of counseling and psychotherapy with older adults. New York: Wiley.
Duffy, M. (1999). Individual therapy in long-term care settings. In V. Molinari (Ed.) Providing psychological services to older adults. New York: The Halherleigh Company.
Duffy, M. (1999). Reaching the person behind the dementia: Treating co-morbid affective disorders through subvocal and non-verbal strategies. In, M.Duffy (Ed.) Handbook of Counseling and Psychotherapy with Older Adults New York: Wiley.
Duffy, M. (1999). Using process dimensions in psychotherapy: The case of the older adult. In, M.Duffy (Ed.) Handbook of Counseling and Psychotherapy with Older Adults New York: Wiley.
Campbell, T. C. and Duffy, M. (1998). Dropping out of school: A discriminant analysis of early dropouts, late dropouts, alternative dropouts, and stay ins. Research in the Schools, 5(1), 1-10.
Lichtenberg, P.A., Smith, M., Frazer, D., Mohnari, V., Rosowsky, E., crose, R., Stillwater, N., Kramer, N., Hartman-Stein, P., Qualls, S., Salaman, D. (1998) Standards for psychological services in long-term care facilities. The Gerontologist 38(1), 122-1.
Vaccha-Haase, T. & Duffy, M. (in press) Counseling psychologists working with older adults. In B. Altmaier and J. Hansen, Handbook of Counseling Psychology, Oxford University Press.
Karlin, B.E. & Duffy, M. Geriatric mental health policy: Impact on service delivery and directions for effecting change (2008). In C.Massie Mara and L. Katz Olson Eds. Handbook of long term care administration and policy, Boca Raton: CRC Press.
Miville, M.L., Duan, C., Nutt, R., Waehler, C., Suzuki, L., Pistole, C., Arrendondo, P.,Duffy, M.,Mejia, B.and Corpus, B. (in press) Integrating practice guidelines into professional training: Implications for diversity competence. The Counseling Psychologist.
Knight, B., Karel, M., Henrichsen, G., Qualls, S.H. and Duffy, M. (in press) Pikes Peak model for training in professional geropsychology. American Psychologist.
Dr. TIMOTHY R. ELLIOTT
Zgaljardic, D., Seale, G., Schaefer, L., Temple, R., Foreman, J., & Elliott T. R. (2015). Chronic psychiatric disease and traumatic brain injury. Journal of Neurotrauma, 32, 1911-1925. Impact factor = 3.71
Warren, A. M., Boals, A., Elliott, T. R., Reynolds, M., Weddle, R. J., Holtz, P., Trost, Z., & Foreman, M. L. (2015). Mild traumatic brain injury increases risk for the development of posttraumatic stress disorder. Journal of Trauma and Acute Care Surgery, 79, 1062-1066. Impact factor = 2.73
Elliott, T. R., Hsiao, Y. Y., Kimbrel, N., Meyer, E., DeBeer, B., Gulliver, S., Kwok, O. M., & Morrisette, S. (2015). Resilience, traumatic brain injury, depression and posttraumatic stress among Iraq/Afghanistan war veterans. Rehabilitation Psychology, 60, 263-276. 2014 Impact factor = 1.84
Elliott, T. R. (2015). Studying depression following spinal cord injury: Evidence, policy, and practice. Journal of Spinal Cord Medicine, 38(5), 584-586. [Invited Editorial] 2014 Impact Factor = 1.33
Cameron, J. I., & Elliott, T. R. (2015). Studying long-term caregiver health outcomes with methodological rigor. Neurology, 84, 1292-1293. [Invited Editorial] 2014 Impact Factor = 8.286
McCord, C. E., Saenz, J. J., Armstrong, T. W., & Elliott, T. R. (2015). Training the next generation of counseling psychologists in the practice of telepsychology. Counselling Psychology Quarterly, 28, 324-344
Roberson, R., Elliott, T. R., Chang, J., & Hill, J. (2014). Exploratory factor analysis in rehabilitation psychology research. Rehabilitation Psychology, 59, 429-438
Rath, J. F., Bertisch, H., & Elliott, T. (2014). Groups in behavioral health settings. In J. DeLucia-Waack, C. Kalodner, & M. Riva (Eds). Handbook of Group Counseling and Psychotherapy (pp. 340 -350). New York: Sage
Tarlow, K. R., McCord, C. E., Elliott, T. R., & Brossart, D. F. (2014). Health-related quality of life of rural clients seeking telepsychology services. International Journal of Telemedicine and Applications, 2014, Article ID 168158, 7 pages. doi:10.1155/2014/168158
Elliott, T. R., Patnaik, A., Naiser, E., Fournier, C. J., McMaughan, D., Dyer, J., & Phillips, C. (2014). Medicaid personal care services for children with intellectual disabilities: What assistance is provided? When is assistance provided? Intellectual and Developmental Disabilities, 52, 24-31
Andrews, E. E., & Elliott, T. R. (2014). Physical rehabilitation programs. In C. Hunter, C. Hunter, & R. Kessler (Eds.), Handbook of Clinical Psychology in Medical Settings: Evidence Based Assessment and Intervention, 2nd Ed. (pp. 673- 690). New York: Springer
Erosa, N. A., Berry, J. W., Elliott, T. R., Underhill, A., & Fine, P. R. (2014). Predicting quality of life five years after medical discharge for traumatic spinal cord injury. British Journal of Health Psychology, 19, 688-700
Elliott, T. R., Berry, J. W., Richards, J. S., & Shewchuk, R. M. (2014). Resilience in the initial year of caregiving for a family member with a traumatically acquired disability. Journal of Consulting and Clinical Psychology, 82, 1072-1086.
Pfeiffer, K., Beische, D., Hautzinger, M., Berry, J. W., Wengert, J., Hoffrichter, R., Becker, C., van Schayck, R., & Elliott, T. (2014). Telephone-based problem-solving intervention for family caregivers of stroke survivors: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 82, 628-643
Hernandez, C., Elliott, T. R., Berry, J. W., Underhill, A., Fine, P. R. & Lai, M. H. C. (2014). Trajectories of life satisfaction five years after medical discharge for traumatically acquired disability. Rehabilitation Psychology, 59, 183-192
Dunn, D., Uswatte, G., Elliott, T., Lastres, A., & Beard, B. (2013). A positive psychology of physical disability: Principles and progress. In M. F. Wehmeyer (Ed.). The Oxford Handbook of Positive Psychology and Disability (pp. 427-441). New York: Oxford University Press
Brossart, D. F.,Wendel, M., Cook, H., Castillo, L. G., Elliott, T. R., & Burdine, J. (2013). Assessing depression in rural communities. Journal of Clinical Psychology, 69, 252-263
Williamson, M. L. C., & Elliott, T. R. (2013). Major depressive episodes and factorial dimensions of depression among individuals with recent-onset spinal cord injury. Rehabilitation Psychology, 58, 10-17
Kalpinski, R., Williamson, M. L. C., Elliott, T. R., Berry, J. W., Underhill, A. T., & Fine, P. R. (2013). Modeling the prospective relationships of impairment, injury severity and participation to quality of life following traumatic brain injury. BioMed Research International, 2013
Miller, T. R., Elliott, T. R., McMaughan, D.M., Patnaik, A., Naiser, E., Dyer, J. A., Fournier, C.J., Hawes, C., & Phillips, C.D. (2013). Personal care services provided to children with special health care needs (CSHCN) and their subsequent use of physician services. Disability and Health Journal, 6, 317-324
Williamson, M. L. C., Elliott, T. R., Berry, J. W., Stavrinos, D., Underhill, A., & Fine, P. R. (2013). Predictors of health-related quality of life following traumatic brain injury. Brain Injury, 27, 992-999
Elliott, T., Warren, R. H., Blucker, R., Berry, J. W., Chang, J., & Warren, A. M. (2013). Resilience among family caregivers of children with severe neurodisabilities requiring chronic respiratory management. Developmental Medicine and Child Neurology, 55(Suppl. 3), 58
Warren, A. M., Williamson, M., Erosa, N. A., & Elliott, T., (2013). Spinal cord injury. In A. Nezu, C. Nezu, & P. Geller (Eds.), Handbook of Psychology, 2nd Edition, Volume 9: Health Psychology (pp. 389-410). New York: John Wiley & Sons
Berry, J. W., Elliott, T., Grant, J., Edwards, G., & Fine, P. R. (2012). Does problem solving training for family caregivers benefit care recipients with severe disabilities? A latent growth model of the Project CLUES randomized clinical trial. Rehabilitation Psychology, 57, 98-112
Resch, J.A., Benz, M.R., & Elliott, T.E. (2012). Evaluating a dynamic process model of wellbeing for parents of children with disabilities: A multi-method analysis. Rehabilitation Psychology, 57, 61-72
Elliott, T., & Parker, M. W. (2012). Family caregivers and health care providers: Developing partnerships for a continuum of care and support. In R. C. Talley & J. E. Crews (Eds.), Multiple Dimensions of Caregiving and Disability (pp. 135-152). New York: Springer
Elliott, T., & Parker, M. W. (2012). Family caregivers and health care providers: Developing partnerships for a continuum of care and support. In R. C. Talley & J. E. Crews (Eds.), Multiple Dimensions of Caregiving and Disability (pp. 135-152). New York: Springer
McCord, C. E., Elliott, T. R., Brossart, D. F., & Castillo, L. G. (2012). Mental health issues in rural areas. In R. Crosby, R. Vanderpool, M. Wendel, & B. Casey (Eds.), Rural Populations and Health: Determinants, Disparities, and Solutions (pp. 323 -- 339). San Francisco: Jossey-Bass
Rath, J. F., & Elliott, T. (2012). Psychological models in rehabilitation psychology. In P. Kennedy (Ed.), The Oxford Handbook of Rehabilitation Psychology (pp. 32-46). New York: Oxford University Press
Elliott, T., & Rath, J. F. (2012). Rehabilitation psychology. In E. Altmaier & J. I. Hanson, The Oxford Handbook of Counseling Psychology (pp. 679-702). New York: Oxford University Press
Elliott, T. (2012). Special Section Editorial: Rehabilitation research and development state-of-the-art conference on outcome measures in rehabilitation. Journal of Rehabilitation Research and Development, 49, 83-86
Phillips, C., Patnaik, A., Moudouni, D., Naiser, E., Dyer, J., Hawes, C., Fournier, C., Miller, T., & Elliott, T. (2012). Summarizing activity limitations in children with chronic illnesses living in the community: A measurement study of scales using supplemented interRAI suite items. BMC Health Services Research, 12, 19
183. McCord, C. E., Elliott, T. R., Wendel, M. L., Brossart, D. F., Cano, M., Gonzalez, G., & Burdine, J. N. (2011). Community capacity and teleconference counseling in rural Texas. Professional Psychology: Research and Practice, 42, 521-527
Elliott, T. (2011). Education and support in context with other interventions for caregivers. In R. W. Toseland, D. Haigler, & D. Monahan (Ed.), Education and Support Programs for Caregivers; Implications for Practice, Research and Policy (pp. 45-57). New York: Springer
Hui, S.-K. A., Elliott, T., Martin, R., & Uswatte, G. (2011). Family caregiver attributions about care-recipient behavior: Does relationship satisfaction mediate the attribution-distress relationship? British Journal of Health Psychology, 16, 642-659
Elliott, T., Phillips, C., Patnaik, A., Naiser, E., Fournier, C., Miller, T., Hawes, C., & Dyer, J. (2011). Medicaid personal care services and caregivers' reports of children's health: The dynamics of a relationship. Health Services Research, 46, 1803-1821
*Blucker, R. T., Elliott, T. R., Warren, R. H., & Warren, A. M. (2011). Psychological adjustment of family caregivers of children with severe neurodisabilities requiring chronic respiratory management. Families, Systems and Health, 29, 215-231
Phillips, C., Patnaik, A., Dyer, J., Naiser, E., Johnson, J., Fournier, C., & Elliott, T. R. (2011). Reliability and functional status measurement (ADLs) for children with special health care needs (CSHCN) living in the community. Disability and Rehabilitation, 33, 2013-2022
Phillips, C.D., Patnaik, A, Dyer;, J.A., Naiser, E., Hawes, C, Fournier, C.J., & Elliott, T.E. (2011). Reliability and measurement of activity limitations (ADLs) for children with special health care needs (CSHCN) living in the community. Disability and Rehabilitation, 1-10
Patnaik, A., Elliott, T., Fournier, C., Naiser, E., Moudouni, D., Miller, T., Dyer, J., Hawes, C., & Phillips, C. (2011). Severity of children's intellectual disabilities and Medicaid personal care services. Rehabilitation Psychology, 56, 383-390
Wendel, M., Brossart, D., Elliott, T., *McCord, C., & *Diaz, M. (2011). Use of technology to increase access to mental health services in a rural Texas community. Family & Community Health, 34, 134-140
Fournier, C. J., Elliott, T., Patnaik, A., Dyer, J., Naiser, E., Johnson, J., Hawes, C., & Phillips, C. (2010). Children with special health care needs living in the community: Personal care services and psychological issues. Texas Psychologist, 60, (2), 4-6
*Ramkumar, N., & Elliott, T. (2010). Family caregiving of persons following neurotrauma: Issues in research, service and policy. NeuroRehabilitation, 27, 105-112
Johnson, C. L., Resch, J. A., Villarreal, V., Elliott, T. R., Kwok, O., Berry, J. W., & Underhill, A. T. (2010). Family satisfaction predicts life satisfaction trajectories over the first five years after traumatic brain injury. Rehabilitation Psychology, 55, 180-187
Fournier, C. J., *Davis, M., Patnaik, A., Elliott, T. R., Dyer, J. A., Jasek, E., & Phillips, C. D. (2010). Modeling caregivers' perceptions of children's need for formal care: Physical function, intellectual disability level, and behavior. Disability and Health Journal, 3, 213-221
Fournier, C.J., Davis, M.J., Patnaik, A., Elliott, T.E., Dyer, J.A., Naiser, E.E., & Phillips, C.D., (2010). Understanding caregivers's perceptions of the personal care requirements of children with special needs. Disability and Health Journal, 3(3), 213-221
*Erosa, N., Elliott, T., Berry, J., & Grant, J. (2010). Verbal and physical abuse experienced by family caregivers of adults with severe disabilities. Italian Journal of Public Health 7(2), 76-84
Elliott, T., & Berry, J. W. (2009). Brief problem-solving training for family caregivers of persons with recent-onset spinal cord injury: A randomized controlled trial. Journal of Clinical Psychology, 65, 406-422.
Berry, J. W., Elliott, T., & Grant, J. S. (2009). Caregiver treatment impact on TBI care recipient depression. Abstract published in the National Violence & Injury Prevention Research Conference: From Discovery to Practice conference proceedings, March, p. 11
Dreer, L., Berry, J., Rivera, P., Elliott, T., Swanson, M., McNeal, J., Shewchuk, R., & Miller, D. (2009). Efficient assessment of social problem-solving abilities: A rasch analysis of the social problem-solving inventory-revised. Journal of Clinical Psychology, 65, 653-659.
Dunn, D. S., Uswatte, G., & Elliott, T. (2009). Happiness, resilience and positive growth following disability: Issues for understanding, research and therapeutic intervention. In S. J. Lopez (Ed.), The Oxford Handbook of Positive Psychology (2nd Ed.) (pp. 651-664). New York: Oxford University Press.
lliott, T., Berry, J. W., & Grant, J. S. (2009). Problem-solving training for family caregivers of women with disabilities: A randomized clinical trial. Behaviour Research and Therapy, 47, 548-558.
Elliott, T., & Uswatte, G. (2009). Rehabilitation psychology. In S. J. Lopez (Ed.), The Encyclopedia of Positive Psychology, Volume 2 (pp. 1594827- 1594831). Williston, VT: Blackwell Publishing
Shanmugham, K., Cano, M., Elliott, T., & Davis, M. J. (2009). Social problem solving abilities, relationship satisfaction, and distress among family caregivers of stroke survivors. Brain Injury, 23, 92-100
Resch, J. A., Villareal, V., Johnson, C., Elliott, T., Kwok, O., Berry, J., & Underhill, A. (2009). Trajectories of life satisfaction in the first five years following traumatic brain injury. Rehabilitation Psychology, 54, 51-59.
Brossart, D. F., Meythaler, J. M., Parker, R. I., McNamara, J., & Elliott, T. R. (2008). Advanced regression methods for single-case designs: Studying propranolol in the treatment for agitation associated with traumatic brain injury. Rehabilitation Psychology, 53, 357-369.
Peterson, D., & Elliott, T. (2008). Advances in conceptualizing and studying disability. In R. Lent & S. Brown (Eds.), Handbook of Counseling Psychology, 4th Edition (pp. 212-230). New York: Sage.
Kwok, 0., Underhill, A,, Berry, J. W., Luo, W., Elliott, T., & Yoon, M. (2008). Analyzing longitudinal data with multilevel models: An example with individuals living with lower extremity intra-articular fractures. Rehabilitation Psychology, 53, 370-386.
Dreer, L., Elliott, T., Beny, J., Fletcher, D., Swanson, M., & McNeal, J. (2008). Cognitive appraisals, distress and disability among persons in low vision rehabilitation. British Journal of Health Psychology. 13,449-456.
Warren, A. M., Pullins, J., & Elliott, T. (2008). Concomitant cognitive impairment in persons with spinal cord injuries in rehabilitation settings. In S. T Gontkovsky & C. J. Golden (Eds.), Neuropsychology within the Inpatient Rehabilitation Environment.
Elliott, T., & Johnson, M. 0 . (2008). Counseling psychology and chronic health conditions: A call for action. The Counseling Psychologist, 36, 118-126.
Elliott, T., & Pezent, G. (2008). Family caregivers of older persons in rehabilitation. NeuroRehabilitation, 23, 439-446.
Hartley, S., Vance, D. E., Elliott, T., Cuckler, J., &Berry, J. W. (2008). Hope, self-efficacy and functional recovery after knee and hip replacement surgery. Rehabilitation Psychology, 53, 521-529.
Rivera, P., Elliott, T., Beny, I., &Grant, 1. (2008). Problem-solving training for family caregivers of persons with traumatic brain injuries: A randomized controlled trial. Archives of Physical Medicine and Rehabilitation,89, 931-941.
Elliott, T. R., Brossart, D., Berry, J. W., & Fine, P. R. (2008). Problem-solving training via videoconferencing for family caregivers of persons with spinal cord injuries: A randomized controlled trial. Behaviour Research and Therapy, 46, 1220-1229.
Elliott, T., & Hurst, M. (2008). Social problem solving and health. In W. B. Walsh (Ed.), Biennial Review of Counseling Psychology (pp. 295-3 14). New York: Lawrence Erlbaum Press:
Dunn, D., & Elliott, T. (2008). The place and promise of theory in rehabilitation psychology research. Rehabilitation Psychology, 53,254-267.
Rath, J., & Elliott, T. (2008). Traumatic brain injury. In E. Altmaier and B. D. Johnson (Volume Editors) (2008). Encyclopedia of Counseling: Volume 1. Changes and Challenges for Counseling in the 21st Century (pp. 421- 423). Leong, F.T. L. (Editor-in-Chief). Thousand Oaks, New York: Sage.
Hui, S. A., Lindsey, C., & Elliott, T. (2007). Church attendance and marital commitment beliefs of undergraduate women. Journal of Applied Social Psychology, 37, 501-514.
Hui, S. A., Elliott, T., Shewchuk, R., & Rivera, P. (2007). Communal behaviors and psychological adjustment following spinal cord injury. Rehabilitation Psychology, 52, 113-119.
Elliott, T., & Dreer, L. (2007). Disability. In S. Ayers, A. Baum, C. McManus, S. Newman, K. Wallston, J. Weinmann, & R. West (Eds.), Cambridge Handbook of Psychology, Health & Medicine (2nd Ed.), 80 – 84.
Dreer, L., Elliott, T., Shewchuk, R., Berry, J., & Rivera, P. (2007). Family caregivers of persons with spinal cord injury: Predicting caregivers at risk for probable depression. Rehabilitation Psychology, 52, 351-357.
Elliott, T. (2007). Maintain scientific integrity in the quest for relevance and application. Insert in the final chapter of C. R. Snyder & S. Lopez (Eds.), Positive Psychology: The Scientific and Practical Explorations of Human Strengths (pp. 496-497). Thousand Oaks, CA: Sage Publications.
Heesacker, M., & Elliott, T. R. (2007). My dog’s better than your dog: Publication counts and quality of clinical psychology Ph.D. training. Clinical Psychology: Science and Practice, 14, 175-178.
Rivera, P., Elliott, T., Berry, J., Oswald, K., & Grant, J. (2007). Predictors of caregiver depression among community-residing families living with traumatic brain injury. NeuroRehabilitation, 22, 3-8.
Elliott, T. (2007). Registering randomized clinical trials and the case for CONSORT. Experimental and Clinical Psychopharmacology, 15, 51 1-518.
Berry, J., Elliott, T., & Rivera, P. (2007). Resilient, undercontrolled, and overcontrolled personality prototypes among persons with spinal cord injury. Journal of Personality Assessment, 89, 292-302.
Elliott, T., & Warren, A. M. (2007). Why psychological issues are important. In P. Kennedy (Ed.), Psychological Management of Physical Disabilities: A Practitioner’s Guide (pp. 16-39). London: Brunner-Rutledge Press.
Johnson, M., Elliott, T., Neilands, T., Morin, S. F., & Chesney, M. A. (2006). A social problem-solving model of adherence to HIV medications. Health Psychology, 25, 355-363.
Harkins, S., Elliott, T., & Wan, T. (2006). Emotional distress and urinary incontinence among older women. Rehabilitation Psychology, 51,346-355.
Grant, J., Glandon, G., Elliott, T., Giger, J., & Weaver, M. (2006). Problems and associated feelings experienced by family caregivers of stroke survivors the second and third month post-discharge. Topics in Stroke Rehabilitation, 13(3), 66-74.
Elliott, T., Bush, B., & Chen, Y. (2006). Social problem solving abilities predict pressure sore occurrence in the first three years of spinal cord injury. Rehabilitation Psychology, 51, 69-77.
Grant, J., Elliott, T., Weaver, M., Glandon, G., & Giger, J. (2006). Social problem-solving abilities, social support, and adjustment of family caregivers of stroke survivors. Archives of Physical Medicine and Rehabilitation, 87, 343-350.
Snyder, C. R., & Elliott, T. (2005). 21st century graduate education in clinical psychology: A four level matrix model. Journal of Clinical Psychology, 61, 1033-1054.
Elliott, T., & Jackson, W. T. (2005). Cognitive-behavioral therapy in rehabilitation psychology. In A. Freeman (Editor-in-Chief), Encyclopedia of Cognitive Behavior Therapy (pp. 324-327). New York: Springer Science + Business Media, Inc.
Banos, J., Schmitt, M., & Elliott, T. (2005). Factor structure of the rey auditory verbal learning test: Age trends in adults with spinal cord injury. Rehabilitation Psychology, 50, 375-380.
Thio, I., & Elliott, T. (2005). Hope, social support, and postpartum depression: Disentangling the mediating effects of negative affectivity. Journal of Clinical Psychology in Medical Settings, 12, 293-299.
Elliott, T., & Snyder, C. R. (2005). Sharing open secrets about the training future generations for an evolving profession. Journal of Clinical Psychology, 61, 1197-1199.
Dreer, L., Elliott, T., Fletcher, D, & Swanson, M. (2005). Social problem-solving abilities and psychological adjustment of persons in low vision rehabilitation. Rehabilitation Psychology, 50, 232-238.
Dreer, L., Jackson, W. T., & Elliott, T. (2005). Social problem solving, personality disorder, and substance abuse. In. M. McMurran & J. McGuire (Eds.), Social problem-solving and offending: Evidence, evaluation, and evolution (pp. 66-89). Chichester, UK: John Wiley & Sons Ltd.
Fletcher, D., Dreer, L., & Elliott, T. (2005). Tactile analogue scale instrument for investigation of low vision patient psychological characteristics. International Congress Series, 1282, 125-28.
Frank, R. G., & Elliott, T. (2000). Handbook of Rehabilitation Psychology. Washington, D.C.: American Psychological Association Press.
Dr. CONSTANCE J. FOURNIER
Elliott, T. R., Patnaik, A., Naiser, E., Fournier, C. J., McGaughan, D., Dyer, J., & Phillips, C. (2014). Medicaid personal care services for children with intellectual disabilities: What assistance is provided? When is assistance provided? Intellectual and Developmental Disabilities, 52(1), 24-31.
Phillips, C., Patnaik, A., Moudouni, D., Naiser, E., Dyer, J., Hawes, C., Fournier, C., Miller, T., & Elliott, T. (2012). Summarizing activity limitations in children with chronic illnesses living in the community: A measurement study of scales using supplemented interRAI suite items. BMC Health Services Research, 12, 19
Elliott, T., Phillips, C., Patnaik, A., Naiser, E., Fournier, C., Miller, T., Hawes, C., & Dyer, J. (2011). Medicaid personal care services and caregivers' reports of children's health: The dynamics of a relationship. Health Services Research, 46, 1803-1821
Phillips, C., Patnaik, A., Dyer, J., Naiser, E., Johnson, J., Fournier, C., & Elliott, T. R. (2011). Reliability and functional status measurement (ADLs) for children with special health care needs (CSHCN) living in the community. Disability and Rehabilitation, 33, 2013-2022
Phillips, C.D., Patnaik, A, Dyer;, J.A., Naiser, E., Hawes, C, Fournier, C.J., & Elliott, T.E. (2011). Reliability and measurement of activity limitations (ADLs) for children with special health care needs (CSHCN) living in the community. Disability and Rehabilitation, 1-10
Patnaik, A., Elliott, T., Fournier, C., Naiser, E., Moudouni, D., Miller, T., Dyer, J., Hawes, C., & Phillips, C. (2011). Severity of children's intellectual disabilities and Medicaid personal care services. Rehabilitation Psychology, 56, 383-390
Fournier, C. J., Elliott, T., Patnaik, A., Dyer, J., Naiser, E., Johnson, J., Hawes, C., & Phillips, C. (2010). Children with special health care needs living in the community: Personal care services and psychological issues. Texas Psychologist, 60, (2), 4-6
Fournier, C. J., *Davis, M., Patnaik, A., Elliott, T. R., Dyer, J. A., Jasek, E., & Phillips, C. D. (2010). Modeling caregivers' perceptions of children's need for formal care: Physical function, intellectual disability level, and behavior. Disability and Health Journal, 3, 213-221
Fournier, C.J., Davis, M.J., Patnaik, A., Elliott, T.E., Dyer, J.A., Naiser, E.E., & Phillips, C.D., (2010). Understanding caregivers's perceptions of the personal care requirements of children with special needs. Disability and Health Journal, 3(3), 213-221
Sohn McCormick, A. & Fournier, C. (2009). A framework for working with emotional and behavioral disorders: Considerations for trainers. In E. G. Vazquez, T. D. Crespi and C. A. Riccio. Handbook of education, training, and supervision of school psychologists in school and community vol. I. (pp. 291-306) New York: Routledge
Rae, W.A., & Fournier, C.J. (2007). Evidenced based therapy and ethical practice. In R.G. Steele, T.D. Elkin, & M.C. Roberts (Eds.), Handbook of Evidence Based Therapies for Children and Adolescents. New York: Springer
Fournier, C.J. (2006). Career Education and Students Receiving Special Services. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: Wiley.
Fournier, C.J. (2006). Gifted and Counseling. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: Wiley.
Fournier, C.J. (2006). Gifted and Learning Disabilities. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: Wiley.
Fournier, C.J. (2006). Gifted and Talented. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: Wiley.
Fournier, C.J. (2006). Gifted and Underachievement. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: Wiley.
Fournier, C.J. (2006). Myotonic Dystrophy. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: Wiley.
Rae, W.A. & Fournier, C.J. (2004). Ethical and legal issues for pediatric psychology and school psychology. In R. Brown (Ed.), Handbook of pediatric psychology in school settings, 721-738. New York: Erlbaum.
Fournier, C.J. (2003). Family Educational Rights and Privacy Act (FERPA). In T.H. Ollendick & C.S. Schroeder (Eds.), Encyclopedia of Clinical Child and Pediatric Psychology. Nowel, MA: Kluwer.
Fournier, C.J. (2003). Individuals with Disabilities Educational Act (IDEA). In T.H. Ollendick & C.S. Schroeder (Eds.), Encyclopedia of Clinical Child and Pediatric Psychology. Nowell, MA: Kluwer.
Bruhl, S.D., Callicott, K.A., & Fournier, C.J. (2003). REAL Kids, REAL Teaching, Second Edition. Boston: Pearson.
Fournier, C.J., Bruhl, S.D., & Callicot, K.J. (2002) REAL Kids, REAL Teaching: A Handbook for the Journey. Boston: Pearson.
Rae, W. A., Fournier, C. J., & Roberts, M. C. (2001). Ethical and legal issues in the assessment of children with special needs. In R. J. Simeonsson & S. Rosenthal (Eds.) Clinical Assessment in Child and Adolescent Psychology. Boston: Allyn and Bacon.
Coard, H.F., & Fournier, C. J. (2000). Factitious disorder in school settings: A case example with implications for school psychologists. School Psychology Review, 37, 547-555.
Rae, W. A., & Fournier, C. J. (1999). Ethical and legal issues in treatment of children and families. In T. Ollendick & S. Russ (Eds.) Handbook of Psychotherapies with Children and Families. New York: Plenum.
McCollum, V. J., Fournier, C. J., & John, D. (1999). Inclusion in a constructivist environment: Three years of comparing middle schools. Conference of Special Education Directors Monograph, 7, 52-54.
Fournier, C. J., & Rae, W. A. (1999). Psychoeducational family therapy. In D. Lawson & F. Worchel-Prevatt, (Eds.) A Casebook of Family Therapy. Pacific Grove, CA: Brooks/Cole.
Fournier, C. J., & Perry, J. D. (1999). The report of the U. S. Commission on Child and Family Welfare: Implications for psychologists working with children and families. Children s Services: Social Policy, Research, and Practice, 2 , 45-56.
Fournier, C. J. (1998). Chronic illness: Considerations in training school psychologists. Trainers Forum: Periodical of the Trainers of School Psychologists, 16, 3, 1, 9-10.
Dr. MARTHA GALLOWAY
Rodriguez, L., Irby, B., Brown, G., Lara-Alecio, R., & Galloway, M. (2005). An analysis of second grade reading achievement in a pre-kindergarten Montessori bilingual program in an urban school district. NABE Journal for Research and Practice, 3. (45-65).
Lara-Alecio, R., Galloway, M., Gomez, L., & Rodriguez, L. (2004). Two way immersion bilingual programs in Texas. Bilingual Research Journal, 28(1), 34-55.
Lara-Alecio, R., Galloway, M., Irby, B., & Brown, G. (In press). Research from superintendents: Addressing the needs for bilingual/ESL teachers. Journal of Research for Educational Leaders.
Dr. JENNIFER GANZ
Ganz, J. B. (2015). AAC interventions for individuals with autism spectrum disorders: State of the science and future research directions. Augmentative and Alternative Communication, 31(3), 203-214. doi:10.3109/07434618.2015.1047532
Heath, A. K., Ganz, J. B., Parker, R., Burke, M., & *Ninci, J. (2015). A meta-analytic review of functional communication training across mode of communication, age, and disability. Review Journal of Autism and Developmental Disorders, 2, 155-166
Ganz, J. B., Hong, E. R., Gilliland, W., Morin, K., & Svenkerud, N. (2015). Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD. Research in Autism Spectrum Disorders, 11, 27-41. doi:10.1016/j.rasd.2014.11.005
*Ganz, J. B., Hong, E., & Goodwyn, F. D., Kite, E., & Gilliland, W. (2015). Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental Neurorehabilitation, 18(2), 82-87. doi:10.3109/17518423.2013.821539
Ninci, J., Neely, L.C., Hong, E.R., Boles, M.B., Gilliland, W.D., Ganz, J.B., Davis, J.L., Vannest, K.J. (2015) Meta-Analysis of Interventions to Improve Functional Living Skills for People with Autism Spectrum Disorder. Review of Journal of Autism and Developmental Disorders. 2, 184-198.
*Lund, E. M., Miller, K. B., & Ganz, J. B. (2014). Access to Assessment? Legal and Practical Issues Regarding Psychoeducational Assessment in Children with Sensory Disabilities. Journal of Disability Policy Studies, 25(3), 135-145. doi: 10.1177/1044207313478661
*Camargo, S. P. H., Rispoli, M., Ganz, J., Hong, E., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Development Disorders, 44, 2096-2116.
Camargo, S. P. H., Rispoli, M. J., Ganz, J. B., Hong, E., Davis, H., & Mason, R. (2014). Behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings: quality of research and determination for evidence-based practice. Journal of Autism and Development Disorders, 44, 2096-2116
Flores, M. M., & Ganz, J. B. (2014). Comparison of Direct Instruction and discrete trial teaching on the curriculum-based assessment of language performance of students with autism. Exceptionality, 22(4), 191-204.
*Ganz, J. B., Boles, M. B., Goodwyn, F. D., & Flores, M. M. (2014). Efficacy of handheld electronic visual supports to enhance vocabulary in children with ASD. Focus on Autism and Other Developmental Disabilities, 29(1), 3-12.
Ganz, J. B. (2014). I. Ovar Lovaas. In C. Reynolds, K. Vannest & E. Fletcher-Jensen (Ed), Encyclopedia of Special Education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons.
Ganz, J. B. (2014). Autism: The International Journal of Research and Practice. In C. Reynolds, K. Vannest & E. Fletcher-Jensen (Ed), Encyclopedia of Special Education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons.
*Ganz, J. B., Mason, R. A., Goodwyn, F. D., Boles, M. B., Heath, A. K., & Davis, J. L., (2014). Interaction of participant characteristics and type of AAC with individuals with ASD: A meta-analysis. American Journal on Intellectual and Developmental Disabilities, 119(6), 516-535
*Ganz, J. B., Rispoli, M. J., Mason, R. A., & Hong, E. R. (2014). Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: An aggregate study of single-case research with individuals with ASD. Developmental Neurorehabilitation, 17(3), 184-192.
*Hong, E.R., Ganz, J.B., Gilliland, W., & Ninci, J. (2014). Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD. Research in Autism Spectrum Disorders, 8(5), 570-580. Doi: 10.1016/j.rasd.2014.01.012
*Hong, E., & Ganz, J. B. (commentary authors). (2014). The finding that teaching joint control may increase listener responses in children aith autism spectrum disorder (ASD) and other developmental disabilities (DD) is considered inconclusive due to a lack of supporting evidence and generalizability [abstract]. Evidence-based Communication Assessment and Intervention, 8(1), 18-23. Abstract of Causin, K.G., Albert, K.M., & Carbone, V.J. (2013). The role of joint control in teaching listener responding to children with autism and other developmental disabilities. Research in Autism Spectrum Disorders, 7, 997-1011. doi:10.1080/17489539.2014.925273
Ganz, J. B., Hong, E. R., & Goodwyn, F. D. (2013). Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7, 973-983
Ganz, J. B., *Davis, J. L., *Heath, A. K., & Vannest, K. J. (2013). Effects of a self-monitoring device on socially-relevant behaviors in adolescents with Asperger syndrome: A pilot study. Assistive Technology, 25 (3), 149-157
*Ganz, J. B., Goodwyn, F. D., Boles, M. B., Hong, E. R., Rispoli, M. J., Lund, E. M., & Kite, E. (2013). Impacts of a PECS instructional coaching intervention on practitioners and children with autism. Augmentative and Alternative Communication, 29, 210-221. doi: 10.3109/07434618.2013.818058
Bayes, D. A., Heath, A. K., Williams, C., & Ganz, J. B. (2013). Pardon the interruption: Enhancing communication skills for students with intellectual disability. TEACHING Exceptional Children, 45, 64-70
Rispoli, M., Ganz, J., Neely, L., & Goodwyn, F. (2013). The effect of noncontingent positive versus negative reinforcement on multiply controlled behavior during discrete trial training. Journal of Developmental and Physical Disabilities, 25, 135-148. doi: 10.1007/s10882-012-9315-z (5-year CIF: 0.133)
Mason, R. A., Ganz, J. B., Parker, R. I., Boles, M. B., Davis, H. S., & Rispoli, M. J. (2013). Video-based modeling: Differential effects due to treatment protocol. Research in Autism Spectrum Disorders, 7, 120-131
*Goodwyn, F.D., *Hatton, H.L., Vannest, K.J., & Ganz, J. B. (2013). Video modeling and video feedback interventions for students with emotional and behavioral disorders. Beyond Behavior, 22 (2), 1-5
Ganz, J. B., Earles-Vollrath, T. L., *Heath, A. K., Parker, R., Rispoli, M. J., & *Duran, J. (2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60-74. DOI 10.1007/s10803-011-1212-2
Ganz, J. B., Heath, A. K., Lund, E. M., Camargo, S., Rispoli, M. J., Boles, M. B., & Plaisance, L. (2012). Effects of peer-mediated visual scripts in middle school. Behavior Modification, 36(3), 378-398
Mason, R. A., Rispoli, M. J., Ganz, J. B., Boles, M. B., & Orr, K.S (2012). Effects of video modeling on communicative social skills of college students with Asperger syndrome. Developmental Neurorehabilitation, 15(6), 425-434
Ganz, J. B., Davis, J. L., Lund, E. M., Goodwyn, F. D., & Simpson, R. L. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disorders, 33, 406-418
*Mason, R. A., Ganz, J., B., Parker, R.I., Burke, M.D. & *Camargo, S. (2012). Moderating factors of video- modeling with other as model: A meta-analysis of single-case studies, Research in Developmental Disabilities, 33, 1076-1086
Simpson, R. L., Ganz, J. B., & Mason, R.A. (2012). Social skills interventions and programming for learners with autism spectrum disorders. In (D. Zager, M. L. Wehmeyer, & R. L. Simpson, Eds.), Evidence-Based Principles and Practices for Educating Students with Autism.
Ganz, J. B., Simpson, R. L., & Lund, E. M. (2012). The Picture Exchange Communication System (PECS): A promising method for improving communication skills of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 47(2), 176-186
Simpson, R. L., & Ganz, J. B., (2012). The Picture Exchange Communication System (PECS) (pp. 255-280). In P. Prelock & R. McCauley (Eds.), Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication & social interaction. Baltimore: Paul H Brookes Publishing
*Ganz, J. B., Earles-Vollrath, T. L., *Mason, R. A., Rispoli, M. J., *Heath, A. K., & Parker, R. I. (2011). An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(4), 1500-1509
*Lund, E. M., & Ganz, J. B. (commentary authors). (2011). Behavioral skills training for teaching PECS implementation: Initial evidence is promising but still limited [abstract]. Evidence-based Communication Assessment and Intervention, 5(1), 24-27. Abstract of Rosales, R., Stone, K. & Rehfeldt, R. A. (2009). The effects of behavioral skills training on implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 42, 541-549
*Ganz, J. B., Flores, M. M., & *Lashley, E. (2011). Effects of a treatment package on imitated and spontaneous verbal requests in children with autism. Education and Training in Autism and Developmental Disabilities, 46(4), 596-606
Ganz, J. B., Earles-Vollrath, T. L., & Cook, K. (2011). Implementation of video modeling: A visually-based intervention for children on the autism spectrum. TEACHING Exceptional Children, 43(6), 8-19
*Rispoli, M., *Neely, L., Lang, R., & Ganz, J. B. (2011) Training paraprofessionals to implement interventions for people autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 14, 378-388
Ganz, J. B., *Heath, A. K., Rispoli, M. J., & Earles-Vollrath, T. (2010). Impact of AAC versus verbal modeling on verbal imitation, picture discrimination, and related speech: A pilot investigation. Journal of Developmental and Physical Disabilities, 22(2), 179-196
Ganz, J. B., & Flores, M. M. (2010). Implementing visual cues for young children with autism spectrum disorders and their classmates. Young Children, 65(3), 78-83
Ganz, J. B., *Lashley, E., & Rispoli, M. J. (2010). Non-responsiveness to intervention: Children with autism spectrum disorders who do not rapidly respond to communication interventions. Developmental Neurorehabilitation, 13(6), 399-407
Ganz, J. B., & Flores, M. M. (2010). Supporting the play of preschoolers with autism spectrum disorders: Implementation of visual scripts. Young Exceptional Children, 13(2), 58-70
Heath, A. K., & Ganz, J. B. (commentary authors). (2009). A promising first attempt at implementing a modified Picture Exchange Communication System with three adolescents who were blind and had autism and moderate to severe cognitive impairments [abstract]. Evidence-Based Communication Assessment and Intervention. 3(2), 107-112. Abstract of Lund, S. K., & Troha, J. M. (2008). Teaching young people who are blind and have autism to make requests using a variation on the Picture Exchange Communication System with tactile symbols: A preliminary investigation. Journal of Autism and Developmental Disorders, 38, 719-730
Ganz, J. B., Parker, R., & Benson, J. (2009). Impact of the Picture Exchange Communication System: Effects onCommunication and Collateral Effects on Maladaptive Behaviors. Augmentative and Alternative Communication. 25: 4, 250 [014] 261
Flores, M. M., & Ganz, J. B. (2009). Reading comprehension instruction for children with developmental and reading delays: Analogies, deductions, and inductions. Education and Training in Developmental Disabilities, 44(1), 39-53
Ganz, J. B., & Flores, M. M. (2009). The effectiveness of Direct Instruction for teaching language to children with autism spectrum disorders: Identifying materials. Journal of Autism and Developmental Disorders, 39(1), 75-83
Ganz, J. B., Kaylor, M., Bourgeois, B., & Hadden, K. (2009). The impact of social scripts and visual cues on verbal communication in three children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities,23(2), 79-94.
Ganz, J. B., Simpson, R. L., & Corbin-Newsome, J. (2009). The impact of the Picture Exchange Communication system on requesting and speech development in preschoolers with autism spectrum disorders and similar characteristics.Research in Autism Spectrum Disorders. 2(1), 157-169.
Ganz, J. B., & Flores, M. M. (2008). Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers. Journal of Autism and Developmental Disorders , 39(1), 75-83.
Simpson, R. L., Myles, B. S., & Ganz, J. B. (2008). Efficacious interventions and treatments for learners with autism spectrum disorders. (pp. 477-512). In R. L. Simpson & B. S. Myles (eds.), Educating children and youth with autism: Strategies for effective practice (2nd ed.). Austin, TX: Pro-Ed, Inc.
Sigafoos, J., Ganz, J. B., O’Reilly, M. F., & Lancioni, G. E. (2008). Evidence-based practice in the classroom: Evaluating a procedure for reducing perseverative requesting in an adolescent with autism and severe intellectual disability. Australasian Journal of Special Education, 32(1), 55-65.
Ganz, J. B., Sigafoos, J., Simpson, R. L., & Cook, K.E. (2008). Generalization of a pictorial alternative communication system across trainers and distance. Augmentative and Alternative Communication, 24(2), 89-99
Ganz, J. B., Bourgeois, B. C., Flores, M. M., & Campos, B. A. (2008). Implementing visually cued imitation training with children with autism spectrum disorders and developmental delays. Journal of Positive Behavior Interventions, 10(1), 56-66.
Ganz, J. B. (2008). Self-monitoring across ages and ability levels: Teaching students to implement their own positive behavior interventions. Preventing School Failure, 53(1), 39-48
Ganz, J. B., Cook, K. E., & Earles-Vollrath, T. L. (2007). A grab-bag of strategies for children with mild communication deficits. Intervention in School and Clinic,42(3), 179-187.
Sigafoos, J., Ganz, J. B., O'Reilly, M., Lancioni, G. E., & Schlosser, R. W. (2007). Assessing correspondence following acquisition of an exchange-based communication svstem. Research in Developmental Disabilities. 28(1). 71-83.
Ganz, J. B. (2007). Social scripts. In B. S. Myles, T. C. Swanson, J. Holverstott, & M. M. Duncan (Eds.), Autism spectrum disorders: A handbook for parents and professionals (pp. 349-351). Westport, CT: Greenwood Publishing Group.
Ganz, J. B. (2007). Incidental teaching. In B. S. Myles, T. C. Swanson, J. Holverstott, & M. M. Duncan (Eds.), Autism spectrum disorders: A handbook for parents and professionals (pp. 177-179). Westport, CT: Greenwood Publishing Group.
Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth with autism spectrum disorders. Exceptionality, 15(4), 249-260.
Earles-Vollrath, T. L., Cook, K. E., & Ganz, J. B. (2007). Pervasive developmental disorders. In J. Downing & J. Carlson (Eds.), Students with emotional and behavioral problems: Assessment, management, and intervention strategies. Columbus, OH: Pearson Merrill Prentice Hall [Peer-reviewed].
Ganz, J. B. (2007). Using visual script interventions to address communication skills.TEACHING Exceptional Children, 40(2), 54-58.
Cook, K.E., Earles-Vollrath, T., & Ganz, J.B. (2006). Bibliotherapy. Intervention in School and Clinic, 42(2), 91-100.
Earles-Vollrath, T. L., Cook, K. T., & Ganz, J. B., (2006). How to develop andimplement visual supports. In R. L. Simpson (series editor), PRO-ED series on autism spectrum disorders. Austin, TX: Pro-Ed, Inc.
Ganz, J. B., Cook, K. T., & Earles-Vollrath, T. L. (2006). How to write and implement social scripts. In R. L. Simpson (series editor), PRO-ED series on autism spectrum disorders. Austin, TX: Pro-Ed, Inc.
Simpson, R. L., deBoer-Ott, S., Griswold, D., Myles, B. S., Byrd, S., Ganz, J. B., Cook,K. E., Otten, K., Ben-Arieh, J., Kline, S. A,, & Adams, L. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks,CA: Corwin Press.
Simpson, R. L., Myles, B. S., Simpson, J. D., & Ganz, J. B. (2005). Inclusion of students with disabilities in general education settings: Structuring for successful management. In P. Zionts (Ed.), lnclusion strategies for students with learning and behavior problems: Perspectives, experiences, and best practices (2nd ed.). Austin,TX: Pro-Ed, Inc.
Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently? Education and Training in Developmental Disabilities, 40(1), 24-33.
Sigafoos, J., O'Reilly, M., Ganz, J. B., Lancioni, G. E., & Schlosser, R. W. (2005). Supporting self-determination in AAC interventions by assessing preferences for communication devices. Technology and Disability, 17(3), 143-1 53.
Ganz, J. B., Cook, K. E., Corbin-Newsome, J., Bourgeois, B., & Flores, M. (2005). Variations on the use of a pictorial alternative communication system with a child with autism and developmental delays. TEACHING Exceptional Children Plus, 1(6), Article 3. Retrieved from http://escholarship.bc.edu/education/tecplus/voll/iss6/art3/.
Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. Joumal of Autism and Developmental Disorders, 34(4), 395-409.
Lorimer, M. A., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4(1), 53-60.
Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). Tailoring our response: Asperger syndrome and problems of aggression and violence. Reaching Today's Youth, 5(1), 12-17,
Dettmer, S., Simpson, R. L, Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163.169.
YVONNE GODDARD
Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. J. (2011)*. A social cognitive perspective on collective efficacy and goal attainment in schools: The roles of principals' instructional leadership and teacher collaboration. ERIC publication.
Miller, R. J., Goddard, R. D., Kim, M., Goddard, Y. L. Schroeder, P. (2011)*. Evaluation of principals' professional development learning: Results of a randomized control trial. *with a student ERIC publication. Available at http://www.eric.ed.gov/
* Goddard, Y. L., Numerski, C , Goddard, R. D., Salloum, S. & Berebitsky, D. (2010). A multilevel exploratory study of the relationship between teachers' perceptions of principals' instructional support and group norms for instruction in elementary schools. Elementary School Journal, 111(2), 336-357
Goddard, Y.L., Miller, R., Larsen, R., Goddard, R., Jacob, R., Madsen, J., & Schroeder, P. (2010)*. Connecting principal leadership, teacher collaboration, and student achievement. * with a student ERIC publication
Allan, S. D., & Goddard, Y. L. (2010). Differentiated instruction and RTI: A natural fit. Educational Leadership, 68(2)
Miller, R. J., Goddard Y., L., Goddard, R. G., & Larsen, R. (2010)*. Shared instructional leadership: A pathway to teacher collaboration and student achievement. *with a student ERIC publication
Goddard, Y. L., & Rinderknecht, L. (2009). Using basic reading skills instruction and formative assessments to teach an adult with traumatic brain injury to read: A case study. Remedial and Special Education, 30(5), 283-299.
Dr. ERNEST T. GOETZ
Merchant, Z., Goetz, E., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T, J. (2014). Effectiveness of virtual reality-based instruction on students[48]19 learning outcomes in K-12 and higher education: A meta-analysis, Computers & Learning, 70, 29-40
Merchant, Z., Goetz, E., Keeney-Kennicutt, W., Kwok, O., Cifuentes, L., & Davis, T, J. (2013). Exploring 3-D virtual reality technology for spatial ability and chemistry achievement, Journal of Computer Assisted Learning, 29, 579-590
*Merchant, Z., Goetz, E., Keeney-Kennicutt, W., Kwok, O., Cifuentes, L., & Davis, T. J. (2012). The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59, 551- 568
Gonzalez, J. E., Goetz, E. T., Hall, R. H., Payne, T., Taylor, A. B., Kim, M., & McCormick, A. S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24, 253-284
Goetz, E. T. (2011). Dependent variables. In Ritzer, R. (Ed.), Concise encyclopedia of sociology (p. 678). Oxford, United Kingdom: Blackwell
Goetz, E. T. (in press). Dependent variables. In Ritzer, R. (Ed.), Concise Encyclopedia of sociology. Oxford, United Kingdom: Blackwell
Goetz, E. T. (2011). Independent variables. In Ritzer, R. (Ed.), Concise encyclopedia of sociology (p. 678). Oxford, United Kingdom: Blackwell
Goetz, E. T. (in press). Independent variables. In Ritzer, R. (Ed.), Concise Encyclopedia of sociology. Oxford, United Kingdom: Blackwell
Goetz, E. T. (2011). Measures of centrality. In Ritzer, R. (Ed.), Concise encyclopedia of sociology (p. 382-383). Oxford, United Kingdom: Blackwell
Goetz, E. T. (in press). Measures of centrality, outliers. In Ritzer, R. (Ed.), Concise Encyclopedia of sociology. Oxford, United Kingdom: Blackwell
Goetz, E. T. (in press). Variance. In Ritzer, R. (Ed.), Concise Encyclopedia of sociology. Oxford, United Kingdom: Blackwell
Goetz, E. T. (2011). Variance. In Ritzer, R. (Ed.), Concise encyclopedia of sociology (p. 679). Oxford, United Kingdom: Blackwell
Goetz, E. T. (2011). What did you forget in school today, Johnny? [Review of Aaron S. Benjamin (Ed.). (201). Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork. New York, NY: Psychology Press.] PsycCRITIQUES, 56(43)
Gonzalez, J. E., Goetz, E., Hall, B., Taylor, A., Payne, T., Kim, M. & Sohn McCormick, A. (2010). An evaluation of early reading first (ERF) preschool enrichment on language and literacy skills. Reading and Writing Quarterly
Gonzalez, J. E., Hall, B. Goetz, E., Taylor, A., Payne, T., Kim, M. & Sohn McCormick, A. (2010). Assessing the Effectiveness of Early Reading First Preschool (ERF) Enrichment: Results from Year 2 Project Implementation. Topics in Early Childhood Special Education
Goetz, E. T. (2007). Dependent variables. In Ritzer, R. (Ed.), Encyclopedia of sociology (pp. 5180-5182). Oxford, United Kingdom: Blackwell.
Goetz, E. T. (2008). Mnemonics. In Salkind, N. (Ed.), Encyclopedia of educational psychology (pp. 676-677). Thousand Oaks, CA : Sage Publications
Goetz, E. T. (2008). Percentile rank. In Salkind, N. (Ed.), Encyclopedia of educational psychology (pp. 772-774). Thousand Oaks, CA : Sage Publications.
Goetz, E. T. (2008). Standard scores. In Salkind, N. (Ed.), Encyclopedia of educational psychology (pp. 939-941). Thousand Oaks, CA : Sage Publications.
Goetz, E. T. (2007). Independent variables. In Ritzer, R. (Ed.), Encyclopedia of sociology (pp. 5182-5184). Oxford, United Kingdom: Blackwell.
Goetz, E. T. (2007). Measures of centrality, outliers. In Ritzer, R. (Ed.), Encyclopedia of sociology (pp. 2868-2869). Oxford, United Kingdom: Blackwell.
Goetz, E. T., Sadoski, M., Stricker, A. G., White, T. S., & Wang, Z. (2007). The role of imagery in the production of written definitions. Reading Psychology, 28, 241-356.
Goetz, E. T. (2007). Variance. In Ritzer, R. (Ed.), Encyclopedia of sociology (pp. 5184-5186). Oxford, United Kingdom: Blackwell.
Sadoski, M., Goetz, E. T., Stricker, A. G., & Burdenski, Jr., T. K. (2003). New findings for concreteness and imagery effects in written composition. Reading and Writing: An Interdisciplinary Journal, 16, 443-453.
Sadoski, M., Goetz, E. T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92, 85-95.
Cole, R.P., Goetz, E.T., & Willson, V.L. (2000). Epistemological beliefs of underprepared college students. Journal of College Reading and Learning, 31, 60-72.
Manning, T. R., Goetz, E. T., & Street,R. L., Jr. (2000). Signal delay effects on rapport in telepsychiatry. CyberPsychology & Behavior, 3, 119-127.
Steffensen, M. S., Goetz, E. T., & Cheng, X. (1999a). A cross-linguistic perspective on imagery and affect in reading: Dual coding in Chinese and English. Journal of Literacy Research, 31, 293-319.
Goetz, E. T., & Sadoski, M. (1999). Immagini e risposte emotive nella lettura: La componente immaginativa dell'esperienza del testo [Imagery and emotional response in reading: The imaginative component of experiencing text]. In A. Nemesio (Ed.), L'esperienza del testo(The experience of the text)(pp. 144-145). Rome: Meltemi.
Steffensen, M. S., Goetz, E. T., & Cheng, X. (1999a). The images and emotions of bilingual Chinese readers: A dual coding analysis. Reading Psychology, 20, 301-324.
Sadoski, M., & Goetz, E. T. (1998). Concreteness effects and syntactic modification in written composition. Scientific Studies of Reading, 2, 341-352.
Kwon, M., Goetz, E. T., & Zellner, R. D. (1998). Developing a computer-based TTCT: Promises and problems. Journal of Creative Behavior, 32, 96-106.
Dr. JORGE E. GONZALEZ
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D., Taylor, A., Davis, M. J., Fogerty, M. & Simmons, L. 2013). Enhancing preschool children[48]19s vocabulary: Effects of teacher talk before, during and after After shared reading. Early Childhood Research Quarterly, 00, 000-000
Kim, E., †Kwok, O., & Yoon, M. (2012). Testing factorial invariance in multilevel data: A Monte Carlo study. Structural Equation Modeling, 19, 250- 267
Gonzalez, J. E., Goetz, E. T., Hall, R. H., Payne, T., Taylor, A. B., Kim, M., & McCormick, A. S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24, 253-284
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B.,* Davis, M. J., *Kim, M., & Simmons, L. (2011). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4, 25-52
Gonzalez, J. E., Taylor, A. B., McCormick, A. S., Villarreal, V., Kim, V., Perez, E., & Darensbourg, A., (2011). Exploring the underlying factor structure of the English version and Spanish translation of the "Familia" family literacy inventory: A cautionary tale. Early Childhood Research Quarterly
Gonzalez, J. E., Taylor, A. B., Davis, M. J., & Kim, M (2011). Exploring the underlying factor structure of the parental beliefs inventory: A cautionary tale. Early Education and Development, 4, 25-52
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers' content vocabulary. The Reading Teacher, 65, 4, 259-269
Gonzalez, J. E., Goetz, E., Hall, B., Taylor, A., Payne, T., Kim, M. & Sohn McCormick, A. (2010). An evaluation of early reading first (ERF) preschool enrichment on language and literacy skills. Reading and Writing Quarterly
Gonzalez, J. E., Rivera, V., Davis, M., & Taylor, A. (2010). Foundations of young chidren's vocabulary development: The role of the home literacy environment (HLE). Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 4, 69-86
Gonzalez, J. E. & Vaquero, J. (2010) Migrant children and youth in American schools: Voices from the fields. In A. S. Canter & S. A. Carrol (Eds.), Helping Children at Home and School (pp. xx-xx). Bethesda, MD: National Association of School Psychologists
Nelson, J. R., & Gonzalez, J. E. (2009) The efficacy of supplemental early literacy Instruction by community-based tutors for preschoolers enrolled in Head Start. Journal of Research on Educational Effectiveness, 3, 68-92
Gonzalez, J. E. (2008). A review of the Early Reading Diagnostic Assessment (2" ed.).San Antonio, TX:Psychological Corporation, Harcourt Assessment Company, Psychological Assessment, 26, 299-303
Uhing, B.M., & Gonzalez, J.E. (2008). Comprehensive Language-Intensive Research: Investigating the Effects of a Comprehensive Language Program on the Emergent Literacy Skills of Migrant Children. Germany: VDM Verlag.
Gonzalez, J. E., & Vannest, K. (2008). Early classification of reading performance in children identified or at risk of emotional and behavioral disorders: A discriminant analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Journal of At-risk Issues, 14, 33-39.
Vannest, K.J., Kalis, T., Gonzalez, J. & Zionts, L. (2008). Evidence based academic interventions for students with emotional and behavioral disorders. In L Bullock & R. Gable Seventh CCBD Mini-Library Series: Ensuring a Brighter Future for Troubled Children/Youth: Challenges and Solutions. Council for Exceptional Children, Division of Children with Behavior Disorders: Alexandria, Virginia.
Gonzalez, J. E., & Uhing, B. (2008). Home literacy environments and young Hispanic children’s English and Spanish oral language. Journal of Early Intervention, 30, 116-139.
Simmons, D. C., Pollard-Durodola, S. D., Gonzalez, J. E., Davis, M. & Simmons, L. (2007). The construction of shared-reading interventions: Principles for accelerating the vocabulary development and comprehension of low-income households. In. S. B. Neuman (Ed.), Literacy achievement for young children from poverty. Baltimore, MD: Brooks Publishing.
Gonzalez, J. E. Reid, R., Synhorst, L., & Tostado, B. (2006). A comparison of early language and literacy skills of migrant versus non-migrant preschool children. A pilot study. Multiple Voices, 9, 149-167.
Gonzalez, J. E., Ryser, G., & Epstein, M. (2006). The behavior emotional rating scale second edition: Parent rating scale: A reliability study, Assessment for Effective Intervention, 31, 81-102.
Gonzalez, J. E., & Ochoa, S. H. (2006). Voices from the field: The migrant voice. Multiple Voices, 9, 6-120-121.
Nelson, J.R., Benner, G.J., & Gonzalez, J.E. (2005) An investigation of the effects of a pre-reading intervention on the early leteracy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13, 3-12.
Reid, R., Gonzalez, J., Nordness, P.D., Trout, A. & Epstein, M.H. (2004). A Meta analysis of the academic status of students with emotional/behavioral disturbance. Journal of Special Education, 38, 130-143.
Nelson, J. R., Babyak, A. Gonzalez, J. E., & Benner, G. H. (2004). An investigation of the types of problem behaviors exhibited by K-12 Students with emotional and behavioral disorders in public schools Settings, Behavioral Disorders, 28, 348-359
Nelson, J.R., Gonzalez, J.E., Marchand-Martella, N.E., & Martella, R.C. (2004). Effective school-wide discipline. In M. Epstein, K. Kutash, and A. Duchnowski (Eds.), Outcomes for children and youth with behavioral and emotional disorders and their families: Programs and evaluation of best practices (pp. 220-256). Austin, TX: PRO-ED.
Gonzalez, J.E., Nelson, J.R., Gutkin, T.B., & Shwery, C.S. (2004). Rational-emotive therapy with children and adolescents: a meta-analysis. Journal of Emotional and Behavioral Disorders, 12, 32-56.
Nelson, J.R., Gonzalez, J.E., Epstein, M., & Benner, G. (2003). Administrative discipline contracts: A review of the literature. Behavioral Disorders, 28, 249-281.
Nelson, J. R., Benner, G., & Gonzalez, J. E. (2003). Characteristics of children who are treatment resisters: A meta-analytic review. Journal of Learning Disabilities, 28, 249-281.
Gonzalez, J.E., Nelson, J.R., & Epstein, M. (2003). Emotional and behavioral disorders in the classroom. In R.H.A. Haslam & P.J. Valletutti (Eds.) Medical Problems in the Classroom (pp.467-498). Austin, TX: PRO-ED.
Nelson, J.R., Cooper, S., & Gonzalez, J.E. (2003). Stepping Stones to Literacy. Longmont, CO: Sopris West.
Gonzalez, J.E. & Nelson, J.R. (2003). Stepping stones to literacy: A prevention oriented phonological awareness training program. Reading and Writing Quarterly, 19, 1-6.
Gonzalez, J.E., Nelson, J.R. & Shwery, C. (2003). Teacher resistance to school-based consultation with school psychologists- a survey to teacher perceptions. Journal of Emotional and Behavioral Disorders, 11, 179-189.
Sodowsky, G.R., Gonzalez, J.E., & Kuo-Jackson, P.Y. (1998). Multicultural assessment and the Buros Institute of Mental Measurements: On the cutting edge of measurement concerns. In R. Samuda Advances in the Testing of Intelligence Across Cultures (pp. 242-285). Thousand Oaks, CA: Sage.
Pollard-Durodola, S.D., Gonzalez, J. E., Simmons, D. C., & Simmons, L., (2013 In Press) Accelerating Content Vocabulary via Shared Book Reading. Baltimore, MD: Brookes Publishing
*Carvalho, C. & Gonzalez, J. E. (2011, in press). Culturally and linguistically diverse issues in early childhood. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed., pp. XXX-XXX). Hoboken, NJ: John Wiley and Sons
Davis, H. S., Gonzalez, J. E., Pollard-Durodola, S., Saenz, L., Soares, D., Resendez, N. & Zhu, L., Hagan-Burke, S. (in press). Home literacy beliefs and practices among low income Latino families. Early Child Development and Care.
*Carvalho, C. & Gonzalez, J. E. (2011, in press). Minority students with disabilities and higher education. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed., pp. XXX-XXX). Hoboken, NJ: John Wiley and Sons
CHERYL GRENWELGE
Resch, J.A., Mireles, G., Benz, M.R., Grenwelge, C., Peterson, R., & Zhang, D. (2010). Giving parents a voice: A qualitative study of the challenges experienced by parents of children with disabilities. Rehabilitation Psychology, 55, 139-150
Dr. GLENDA L. GRIFFIN
Griffin, G.L. (2001). Parenting gifted adolescents. Gifted Child Today, 24 (2), 54-58.
Griffin, G. (2000). Students, not standards, are the key. Texas Teacher Education Forum, 25, 29-35.
Davalos, R., & Griffin, G.L. (1999). Empowering teachers and students to change through shared language. Education, 119 (3), 542-550.
Griffin, G.L., & Nash, W.R. (1998). Tips for creative teacher to teacher mentorships. Focus, 8 (6), 10-11.
Dr. SHANNA HAGAN-BURKE
Oslund, E., Simmons, D., Hagan-Burke, S., Kwok, O., Simmons, L., Taylor, A., & Coyne, M. (2015). Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability? Learning Disability Quarterly, 38, 3-14. [ISI 2014 impact factor: 0.564]
Simmons, D. C., *Kim, M., Kwok, O., Coyne, M. D., Simmons, L. E., Oslund, E., Fogarty, M., Hagan-Burke, S., Little, M. E., & Rawlinson, D. (2015). Examining the effects of linking student performance and progression in a tier 2 kindergarten reading intervention. Journal of Learning Disabilities, 48, 255-270. [ISI 2013 impact factor: 2.025]
Oslund, E., Simmons, D., Hagan-Burke, S., Clemens, N.H., Simmons, L., Coyne, M., Taylor, A., & Kwok, O. (2014). The predictive validity of curriculum-embedded measures in kindergarten. Manuscript accepted for publication, Journal of Learning Disabilities.
Burke, M. D., Davis, J., Hagan-Burke, S., Lee, Y., Kwok, O., & Fogarty, M. (2014). Universal screening for social behavior risk in middle school using SWPBS expectations. Journal of Positive Behavior Interventions, 16, 5-17
Burke, M.D., *Davis, J. L., Hagan-Burke, S., *Lee, Y., & *Fogarty, M. (2014). Using SWPBS expectations as a universal screening tool to predict behavioral risk in middle school, Journal of Positive Behavioral Interventions, 16, 3-15
Coyne, M. D., Simmons, D., Hagan-Burke, S., Simmons, L. E., Kwok, O., *Kim, M., Fogarty, M., Oslund, E., Taylor, A., Capozzoli-Oldham, A., Ware, S., Little, M. E., & Rawlinson, D. M. (2013). Adjusting beginning reading intervention based on student performance: An experimental evaluation. Exceptional Children, 80, 25-44
Hagan-Burke, S., Coyne, M. D., Kwok, O., Simmons, D. C., Kim, M., Simmons, L. E., Skidmore, S. T., Hernandez, C. L., & Ruby, M. M. (2013). Effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading instruction. Journal of Learning Disabilities. 46, 260-277.
Simmons, D. C., Taylor, A. B., *Oslund, E. L., Simmons, L. E., Coyne, M. D., Little, M. E., Rawlinson, D. M., Hagan-Burke, S., Kwok, O., & Kim, M. (2013). Predictors of at-risk kindergarteners’ later reading difficulty: Examining learner-by-intervention interactions. Reading and Writing: An Interdisciplinary Journal. Advance online publication. doi:10.1007/s11145-013-9452-5
Coyne, M. D., Little, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M., Simmons, L., HaganBurke, S., & Civetelli, C. (2013). Replicating the impact of a supplemental beginning reading intervention: The role of instructional context. Journal of Research on Educational Effectiveness, 6, 1-23
Little, M. E., Rawlinson, D., Simmons, D. C., Kim, M., Kwok, O., Hagan-Burke, S., Simmons, L. E., *Fogarty, M., *Oslund, E., & Coyne, M. D. (2012). A comparison of responsive interventions on kindergarteners' early reading achievement. Learning Disabilities Research and Practice, 27, 189-202
Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., *Simmons, L., Kwok, O., *Johnson, C., & Coyne, M. D. (2012). Predicting kindergarteners’ response to early reading intervention: An examination of progress-monitoring measures. Reading Psychology, 33, 78-103
Burke, M. D., *Davis, J. L., *Lee, Y., Hagan-Burke, S., Kwok, O., & Sugai, G. (2012). Universal screening for behavioral risk in elementary schools using SWPBS expectations, Journal of Emotional and Behavioral Disorders. 20, 38-54.
Hagan-Burke, S., Kwok, O., *Zou, Y., *Johnson, C., Simmons, D. C., & Coyne, M. D. An examination of problem behaviors and reading outcomes in kindergarten students. Journal of Special Education, 45, 131-148
Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L.E, Johnson, C., Zou, Y., Taylor, A. B., McAlenney, A. L., Ruby, M., & Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response. Exceptional Children, 77, 207-228
Vannest, K. J., Hagan-Burke, S., Parker, R. I., & Soares, D. (2011). Special education teacher time-use in four types of programs. Journal of Educational Research, 104, 219-230
Vannest, K.J., Hagan-Burke, S. & Parker, R.I. (2010) Teacher Time Use Across Programs. Journal of Educational Review
Vannest, K.J., & Hagan-Burke, S. (2010). Teacher time use in special education: An objective snapshot. Remedial and Special Education, 31,126-142
Burke, M. D., Crowder, W., Hagan-Burke, S., & Zou, Y. (2009). Comparison of two path analytic models for predicting reading fluency. Remedial and Special Education.
Burke, M. D., Hagan-Burke, S., Kwok, O., & Parker, R. (2009). Path Analysis of early literacy indicators from middle of kindergarten to end of second grade. Journal of Special Education, 42, 209-226
Burke, M.D., Hagan-Burke S., Kwok, O., & Parker, R. (2009). Predictive Validity of Early Literacy Indicators from Kindergarten to Second Grade. The Journal of Special Education.
Fore III, C., Hagan-Burke, S., Burke, M., Boon, R., & Smith, S. (2008). Academic achievement and class placement: Do students with specific learning disabilities achieve more in one class placement than another? Education and Treatment of Children, 31, 1-18.
Parker, R., Hagan-Burke, S., & Vannest, K. (2007). Percent of all non-overlapping data (PAND): An alternative to PND. The Journal of Special Education, 40 (4), 194-204.
Parker, R., & Hagan-Burke, S. (2007). Single Case Research Results as Clinical Outcomes. The Journal of School Psychology, 45, 637-653.
Burke, M. D. & Hagan-Burke, S. (2007). Concurrent criterion-related validity of early literacy indicators for middle of first grade, Assessment for Effective Intervention, 32, 66-77.
Parker, R., & Hagan-Burke, S. (2007). The median-based alternative analysis for synthesizing single case research: Further examination. Behavior Modification, 31, 919-936.
Parker, R., & Hagan-Burke, S. (2007). Useful effect sizes interpretations for single case research. Behavioral Therapy, 38, 95-105.
Hagan-Burke, S., Burke, M. D., & Sugai, G. (2007). Using structural analysis and academic-based interventions for a student at-risk of EBD. Behavioral Disorders, 32, 174-190.
Hagan-Burke, S., Burke, M. D., & Crowder. C. (2006). The convergent validity of the dynamic indicators of basic early literacy skills and the test of word reading efficiency for the beginning of first grade. Assessment for Effective Intervention, 31 (4), 1-15.
Boon, R., Burke, M., Fore III, C., & Hagan-Burke, S. (2006). Improving student content knowledge in inclusive social studies classrooms using technology-based cognitive organizers: A systematic replication. Learning Disabilities: A Contemporary Journal 4 (1) 1-17.
Hagan-Burke, S. (2005). Choral responding. In G. Sugai & R.H. Horner (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Vol.3 (pp. 1218-1219). Educational applications. Sage Publishing.
Hagan-Burke, S. (2005). Pacing. In G. Sugai & R.H. Horner (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Vol.3 (pp. 1407-1408). Educational applications. Sage Publishing.
Chalk, J.C., Hagan-Burke, S., & Burke, M.D. (2005). Self-regulated strategy development and the writing process for high school students with learning disabilities. Learning Disabilities Quarterly, 28, 75-87.
Hagan-Burke, S., Burke, M.D., Martin, E., Boon, R., Kirkendoll, D., & Fore III, C.J. (2005). The internal consistency of the school-wide subscales of the effective behavior support survey. Education and Treatment of Children, 28, 400-413.
Gersten, R., Baker, S., Smith-Johnson, J., Flojo, J. R., & Hagan-Burke, S. (2004). A tale of two decades: Trends in support for federally funded experimental research in special education. Excpetional Children, 70, 323-332.
Burke, M. D., Ayers, K., & Hagan-Burke, S. (2004). Preventing school-based antisocial behaviors with positive behavioral supports. Journal of Early and Intensive Behavior Intervention, 1(1), 66-74.
Sugai, G., Hagan-Burke, S., & Lewis-Palmer, T. (2004). School-wide discipline and instructional classroom management: A systems approach ( 2nd Ed). In C. Darch & E. Kame'enui (Eds.), Instructional Classroom Management: A Proactive Approach to Behavior Management (pp.218-248). Upper Saddle River, NJ: Merrill Publishing Company.
Boulineau, T., Fore, C.J., Hagan-Burke, S. & Burke, M. (2004). Use of story map instruction to increase sotory grammar text comprehension for elementary school students with learning disabilities in a resource setting. Learning Disabilities Quarterly, 27, 105-121.
Burke M. D., Hagan-Burke, S. & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behaviors: Preliminary results from a single case experiment. Learning Disabilities Quarterly, 26, 15-26.
Martin, E.J., & Hagan-Burke, S. (2002). Establishing a home-school connection: Strengthening the partnership between families and schools. Preventing School Failure, 46(2), 62-65.
Hagan-Burke, S. & Jefferson, G. (2002). Using data to promote academic benefit for included students with mild disabilities. Preventing School Failure, 46(3), 112-118.
Kinch, C., Lewis-Palmer, T., Hagan-Burke, S., & Sugai, G. (2001). A comparison of teacher and student functional behavior assessment interview information from low-risk and high-risk classrooms. Eductation and Treatment of Children, 24, 480-494.
Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (1999-2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.
Sugai, G., Lewis-Palmer, T., & Hagan, S. (1999). Using functional assessments to develop behavior support plans. Preventing School Failure, 43(1), 6-13.
Mehas, K. Bolling, K., Sobieniak, S., Sprague, J., Burke, M., & Hagan, S. (1998). Finding a safe haven in middle school. Teaching Exceptional Children, 30(4) 20-23.
Hagan, S., & Sugai, G. (1998). Functional assessment and support plans. In R.E. Schmid & W. Evans (Eds.), Curriculum and Instruction Practices for Students with Emotional/Behavioral Disorders (pp. 13-20). Reston, VA: Council for Exceptional Children.
Colvin, G., Tobin, T., Beard, K., Hagan, S., & Sprague, J. (1998). The school bully: Assessing the problem, developing interventions, and future research directions. Journal of Behavior Education, 8, 293-319.
Burke, M.D., Hagan, S., & Grossen, B. (1998). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 31(1) 34-38.
Vannest, K.J., Soares, D. Mohan, S. Mason, B. Harrison, J. Hagan-Burke, S. (in press) Teacher Effectiveness and use of time in P. Zionts and L. Zionts (Eds.) Teaching Disturbed and Disturbing Children. Austin, Texas: Pro Ed
Hagan-Burke, S., Soares, D. A., Gonzalez, J. E., Zhu, L., Davis, H. S., Kwok, O., Pollard-Durodola, S. D., Saenz, L. M., Resendez, N. M. (in press). Associations between problem behaviors and vocabulary skills among Hispanic dual-language learners in pre-K. Topics in Early Childhood Special Education
Davis, H. S., Gonzalez, J. E., Pollard-Durodola, S., Saenz, L., Soares, D., Resendez, N. & Zhu, L., Hagan-Burke, S. (in press). Home literacy beliefs and practices among low income Latino families. Early Child Development and Care.
Clemens, N.H., Hagan-Burke, S., Luo, W., Cerda, C.A., Blakely, A., Frosch, J., Gamez, B., & Jones, M. (in press). Investigating the validity of a computer-adaptive assessment of early reading in kindergarten. Manuscript in press, School Psychology Review.
Clemens, N.H., Hagan-Burke, S., Lou, W., Cerda, C., Blakely, A., Frosch, J., Gamez, B.A., & Jones, M. (in press). The predictive validity of a computer-adaptive assessment of early reading in kindergarten. School Psychology Review.
Hagan-Burke, S., Wynne, M., Gerow, S.L., Crowder, W.C. (in press). Using structural analysis to identify academic demands that occasion problem behaviors for students with behavioral disorders: Illustrations at the elementary school level. Behavior Modification.
Mrs. ANGELA R. HAIRRELL
*Hairrell, A., Simmons, D., Rupley, W., & Vaughn, S. (2011). An investigation of fourth-grade teachers' use of vocabulary instruction in social studies. Journal of Reading Education, 36 (3), 19-25
Swanson, E., Edmonds, M. S., Hairrell, A., Vaughn, S., & Simmons, D. C. (2011). Applying a cohesive set of comprehension strategies to content-area instruction. Intervention in School and Clinic. Advance online publication
Hairrell A., Rupley, W. H., Edmonds M., Larsen R., Simmons D., Willson V., Byran, G., & Vaughn S., (2011). Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement. Reading & Writing Quarterly 27, (3), 239-260
Hairrell, A., Rupley, W. H., & Simmons, D. (2011). The State of Vocabulary Research. Literacy Research and Instruction, 50 (4), 253-271
Hairrell, A., Rupley, W. H., Edmonds, M., Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S. (2010). Examining the impact of teacher quality on fourth-grade students' comprehension and content-area achievement. Reading and Writing Quarterly
Hagan-Burke, S. (2004). Choral responding. In G. Sugai & R.H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Vol. 3. Educational applications. Sage Publishing.
Dr. Robert J. Hall
Gonzalez, J. E., Goetz, E. T., Hall, R. H., Payne, T., Taylor, A. B., Kim, M., & McCormick, A. S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24, 253-284
Gonzalez, J. E., Goetz, E., Hall, B., Taylor, A., Payne, T., Kim, M. & Sohn McCormick, A. (2010). An evaluation of early reading first (ERF) preschool enrichment on language and literacy skills. Reading and Writing Quarterly
Gonzalez, J. E., Hall, B. Goetz, E., Taylor, A., Payne, T., Kim, M. & Sohn McCormick, A. (2010). Assessing the Effectiveness of Early Reading First Preschool (ERF) Enrichment: Results from Year 2 Project Implementation. Topics in Early Childhood Special Education
Pilant, M.S., Epstein, J.L., Bollinger, K., Hall, R., Hester, Y., & Strader, A. (2005). Finite Math on the Web. Pacific Grove, CA: Brooks-Cole Publishing.
Pilant, M. S., Hall, R. J., Epstein, J., Hester, Y., & Strader, A. (2000). Issues involved in a large scale implementation of web-based mathematics instruction. In Conference Proceedings, International Conference on Mathematics/Science Education and Technology Conference Proceedings, pp 334-339.
Hall, R. J., Pilant, M. S., & Strader, R. A. (1999). The impact of web-based performance on instruction in an applied statistics course. Conference Proceedings, International Conference on Mathematics/Science Education and Technology (M/SET 99).
Judith Rae Harrison
Harrison, J., Thompson, B., & Vannest, K.J. (2009). Interpreting the evidence for effective interventions to increase the academic performance of students with ADHD: Relevance of the statistical significance controversy. Review of Educational Research, 79, 740-775
Dr. JAN E. HASBROUCK
Franz, D.P., Vannest, K.J., Parker, R.I., Hasbrouck, J.E., *Dyer, N., & *Davis, J.L. (2009). Time use by special education teachers and how it is valued. Journal of School Leadership,18, 551-576.
Parker, R.I., Hasbrouck, J.E., & Denton, C. (2002). Effective tutoring for beginning readers. Preventing School Failure.
Parker, R.I., Hasbrouck, J.E., & Denton, C., (2002). Effective tutoring for reading comprehension. Preventing School Failure.
De la Colina, M. G., Parker, R. I., Hasbrouck, J. E., & Alecio, R. (2001). “An intensive intervention for at-risk bilingual readers." Bilingual Research Journal.
De la Colina, M.G., Parker, R., Hasbrouck, J.E., & Lara-Alecio, R., (2001). An intensive intervention in reading fluency for at-risk beginning Spanish readers. Bilingual Research Journal., 25(4), 417-452.
Riccio, C. A., Amado, A., Jiménez, S., Hasbrouck, J. E., Imhoff, B., & Denton, C. (2001). Cross-linguistic transfer of phonological processing: Development of a measure of phonological processing in Spanish. Bilingual Research Journal, 25, 583-604.
Parker, R.I., Hasbrouck, J.E., & Denton, C. (2001). Effective practices for tutoring in reading. Preventing School Failure.
Hasbrouck, J.E., & Parker, R.I., (2001). Patterns of skill growth in special education preservice teachers. Teacher Education and Special Education.
Hughes, J. N., Hasbrock, J. E., Serdahl, E., Heidgerken, A., & McHaney, L. (2001). Responsive systems consultation: A preliminary evaluation of implementation and outcomes. Journal of Educational and Psychological Consultation, 12, 179-202.
Parker, R., Hasbrouck, J., & Weaver, L. (2001). Spanish Readability Formulas: New Validation Evidence for At-Risk Bilingual Readers. Reading and Writing Quarterly 17(4).
Hasbrouck, J. E., & Denton, C. A. (2000). Phonological awareness in Spanish: A summary of research and implications for practice. In J. V. Tinajero & R. A. DeVillar (Eds.), The power of two languages: Effective dual-language use across the curriculum fo
Denton, C. A., Hasbrouck, J. E., Weaver, L. R., & Riccio, C. A. (2000). What do we know about phonological awareness in Spanish? Journal of Reading Psychology, 21, 335-352.
Denton, C., Parker, R., & Hasbrouck, J.E. (1999). A teacher's evaluation of a Reading Recovery program. The State of Reading, 5, 49-62.
Hasbrouck, J. E., & Schrader, M. (1999). Implementing a balanced beginning reading program in culturally diverse classrooms, pp. 116-135. In S. M. Blair-Larsen & K. A. Williams (Eds.), The balanced reading program. Newark, DE: International Reading Ass
Hasbrouck, J.E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teacher’s use of curriculum-based measurement: A changed opinion. Learning Disabilities: Research & Practice, 14(2), 118-126.
Hasbrouck, J.E., Parker, R. I., & Tindal, G. (1999). Perceptions of usefulness of case-related activities: Implications for training. Journal of Educational and Psychological Consultation, 10, 83-90.
Hasbrouck, J.E., Ihnot, C., & Rogers, G. H. (1999). “Read Naturally”: A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), 27-38.
Bruce, K. L., Lara-Alecio, R., Parker, R., Hasbrouck, J. E., & Weaver, L., Irby, B. (1997). Inside transitional bilingual classrooms: Accurately describing the language learning process. Bilingual Research Journal, 21(2&3). www.brj.asu.edu/indexg.html.
Riccio, C., Amado, A., Jimenez, S., Hasbrouck, J. E., Imhoff, B., & Denton, C.A. (in press). Cross-linguistic transfer of phonological processing: Development of phonological processing in Spanish. Bilingual Research Journal.
Parker, R. I., Hasbrouck, J. E., & Weaver, L. (in press). Spanish readability formulas: New validation evidence for at-risk bilingual readers. Reading & Writing Quarterly.
Dr. JAN N. HUGHES
Kwok, O., *Im, M., Hughes, J. N., Wehrly, S. E., & West, S. G. (2016). Testing statistical moderation in research on home-school partnerships: Establishing the boundary conditions. In S. M. Sheridan & E. M. Kim (Eds.), Research on Family-School Partnerships: An Interdisciplinary Examination of State of the Science and Critical Needs (Volume III: Family-School Partnerships in Context) (pp.79-107). New York, NY: Springer.
Hughes, J. N., *Im, M., Kwok, O., Cham, H., & West, S. G. (2015). Latino students[48]19 transition to middle school: Role of bilingual education and school ethnic context. Journal of Research on Adolescence, 25, 443-458.
Cham, H., Hughes, J. N., West, S. G., & *Im, M. H. (2014, March 3). Assessment of Adolescents[48]19 Motivation for Educational Attainment. Psychological Assessment. Advance online publication. doi.10.1037/a0036213
*Chen, Q., Hughes, J. N. & Kwok, O. (2014). Differential growth trajectories for achievement among children retained in first grade: A growth mixture model. The Elementary School Journal, 114, 327[48]13353. [ISI 2013 impact factor: 1.111]
*Chen, Q., Hughes, J. N. & Kwok, O. (2014). Differential growth trajectories for achievement among children retained in first grade: A growth mixture model. The Elementary School Journal, 114, 327–353. [ISI 2014 impact factor: 1.083]
Hughes, J. N., *Im, M., Cham, H., Kwok, O.M., & West, S.G. (2014). Latino students[48]19 school engagement at the transition to middle school: Role of bilingual education and school ethnic context. Journal of Research on Adolescence. Early View published on-line April 22, 2014. DOI: 10.1111/jora.12142
Hughes, J. N., Kwok, O., & *Im, M. (2013). Effect of retention in first grade on parents educational expectations and children[48]19s academic outcomes. American Educational Research Journal, 50, 1336-1359
*Im, M. H., Hughes, J. N., Kwok, O. M., *Puckett, S., & *Cerda, C. (2013) Effect of retention in elementary grades on transition to middle school. Journal of School Psychology
Spilt, J. L., Hughes, J. N., *Wu, J., & Kwok, O. (2012). Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children's academic success. Child Development, 83, 1180-1195
Li, Y., Hughes, J. N., Kwok, O., & *Hsu, H. (2012). Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student relationship support. Psychological Assessment, 24, 54-65
Hughes, J. N., Wu, Jerry, Kwok, O., Villarreal, V., & Johnson, A.Y.( 2012). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 104, 350-365
Hughes, J. N. (2012). Teachers as managers of students' peer context. In Ryan, A., & Ladd, G. L., (Eds.). Peer relationships and adjustment at school (pp.189-218). Charlotte, NC: Information Age Publishing
Hughes, J. N. (2012). Teacher-student relationships and school adjustment: Progress and remaining challenges. Attachment and Human Development, 14 (3), 319-327
Moser, S., West, S. G., & Hughes, J. N. (2012). Trajectories of math and reading achievement in low achieving children in elementary school: Effects of Early and Later Retention in Grade. Journal of Educational Psychology, 104, 580-602
Peterson, L., & Hughes, J. N. (2011). Differences between retained and promoted children in educational services received prior to and after retention year. Psychology in the Schools, 48, 156-165
Li*, Y, Hughes, J. N., Kwok, O, & Hsu*, H. (2011). Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student support. Psychological Assessment
Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. Elementary School Journal, 112, 38-60
Faith, M. A., Fiala, S. E., Cavell, T. A., & Hughes, J. N. (2011). Mentoring highly aggressive children: Pre-post changes in mentors' attitudes, personality, and attachment tendencies. Journal of Primary Prevention, 32, 253-270
Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32, 278-287
Hughes, J. N., Wu, W., & West, S. G. (2011) Teacher Performance Goal Practices and Elementary Students’ behavioral Engagement: A Developmental Perspective. Journal of School Psychology, 49, 1-23
Hughes, J. N., & Barrois, L. (2010). The Developmental Implications of Classroom Social Relationships and Strategies for Improving Them. In Doll, B., Pfohl, W., & Yoon, J. (E.)Handbook of Youth Prevention Science (pp. 194-217). New York: Routledge.
Hughes, J. N., Chen, Q., Thoemmes, F., & Kwok, O. (2010) An investigation of the relationship between retention in first grade and performance on high stakes test in 3rd grade. Educational Evaluation and Policy Analysis, 32, 166-182
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-Risk Children: Additive and Interactive Effects. Early Childhood Research Quarterly, 25, 51-64
Wu, W., West, S. G., & Hughes, J. N. (2010). Effect of grade retention in first grade on psychosocial outcomes and school relationships. Journal of Educational Psychology, 102,135-152
Hughes, J. N., *Chen, Q., Thoemmes, F., & Kwok, O. (2010). Effect of retention in first grade on performance on high stakes test in 3rd grade. Educational Evaluation and Policy Analysis, 32, 166-182
*Chen, Q., Hughes, J. N., Liew, J., & Kwok, O. (2010). Joint contributions of peer acceptance and peer academic reputation to achievelment in academically at risk children: Mediating processes. Journal of Applied Developmental Psychology, 31, 448-459
Wu, J., Hughes, J. N. & Kwok, O. (2010). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48, 337-355
*Wu, J., Hughes, J, N., & Kwok, O. (2010). Teacher student relationships types in Grade 3: Effects on trajectories for achievement and engagement in grades 4-6. Journal of School Psychology, 48, 357-387
Liew, J., Chen, Q., & Hughes, J. N. (2009). Child effortful control, teacher-student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 23, 51-64
Luo, W., Hughes, J. N., Kwok, O., & Liew, J. (2009). Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories. The Elementary School Journal, 109, 380-405
Luo, W., Hughes, J., Liew, J., & Kwok, O. (2009). Classifying first grade children into engagement types: Association with long-term achievement trajectories. Elementary School Journal, 109, 380-405
Hughes, J. N., Dyer, N., *Luo, W., & Kwok, O. (2009). Effects of peer academic reputation on achievement in academically at-risk elementary students. Journal of Applied Developmental Psychology, 30, 182-194
Allen, C., Chen, Q., Willson, V., & Hughes, J. N. (2009). Quality of design moderates effects of grade retention on achievement: A meta-analytic, multi-level analysis. Educational Evaluation and Policy Analysis, 31, 480-499
Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. (2008). Adaptive/effortful control and academic self-efficacy beliefs on literacy and math achievement: A longitudinal study on 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526.*
Cavell, T. A., Elledge, C. L., Malcolm, K., Faith, M., & Hughes, J. N. (in press). Relationship Quality and the Mentoring of Aggressive, High-Risk Children. Journal of Clinical Child and Adolescent Psychology
Wu, W., West, S. G., & Hughes, J. N. (2008). Short-term effects of grade retention on the growth rate of Woodcock-Johnson III Broad Math and Reading Scores. Journal of School Psychology, 46, 85-105
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1-14.
Hughes, J. N., & Zhang, D. (2007). Effects of the Structure of Classmates’ Perceptions of Peers’ Academic Abilities on Children’s Academic Self-Concept, Peer Acceptance, and Classroom Engagement. Journal of Contemporary Educational Psychology, 32, 400-419.
Hughes, J.N., Loyd, L., & Buss, M. (2007). Empirical and theoretical support for an updated model of mental health consultation for schools. In W. P. Erchul & S. M. Sheridan (Eds.). Handbook of research in school consultation: Empirical foundations for the field (pp 343-360). Lawrence Erlbaum Associates, Inc.
Hill, C. R. & Hughes, J. N. (2007). Further evidence of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire. School Psychology Quarterly, 22, 380-406.
Calvo, B., Hughes, J.N., Montero, T.M., May, M., & Tafoya, N. (2007). Preparing young children for a successful transition to school: Resilience in Mexican and Mexican-American families living in colonias along the U.S.-Mexico border. In R. Esteinou (Ed.), Family Strengths and Risks in Two Contexts: USA and Mexico. Mexico City: CIESAS (pp 330-340).
Kwok, O., Hughes, J. N., & Luo, W. (2007). Role of Resilient Personality on First Grade Students’ Current and Future Achievement. Journal of School Psychology, 45, 61-82.
Hughes, J. N., & Kwok, O. (2007). The influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51.
Gleason, K.A., Kwok, O., & Hughes, J. N. (2007). The short-term effect of grade retention on peer relations and academic performance of at-risk first graders. The Elementary School Journal, 107, 327-340.
Hughes, J. N., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students’ peer acceptance: A prospective analysis. Journal of School Psychology, 43, 465-480.
Hamilton, S.F., Hamilton, M.A., Hirsch, B.J., Hughes, J., King, J. & Maton, K. (2006). Community contexts for mentoring. Journal of Community Psychology 34 (6) 727-746.
Snyder, D. K., Simpson, J. A., & Hughes, J. N.(Eds.). (2006). Emotion Regulation in Couples and Families: Pathways to Dysfunction and Health. Washington, DC: American Psychological Association.
Wong, S.W., & Hughes, J. N. (2006). Ethnicity and language contributions to dimensions of parent involvement. School Psychology Review. 35, 645-662.
Hughes, J., & Hill, C. R. Lying. (2006) In G. Bear & K. Minke (Eds). Children's needs III: Understanding and addressing the developmental needs of children (pp 159-170). Silver Springs, MD: National Association of School Psychologists.
Snyder, D. K., Hughes, J. N., & Simpson, J. A. (2006). Family emotion regulation processes: Implications for research and intervention. In D. K. Snyder, J. A. Simpson, & J. N. Hughes (Eds.). Emotion regulation in couples and families: Pathways to dysfunction and health (pp. 291-305). Washington, DC: American Psychological Association.
Hughes, J. N., Zhang, D., & Hill, C. R. (2006). Peer Assessments of Normative and Individual Teacher-Student Support Predict Social Acceptance and Engagement Among Low-Achieving Children. Journal of School Psychology, 43, 447-463.
Willson, V., & Hughes, J. N. (2006). Retention of Hispanic/Latino Students in First Grade: Child, Parent, Teacher, School, and Peer Predictors. Journal of School Psychology 44, 31-49.
Hughes, J.N., Cavell, T.A., Meehan, B.T., Zhang, D., & Collie, C. (2005). Adverse school context moderates the outcomes of selective interventions for aggressive children. Journal of Consulting and Clinical Psychology, 73, 731-736.
Hughes, J. N., Gleason, K., & Zhang, D. (2005). Relationships as predictors of teachers' perceptions of academic competence in academically at-risk minority and majority first-grade students. Journal of School Psychology, 43, 303-320.
Hughes, J.N., Meehan, B.T., & Cavell, T.A. (2004). Development and validation of a gender-balanced measure of aggression-relevant social cognition. Journal of Clinical and Adolescent Psychology, 33, 292-301.
Heidgerken, A., Hughes, J.N., Cavell, T.A., & Willson, V. (2004). Direct and indirect effects of parenting and childrens goals on child aggression. Journal of Clinical Child and Adolescent Psychology, 33, 684-693.
Schneider, J., Cavell, T.A., & Hughes, J.N. (2003). A sense of containment: Potential moderator of the relation between parenting practices and children's externalizing behaviors. Development and Psychopathology, 15, 95-118.
Oxford, M, Cavell, T.A., & Hughes, J.N. (2003). Callous/unemotional traits moderate the relation between ineffective parenting and child externalizing problems: A partial replication and extension. Journal of Clinical Child and Adolescent Psychology, 32, 577-585.
Hughes, J.N. (2003). Commentary: Participatory action research leads to sustained school and community improvement. School Psychology Review, 32, 38-44.
Meehan, B.T., Hughes, J.N., & Cavell, T.A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74, 1145-1157.
Hughes, J.N. (2002). Authoritative teaching: tipping the balance in favor of school versus peer effects. Journal of School Psychology, 40, 485-492.
Ang, R.P. & Hughes, J.N. (2002). Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation. School Psychology Review, 31, 164-185.
Hughes, J.N., Cavell, T.A., & Prasad-Gaur, A., (2001). A Positive view of peer acceptance in aggressive youth risk for future peer acceptance. Journal of School Psychology, 39, 289-302.
Riccio, C. A., & Hughes, J. N. (2001). Established and emerging models of psychological services in the schools. In J. N. Hughes, J. C. Conoley, & A. La Greca (Eds.), Handbook of psychological services to children and adolescents (pp. 63-88). Oxford Press.
Hughes,J.N., Cavel,T.A., and Willson,V. (2001). Further Support for the Developmental Significance of the Quality of the Teacher-Student Relationship, Journal of School Psychology 39 (4), 289-301.
Hughes, J. N., LaGreca, A., & Conoley, J. C. (Eds.) (2001). Handbook of psychological services for children and adolescents. New York: Oxford University Press.
Prasad-Gaur, A., Hughes, J. N., & Cavell, T. C. (2001). Implications of aggressive children's positively biased relatedness views for future relationships. Child Psychiatry and Human Development, 31, 215-231.
Hughes, J. N., Hasbrock, J. E., Serdahl, E., Heidgerken, A., & McHaney, L. (2001). Responsive systems consultation: A preliminary evaluation of implementation and outcomes. Journal of Educational and Psychological Consultation, 12, 179-202.
Hughes, J. N. (2000). Reconsideration of the role of theory in psychosocial intervention. Journal of School Psychology, 38, 389-401.
Cavell, T. A., & Hughes, J. N. (2000). Secondary prevention as context for assessing change processes in aggressive children. Journal of School Psychology 38, 199-235.
Yoon, J., Hughes, J., Thompson, B., & Gaur, A. (2000). Social cognition in aggressive children: A meta-analytic review. Cognitive and Behavioral Practice 6, 320-331.
Yoon, J., Hughes, J., Cavell, T., & Thompson, B. (2000). Social cognitive differences between aggressive-rejected and aggressive-non-rejected children. Journal of School Psychology, 38, 551-570.
Hughes, J. (2000). The role of theory in the science of treating children. Journal of School Psychology, 38, 301-330.
Arnold, M. & Hughes, J. N. (1999). First do no harm: Adverse effects of grouping deviant youth for skills training. Journal of School Psychology, 37, 99-115.
Hughes, J. N., Cavell, T.A., & Jackson, T. (1999). Influence of teacher-student relationship on child conduct problems: A prospective study. Journal of Clinical Child Psychology, 28, 173-184.
Henington, C., Hughes, J. N., Cavell, T. C., & Thompson, B. (1999). The role of relational aggression in identifying aggressive boys and girls. Journal of School Psychology, 36, 457-477.
Edens, J. F., Cavell, T. A., & Hughes, J. N. (1999). The self-systems of aggressive children: A cluster-analytic investigation. Journal of Child Psychology and Psychiatry and Allied Disciplines, 40, 441-453.
LaGreca, A. M., & Hughes, J. N. (1999). United we stand, divided we fall: The education and training needs of clinical child psychologists. Journal of Clinical Child Psychology, 28, 435-447.
Spilt, J. L. & Hughes, J. N. (in press). African American Children At-Risk of Increasingly Conflicted Teacher-Student Relationships in Elementary School. School Psychology Review
Hughes, J. N., Im, M., & Wehrly, S. E. (in press). Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes. Journal of School Psychology
Cham, H., West, S. G., Hughes, J. N., & Im, M. (in press). Effect of retention in elementary grades on grade 9 motivation for educational attainment. Journal of School Psychology.
*Cerda, C., Im, M., & Hughes, J. N. (in press). Learning-Related Skills and Academic Achievement in Academically at-Risk First Graders. Journal of Applied Developmental Science.
Wu, J., & Hughes, J. N. (in press). Teacher Network of Relationships Inventory: Measurement Invariance Across Ages 6 to 15. School Psychology Quarterly.
Dr. AMANDA JENSEN-DOSS
Lopez, M. A., Osterberg, L. D., Jensen-Doss, A., & Rae, W. A. (2011) Training for providers under mandated use of an evidence-based practice. Administration and Policy in Mental Health and Mental Health Services Research, 38, 301-312
Jensen-Doss, A. & Weisz, J.R. (2008). Diagnostic agreement predicts treatment process and outcomes in youth mental health clinics. Journal of Consulting and Clinical Psychology, 76, 711-722
Rae, W.A., Jensen Doss, A., Bowden, R., Mendoza, M. & Banda, T. (2008). Prescription privileges for psychologists: Opinions of pediatric psychologists and pediatricians. Journal of Pediatric Psychology, 33, 176 - 184.
Jensen Doss, A., Cook, K.T. & McLeod, B.D. (2007). Diagnostic issues. In D. Reitman (Ed.) Handbook of Psychological Assessment, Case Conceptualization and Treatment, Child Volume (pp. 25-52). Hoboken, NJ: John Wiley & Sons.
Jensen Doss, A. & Billy, T. (2007). Empirically supported treatments. In Encyclopedia of Special Education, 3rd edition (Vol. 2, pp. 828-829). Hoboken, NJ: John Wiley & Sons.
Jensen Doss, A. (2007). Evidence-based practice. In Encyclopedia of Special Education, 3rd edition (Vol. 2, pp. 865-866). Hoboken, NJ: John Wiley & Sons.
Hawley, K.M. & Jensen Doss, A. (2007). Evidence-based psychological interventions for emotional and behavioral disorders. In M.L. Wolraich, P H. Dworkin, D.D. Drotar, & E.C. Perrin (Eds.) Developmental-Behavioral Pediatrics: Evidence and Practice (pp. 240-259). Philadelphia, PA: Elisevier.
Weisz, J.R., Jensen Doss, A., & Hawley, K.M. (2006). Evidence-based youth psychotherapies versus usual clinical care: A meta-analysis of direct comparisons. American Psychologist, 61, 671-689.
Jenson Doss, A. & Weisz, J.R. (2006). Syndrome co-occurrence and treatment outcomes in youth mental health clinics. Journal of Consulting and Clinical Psychology, 74, 416-425.
Weisz, J.R., Jensen, A.L., & McLeod, B.D. (2005). Development and dissemination of child and adolescent psychotherapies: Milestones, methods, and a new deployment-focused model. In E.D. Hibbs & P.S. Jensen ((Eds.) Psychosocial Treatments for child and adolescent disorders: Empirically-based approaches, 2nd edition. Washington DC: American Psychological Association.
Jensen Doss, A. (2005). Evidence-based diagnonsis: Incorporating diagnostic instruments into clinical practice. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 947-952.
Jensen Doss, A. (2005). Is comorbidity really a problem for dissemination of evidenced-based treatments for youth? The Behavior Therapist, 28, 160-161.
Weisz, J.R., Jensen Doss, A., & Hawley, K.M. (2005). Youth psychotherapy outcome research: A review and critique of the literature. Annual Review of Psychology, 56, 337-363.
Weisz, J.R., Hawley, K.M., & Jensen Doss, A. (2004). Evidence update: Empirically tested psychotherapies for youth internalizing and externalizing problems and disorders. Psychiatric Clinics of North America, 13, 729-815.
Jensen, A.L. & Weisz, J.R. (2002). Assessing match and mismatch between practitioner-generated and standardized interviewer-generated diagnoses for clinic-referred children and adolescents. Journal of Consulting and Clinical Psychology, 70, 158-168.
Weisz, J.R. & Jensen, A.L. (2001). Efficacy and effectiveness of psychotherapy with children and adolescents. European Child and Adolescent Psychiatry, 10, 112-118.
Weisz, J.R., Southam-Gerow, M.A., Gordis, E., Connor-Smith, J.K., Chu, B.C., Langer, D.A., McLeod, B.M., Jensen-Doss, A., Updegraff, A., Weiss, B. (in press). Cognitive-behavioral therapy versus usual clinical care for youth depression: An initial test of transportability to community clinics and clinicians. Journal of Consulting and Clinical Psychology.
Jensen-Doss, A., Hawley, K.H., Lopez, M., & Osterberg, L.D. (in press). Using evidence-based treatments: The experiences of youth providers working under a mandate. Professional Psychology: Research and Practice.
Jensen Doss, A., Cusack, K.J., & de Arellano, M.A. (in press). Workshop-based training in trauma-focused CBT: An in-depth analysis of impact on provider practices. Community Mental Health Journal.
Dr. JOYCE E. JUNTUNE
Kaya, F., Juntune, J. & Stough, L. (2015). Intelligence and its relationship to achievement. Elementary Education Online, 14(3), 1060-1078.
Juntune, J. (2009). Internships. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity, and Talent (Vol. 1, pp. 488-489). Thousand Oaks, CA: SAGE
Juntune, J. (2009). Presidential Scholars. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity, and Talent (Vol. 2, pp. 704-705). Thousand Oaks, CA: SAGE
Juntune, J., & Warne, R. (2009). Recent trends in gifted identification in Texas. Tempo, 29(4).
Juntune, J. (2009). Structure of Intellect. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity, and Talent (Vol. 2, pp. 836-838). Thousand Oaks, CA: SAGE.
Juntune, J. (2009). Theory of Positive Disintegration. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity, and Talent (Vol. 2, pp. 689-691). Thousand Oaks, CA: SAGE.
2008, History of Gifted Education in Texas.(with S. Tyrrell) in TAGT Research Division (Ed.), The State of Gifted Education in Texas (pp. 10-15). Austin, TX: Texas Association for Gifted and Talented.
2006, Developing critical thinking within the content areas: A handbook for teachers, Moose Lake, MN: Creativity Services.
Juntune, J., Wycoff, M., Nash, W.R., & Mackay, L. (2003). Purposeful professional development: Planning positive experiences for teachers of the gifted and talented. Gifted Child Today, 26(4).
Juntune, J. (2000). Grids and formats for developing critical and creative thinking (2nd ed.). Moose Lake, MN: Creativity Services.
Juntune, J., & Nash, W.R. (1999). Blending a middle school magnet program for gifted students with a regular middle school program. NASSP Bulletin, vol. 83, no. 609.
Juintune, J. 1999. Moving beyond the creative thinking skills, Tempo, vol. 19 no.3.
Juntune, J. 1998. The In-House Staff Development Model: A plan for effective change, Tempo, vol. 18 no. 2.
Dr. STEPHANIE L. KNIGHT
Loving, C., Knight, S., Schielack, J., & Stuessy, C. (2012). Creating synergy through a shared research agenda, Ch. 6. In Schielack, J., & Knight, S. (eds.), The new science education leadership: An IT-based learning ecology model, pp. 69-80. New York: Teachers College Press
Stuessy, C., & Knight, S. (2012). Creating synergy through integrated professional development, Ch. 4. In Schielack, J., & Knight, S. (eds.), The new science education leadership: An IT-based learning ecology model, pp. 39-51. New York: Teachers College Press
Simmons, M., Wu, X.B., Knight, S., & Lopez, R. (2007). Assessing the use of field- and GIS-based inquiry on student attitude and conceptual knowledge in an undergraduate ecology laboratory. Journal of Biological Education.
Knight, S., & Stallings, J. (2007). The implementation of the Accelerated School Model in an Urban Elementary School. In R. Allington & S. Walmsley (Eds.), No quick fix: Rethinking Literacy Programs in America’s Elementary Schools: The RTI Edition. (pp. 236-251). New York: Teachers’ College Press.
Thompson, B., & Knight, S. (2006). Determining the Food Irradiation Beliefs of Community Nutrition Educators: Do Beliefs Influence Educational Outreach? Journal of Nutrition Education and Behavior, 38(1), 50-55.
Wiseman, D., Knight, S., and Cooner (2005). Becoming a teacher in a field-based setting: An introduction to education and classrooms. (3rd edition). Belmont, CA: Wadsworth
Knight, S., & Wiseman, D. (2005). Lessons learned from a research synthesis on the effects of teachers' professional development on culturally diverse students. In H. Waxman, & K. Tellez (Eds.), Improving teacher quality for English language learners. Hillsdale, NJ: Erlbaum.
Knight, S., & Wiseman, D. (2005). Profesional Development for teachers of diverse students: A summary of the research. Journal of Education for Students Placed At Risk, 10(4), 387-405.
Thompson, B., Knight, S. (2005). The impact of a mulit-component professional development training on the beliefs and behaviors of community health and educators regarding food irradiation. Health Education and Behavior, 32 (6).
Knight, S.L. & Kurz, R. (2005). Understanding human development. In C. Henry & J. Nath (Eds.), Becoming a middle school and high school teacher in Texas, 4-20. Belmont, CA: Wadsworth.
Kurz, T. & Knight, S. (2004). An exploration of the relationship among teacher efficacy, collective teacher efficacy, and goal consensus. Learning Environments Research, 7(2), 111-128.
Knight, S. L., Pedersen, S. & Peters, W. (2004). Connecting the university with a professional development school: Pre-service teachers' attitudes toward the use of compressed video. Journal of Technology and Teacher Education, 12(1), 139-154.
Knight, S.L., & Smith, R.G. (2004). Development and use of a classroom observation instrument to investigate teaching for meaning in diverse classrooms. In Waxman, H., Tharp, R.G., & Hilberg, R.S.(eds.), Observational research in U.S. classrooms. New York: Cambridge University Press. (ISBN: 05218 14537)
Knight, S. (2004). Improving teaching and learning in urban schools. Journal of Public Management and Social Policy. 10(1), 23-37.
Knight, S., & Wiseman, D. (2004). Lessons learned from a research synthesis on the effects of teachers' professional development on culturaly diverse students. The LSS Review, 3(1), 12-14.
Knight, S.L. (2003). An introductory primer and hierarchial linear modeling. In B. Thompson (Eds.), Advances in Social Science Methodology (Vol. 6). Stanford, CT: JA1 Press.
Knight, S.L. & Erlandson, D.A. (2003). Harnessing complexity: A framework for analyzing school reform. Planning and Changing, 34(3 &4), 178-196.
Wiseman, D. & Knight, S. (Eds.) (2003). Linking school university collaboration and K-12 student outcomes. Washington DC: American Association of Colleges of Teacher Education.
Knight, S.L., & Wiseman, D. (2003). Making the case: Lessons learned from school-university partnership research. In Wiseman, D., & Knight, S. (Eds.) Linking school university collaboration and K-12 student outcomes (pp. 166-200). Washington DC: American Association of Colleges of Teacher Education.
Knight, S.L., & Boudah, D. (2003). The impact of teachers’ participation in collaborative research on secondary students’ classroom behaviors and engagement. In Wiseman, D., & Knight, S. (Eds), Linking school university collaboration and K-12 student outcomes (pp. 131-165). Washington DC: American Association of Colleges of Teacher Education.
Knight, S.L., & Rackley, R. (2003). Understanding human development. In C. Henry and J. Nath, 2nd Ed. (eds.), Becoming an EC-4 teacher in Texas (pp. 3-20). Belmont, CA: Wadsworth. ISBN: 0534603009
Knight, S.L., & Boudah, D. (2003). Using Participatory Research and Development to impact student outcomes. In Wiseman, D., & Knight, S. (Eds, The impact of school-university collaboration on K-12 student outcomes. Washington DC: American Association of Colleges of Teacher Education.
Wiseman, D., Knight, S., and Cooner, D. (2002). Becoming a Teacher in a Field Based Setting. (2nd edition). Belmont, CA: Wadsworth.
Wiseman, D., Knight, S., Cooner, D. (2002). Field-Based Teacher Education. (2nd edition). Belmont, CA: Wadsworth.
Boudah, D.J., & Knight, S.L., Kostohryz, C., Welch, N., Laughter, D. & Branch, R. (2000). Collaborative research in inclusive classrooms: An investigation with reflection by teachers and researchers. Teacher Education and Special Education, 239(3), 24-252.1.
Knight, S.L., & Smith, R.G. (2000). Development and use of a classroom observation instrument to investigate teaching for meaning in diverse classrooms. In Waxman, H., Tharp, R.G., & Hilberg, R.S.(eds.), New directions for observational research in culture.
Knight, S.L. (2000). Understanding human development. In C. Henry and J. Nath (eds.), Becoming a teacher in Texas. Belmont, CA: Wadsworth.
Knight, S., Wiseman, D., & Cooner, D. (2000). Using collaborative teacher research to determine the impact of professional development school activities on elementary students' math and writing outcomes. Journal of Teacher Education, 51(1).
Boudah, D. & Knight, S.L. (1999). Creating learning communities of research and practice: Participatory research and development. In D. Byrd, & J. McIntyre (Eds.), Research on professional development schools: Teacher education yearbook VII (pp. 97-114).
Knight, S.L., & Kneese, C. (1999). Examining student perceptions in four instructional programs for students at risk. Teaching and Change.,7(1),17-32.
Knight, S., DeLeon, N., & Smith, R. (1999). Using multiple data sources to evaluate an alternative scheduling model. High School Journal,83(1), 1-13.
Wiseman, D., Cooner, D., & Knight, S. (1998). Field-Based Teacher Education. Belmont, CA: Wadsworth.
Knight, S.L. & Stallings, J. (1998). Increasing the academic and social success of children, youth, and families: Case study of an alternative program. Multi-service schools: Integrated services for children and youth at risk (pp.99-114). The Netherlands:
Dr. OI-MAN KWOK
Kwok, O., *Im, M., Hughes, J. N., Wehrly, S. E., & West, S. G. (2016). Testing statistical moderation in research on home-school partnerships: Establishing the boundary conditions. In S. M. Sheridan & E. M. Kim (Eds.), Research on Family-School Partnerships: An Interdisciplinary Examination of State of the Science and Critical Needs (Volume III: Family-School Partnerships in Context) (pp.79-107). New York, NY: Springer.
Chen, L.S., Goodson, P., Jung, E., Popoola, O., Kwok, O.M., Muenzenberger, A. (2015). A survey of Texas Health Educators[48]19 family health history-based practice. Am J Health Behav 39(5): 632-639.
Oslund, E.L., Simmons, D.C, Hagan-Burke, S., Simmons, L.E., Coyne, M.D., Kwok, O., & Taylor, A. (2015). Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability? Learning Disability Quarterly, 38, 3-14. [5-yr IF: 1.440]
*Hsu, H-Y., Kwok, O., Acosta, S., & Lin, J-H. (2015). Detecting misspecified multilevel SEMs using common fit indices: A Monte Carlo study. Multivariate Behavioral Research, 50, 197-215. [ISI 2014 impact factor: 2.477]
Simmons, D. C., Kim, M., Kwok, O., Coyne, M. D., Simmons, L. E., Oslund, E., Fogarty, M., Hagan-Burke, S., Little, M. E., & Rawlinson, D. (2015). Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention. Journal of Learning Disabilities, 48, 255-270
*Lai, M. H. C., & Kwok, O. (2015). Examining the rule of thumb of not using multilevel modeling: The [48]1CDesign effect smaller than two[48]1D rule. The Journal of Experimental Education, 83, 423-438. [ISI 2014 impact factor: 1.087]
Hughes, J. N., *Im, M., Kwok, O., Cham, H., & West, S. G. (2015). Latino students[48]19 transition to middle school: Role of bilingual education and school ethnic context. Journal of Research on Adolescence, 25, 443-458.
Elliott, T. R., Hsiao, Y. Y., Kimbrel, N., Meyer, E., DeBeer, B., Gulliver, S., Kwok, O. M., & Morrisette, S. (2015). Resilience, traumatic brain injury, depression and posttraumatic stress among Iraq/Afghanistan war veterans. Rehabilitation Psychology, 60, 263-276. 2014 Impact factor = 1.84
Kim, E., Yoon, M., *Luo, W., Yao, W., & Kwok, O. (2015). Within-level group factorial invariance in multilevel data: Multilevel factor mixture and multilevel MIMIC models. Structural Equation Modeling: A Multidisciplinary Journal, 22, 603-616
Liew, J., Lench, H. C., Kao, G., Yeh, Y., & Kwok, O. (2014). Avoidance temperament and social-evaluative threat in college students[48]19 math performance: A mediation model of math and test anxiety. Anxiety, Stress, & Coping, 27, 650[48]13661. [ISI 2013 impact factor: 1.692]
*Chen, Q., Hughes, J. N. & Kwok, O. (2014). Differential growth trajectories for achievement among children retained in first grade: A growth mixture model. The Elementary School Journal, 114, 327–353. [ISI 2014 impact factor: 1.083]
Chen, L. S., Goodson, P, Jung, E., Muenzenberger, A., Xu, L., Kwok, O., Li, M. (2014). Effectiveness of a Genomics Web-based training for health educators in Texas. Genetics in Medicine, 16, 271–278 [ISI 2014 impact factor: 7.329]
Hughes, J. N., *Im, M., Cham, H., Kwok, O.M., & West, S.G. (2014). Latino students[48]19 school engagement at the transition to middle school: Role of bilingual education and school ethnic context. Journal of Research on Adolescence. Early View published on-line April 22, 2014. DOI: 10.1111/jora.12142
Liew, J., Kwok, O., Chang, Y., Chang, B. W., and Yeh, Y. (2014). Parental autonomy support predicts academic achievement through emotion-related self-regulation and adaptive skills in Chinese American adolescents. Asian American Journal of Psychology, 5, 214-222.
*Lai, M. H .C., & Kwok, O. (2014). Standardized mean differences in two-level cross-classified random effect models. Journal of Educational and Behavioral Statistics, 39, 282[48]13302. [ISI 2013 impact factor: .1.016]
Burke, M. D., Davis, J., Hagan-Burke, S., Lee, Y., Kwok, O., & Fogarty, M. (2014). Universal screening for social behavior risk in middle school using SWPBS expectations. Journal of Positive Behavior Interventions, 16, 5-17
*Wu, J., *Lee, Y., Kwok, O., & Willson, V. L. (2014). Using design-based latent growth curve modeling with cluster-level predictors to address dependency. Journal of Experimental Education, 82, 431[48]13454. [ISI 2013 impact factor: .720
Coyne, M. D., Simmons, D., Hagan-Burke, S., Simmons, L. E., Kwok, O., *Kim, M., Fogarty, M., Oslund, E., Taylor, A., Capozzoli-Oldham, A., Ware, S., Little, M. E., & Rawlinson, D. M. (2013). Adjusting beginning reading intervention based on student performance: An experimental evaluation. Exceptional Children, 80, 25-44
Duran, J., *Zhou, Q., Frew, L., Kwok, O., & Benz, M.R. (2013). Disciplinary exclusion and students with disabilities: The mediating role of social skills. Journal of Disability Policy Studies, 24, 15-26. [ISI 2013 impact factor: 1.095]
Chen LS, Goodson P, Jung E, Muenzenberger A, Xu L, Kwok OM, Li M (2013). Effectiveness of a Web-based genomics training for health educators in Texas. Genetics in Medicine
Hughes, J. N., Kwok, O., & *Im, M. (2013). Effect of retention in first grade on parents educational expectations and children[48]19s academic outcomes. American Educational Research Journal, 50, 1336-1359
Frew, L., *Zhou, Q., Duran, J., Kwok, O., & Benz, M.R. (2013). Effect of school-initiated parent outreach activities on parent involvement in school events. Journal of Disability Policy Studies, 24, 27-35. [ISI 2013 impact factor: 1.095]
Hagan-Burke, S., Coyne, M. D., Kwok, O., Simmons, D. C., Kim, M., Simmons, L. E., Skidmore, S. T., Hernandez, C. L., & Ruby, M. M. (2013). Effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading instruction. Journal of Learning Disabilities. 46, 260-277.
Simmons, D. C., *Kim, M., Kwok, O., Coyne, M. D., Simmons, L. E., *Oslund, E., *Fogarty, M., Hagan-Burke, S., Little, M. E., & Rawlinson, D. (2013). Examining the effects of linking student performance and progression in a tier 2 kindergarten reading intervention. Journal of Learning Disabilities.
Merchant, Z., Goetz, E., Keeney-Kennicutt, W., Kwok, O., Cifuentes, L., & Davis, T, J. (2013). Exploring 3-D virtual reality technology for spatial ability and chemistry achievement, Journal of Computer Assisted Learning, 29, 579-590
Blake, J.J., Lund, E.M., Qiong, Z., Kwok, O., & Benz, M.R. (2013). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210-222
Bowman-Perrott, L., Benz, M. R., *Hsu, H., Kwok, O., *Eisterhold, L., & Zhang, D. (2013).Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS National dataset. Journal of Emotional and Behavioral Disorders, 21(2), 83-96. (Published online first October 13, 2011.)
Simmons, D. C., Taylor, A. B., *Oslund, E. L., Simmons, L. E., Coyne, M. D., Little, M. E., Rawlinson, D. M., Hagan-Burke, S., Kwok, O., & Kim, M. (2013). Predictors of at-risk kindergarteners’ later reading difficulty: Examining learner-by-intervention interactions. Reading and Writing: An Interdisciplinary Journal. Advance online publication. doi:10.1007/s11145-013-9452-5
Coyne, M. D., Little, M. E., Rawlinson, D. M., Simmons, D. C., Kwok, O., *Kim, M, Simmons, L. E., Hagan-Burke, S., & Civetelli, C. (2013). Replicating the impact of a supplemental beginning reading intervention: The role of instructional context. Journal of Research on Educational Effectiveness, 6, 1-23
*Im, M. H., Hughes, J. N., Kwok, O. M., *Puckett, S., & *Cerda, C. (2013) Effect of retention in elementary grades on transition to middle school. Journal of School Psychology
Little, M. E., Rawlinson, D., Simmons, D. C., Kim, M., Kwok, O., Hagan-Burke, S., Simmons, L. E., *Fogarty, M., *Oslund, E., & Coyne, M. D. (2012). A comparison of responsive interventions on kindergarteners' early reading achievement. Learning Disabilities Research and Practice, 27, 189-202
Keller-Margulis, M. A., Clemens, N. H., *Im, M., Kwok, O., & Booth, C. (2012). Curriculum-based measurement yearly growth rates: An examination of English language learners and native English speakers. Learning and Individual Differences, 22, 799-805
Keller-Margolis, M., Clemens, N.H., *Im, M., Kwok, O., & Booth, C. (2012). Differential rates of student growth on reading curriculum-based measurement in a diverse sample. Learning and Individual Differences, 22, 799-805
Spilt, J. L., Hughes, J. N., Wu, J.Y., & Kwok, O (2012). Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children’s academic success. Child Development, 83, 1117-14630
Spilt, J. L., Hughes, J. N., *Wu, J., & Kwok, O. (2012). Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children's academic success. Child Development, 83, 1180-1195
Li, Y., Hughes, J. N., Kwok, O., & *Hsu, H. (2012). Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student relationship support. Psychological Assessment, 24, 54-65
Hughes, J. N., Wu, Jerry, Kwok, O., Villarreal, V., & Johnson, A.Y.( 2012). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 104, 350-365
Blake, J. J., Lund, E. M., *Zhou, Q., Kwok, O., & Benz, M. R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210-222
Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., *Simmons, L., Kwok, O., *Johnson, C., & Coyne, M. D. (2012). Predicting kindergarteners’ response to early reading intervention: An examination of progress-monitoring measures. Reading Psychology, 33, 78-103
Kim, E., [020]Kwok, O., & Yoon, M. (2012). Testing factorial invariance in multilevel data: A Monte Carlo study. Structural Equation Modeling, 19, 250-267
Kim, E., Kwok, O., & Yoon, M. (2012). Testing factorial invariance in multilevel data: A Monte Carlo study. Structural Equation Modeling, 19, 250-267. [ISI 2012 impact factor: 4.240]
*Luo, W., & [020]Kwok, O. (2012). The Consequences of Ignoring Individuals' Mobility in Multilevel Growth Models: A Monte Carlo Study. Journal of Educational and Behavioral Statistics, 37, 31-56
Kim, E., †Kwok, O., & Yoon, M. (2012). Testing factorial invariance in multilevel data: A Monte Carlo study. Structural Equation Modeling, 19, 250- 267
*Merchant, Z., Goetz, E., Keeney-Kennicutt, W., Kwok, O., Cifuentes, L., & Davis, T. J. (2012). The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59, 551- 568
Burke, M. D., Davis, J., Lee, Y., Hagan-Burke, S., Kwok, O., & Sugai, G. (2012). Universal screening for behavioral risk in elementary schools using SWPBS Expectations. Journal of Emotional and Behavioral Disorders, 20, (1) 38-54
*Wu, J., & [020]Kwok, O. (2012). Using structural equation modeling to analyze complex survey data: A comparison between design-based single-level and model-based multi-level approaches. Structural Equation Modeling, 19, 16-35
Hagan-Burke, S., Kwok, O., *Zou, Y., *Johnson, C., Simmons, D. C., & Coyne, M. D. An examination of problem behaviors and reading outcomes in kindergarten students. Journal of Special Education, 45, 131-148
Zhu, X., Lee, C., Kwok, O., & Varni, J. (2011). Context-specific correlates of walking to school: Do they vary be neighborhoods and populations? Journal of Physical Activity and Health, 8 (Suppl 1), s59-s71
*Hsu, H., Zhang, D., Kwok, O., & Li, Y. (2011). Distinguishing the influences of father and mother's involvement on adolescent academic achievement: Analyses of Taiwan Education Panel Survey data. Journal of Early Adolescence, 31, 694-714
Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L.E, Johnson, C., Zou, Y., Taylor, A. B., McAlenney, A. L., Ruby, M., & Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response. Exceptional Children, 77, 207-228
Liew, J., Xiang, P., Johnson, A. Y.*, & Kwok, O. (2011). Effortful persistence and body mass as predictors of running achievement in children and youth: A longitudinal study. Journal of Physical Activity and Health, 8, 234-243
Li*, Y, Hughes, J. N., Kwok, O, & Hsu*, H. (2011). Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student support. Psychological Assessment
West, S. G., Ryu, E., Kwok, O., & Cham, H. (2011). Multilevel modeling: Current and future applications in personality research. Journal of Personality, 79, 2-50
Bowman-Perrott, L., Benz, M.R., Hsu, H.Y., Kwok, O., Eisterhold, L.A., & Zhang, D. (2011). Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS national data set. Journal of Emotional and Behavioral Disorders
Zhang, D., Benz, M. R.., Kwok, O., *Hsu, H., Y., & Bowman-Perrott, L. (2011). The impact of basic-level parent engagements on student achievement: Patterns associated with race/ethnicity and SES. Journal of Disability Policy Studies, 22(1), 28-39
Hughes, J. N., Chen, Q., Thoemmes, F., & Kwok, O. (2010) An investigation of the relationship between retention in first grade and performance on high stakes test in 3rd grade. Educational Evaluation and Policy Analysis, 32, 166-182
Burke, M. D., *Zou, Y. & Kwok, O. (2010). A structural equation model using sublexical fluency measures to predict emerging reading ability. Remedial and Special Education, 31, 385-399
Hughes, J. N., *Chen, Q., Thoemmes, F., & Kwok, O. (2010). Effect of retention in first grade on performance on high stakes test in 3rd grade. Educational Evaluation and Policy Analysis, 32, 166-182
Johnson, C. L., Resch, J. A., Villarreal, V., Elliott, T. R., Kwok, O., Berry, J. W., & Underhill, A. T. (2010). Family satisfaction predicts life satisfaction trajectories over the first five years after traumatic brain injury. Rehabilitation Psychology, 55, 180-187
Kwok, O., West, S. G., & Ryu, E. (2010). Hierarchical Linear Modeling. In N. J. Salkind (Ed.), Encyclopedia of Research Design (pp.567-571). Thousand Oaks, CA: Sage.
*Chen, Q., Hughes, J. N., Liew, J., & Kwok, O. (2010). Joint contributions of peer acceptance and peer academic reputation to achievelment in academically at risk children: Mediating processes. Journal of Applied Developmental Psychology, 31, 448-459
*Luo, W., & Kwok, O. (2010). Proportional modeled variance in cross-classified random effects models. Sociological Methods and Research, 39, 188-205
Wu, J., Hughes, J. N. & Kwok, O. (2010). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48, 337-355
*Wu, J., Hughes, J, N., & Kwok, O. (2010). Teacher student relationships types in Grade 3: Effects on trajectories for achievement and engagement in grades 4-6. Journal of School Psychology, 48, 357-387
*Chen, Q., Kwok, O., *Luo, W., & Willson, V. L. (2010). The impact of ignoring a level of nesting structure in multilevel growth mixture models: A Monte Carlo study. Structural Equation Modeling, 17, 570-589
Zhang, D.D., Landmark, L.J., Reber, A., *Hsu, H., Kwok, O., & Benz, M. R. (2010). University faculty knowledge, beliefs, and practices in providing adequate services to students with disabilities. Remedial and Special Education, 31, 276-286
Kwok, O., *Luo, W., & West, S. G. (2010). Using modification indices to detect turning points in longitudinal data: A Monte Carlo study. Structural Equation Modeling, 17, 216-240
Burke, M. D., Zou, Y., & Kwok, O. A. (2009). A structural equation model using sublexical fluency measures to predict emerging reading ability. Remedial and Special Education
Luo, W., Hughes, J. N., Kwok, O., & Liew, J. (2009). Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories. The Elementary School Journal, 109, 380-405
Luo, W., Hughes, J., Liew, J., & Kwok, O. (2009). Classifying first grade children into engagement types: Association with long-term achievement trajectories. Elementary School Journal, 109, 380-405
Hughes, J. N., Dyer, N., *Luo, W., & Kwok, O. (2009). Effects of peer academic reputation on achievement in academically at-risk elementary students. Journal of Applied Developmental Psychology, 30, 182-194
Hughes, J. N., Dyer, N., Luo, W., & Kwok, O. (2009). Effects of peer academic reputation on achievement in academically at-risk elementary students. Journal of Applied Developmental Psychology, 30,182-194. PubMed ID: 19617931
Luo, W., & Kwok, O. (2009). Impacts of ignoring a crossed factor in analyzing multilevel data with cross-classified structures: A Monte Carlo study. Multivariate Behavioral Research, 44, 182-212.
Burke, M. D., Hagan-Burke, S., Kwok, O., & Parker, R. (2009). Path Analysis of early literacy indicators from middle of kindergarten to end of second grade. Journal of Special Education, 42, 209-226
Burke, M.D., Hagan-Burke S., Kwok, O., & Parker, R. (2009). Predictive Validity of Early Literacy Indicators from Kindergarten to Second Grade. The Journal of Special Education.
Resch, J. A., Villareal, V., Johnson, C., Elliott, T., Kwok, O., Berry, J., & Underhill, A. (2009). Trajectories of life satisfaction in the first five years following traumatic brain injury. Rehabilitation Psychology, 54, 51-59.
Tong, F., Lara-Alecio, R., Irby, B. J., Mathes, P., & Kwok, O. (2008). Accelerating early academic oral English development in transitional bilingual and structured English immersion programs. American Educational Research Journal, 45, 1011-1044.
Kwok, 0., Underhill, A,, Berry, J. W., Luo, W., Elliott, T., & Yoon, M. (2008). Analyzing longitudinal data with multilevel models: An example with individuals living with lower extremity intra-articular fractures. Rehabilitation Psychology, 53, 370-386.
Sousa, K. H., Kwok, O. & Ryu, E., & Cook, S. W. (2008). Confirmation of the validity of the HAQ-DI in two populations living with chronic illnesses. Journal of Nursing Measurement, 16, 31-42.
Chen, L., Kwok, O., & Goodson, P. (2008). Health Educators Likelihood of Adopting Genomic Competencies into Health Promotion: A Structural Equation Modeling Analysis. American Journal of Public Health, 98, 1651-1657.
Simmons, D., Coyne, M., Kwok, O., McDonagh, S, Harn, B., & Kame’enui, E. (2008). Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities, 41, 143-158.
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1-14.
Chen, L.S., Kwok O.M., Goodson, P. (2008). U.S. Health Educators' Likelihood of Adopting Genomic Competencies into Health Promotion. American Journal of Public Health, 98(9):1651-1657. (IS1 2007 impact factor: 3.61)
Sousa, K. H., Ryu, E., Kwok, O., Cook, S. W., & West, S. G. (2007). Development of a model to measure symptom status in persons living with rheumatoid arthritis. Nursing Research, 56, 434-440.
Kwok, O., Hughes, J. N., & Luo, W. (2007). Role of Resilient Personality on First Grade Students’ Current and Future Achievement. Journal of School Psychology, 45, 61-82.
Kwok, O., West, S. G., & Green, S. B. (2007). The Impact of Misspecifying the Within-Subject Covariance Structure in Multiwave Longitudinal Multilevel Models: A Monte Carlo Study. Multivariate Behavioral Research,42, 557-592.
Hughes, J. N., & Kwok, O. (2007). The influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51.
Gleason, K.A., Kwok, O., & Hughes, J. N. (2007). The short-term effect of grade retention on peer relations and academic performance of at-risk first graders. The Elementary School Journal, 107, 327-340.
Smith, C. L., Eisenberg, N., Spinrad, T. L., Chassin, L., Morris, A. S., Kupfer, A., Liew, J., Cumberland, A., Valiente, C., & Kwok., O. (2006). Children’s Coping Strategies and Coping Efficacy: Relations to Parent Socialization, Child Adjustment, and Familial Alcoholism. Development and Psychopathology, 18, 445-469.
Hughes, J. N., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students’ peer acceptance: A prospective analysis. Journal of School Psychology, 43, 465-480.
Khoo, S., West, S. G., Wu, W., & Kwok, O. (2006). Longitudinal Methods. In M. Eid & E. Diener (Eds.), Handbook of Psychological Measurement: A Multimethod Perspective (pp.301-317). Washington, DC: APA.
Sousa, K. H., & Kwok, O. (2006). Putting Wilson and Cleary to the test: Analysis of a HRQOL conceptual model using structural equation modeling. Quality of Life Research, 15, 725-737.
Sousa, K. H., Tann, S., & Kwok, O. (2006). Reconsidering the Assessment of Symptom Status in HIV-AIDS Care. Journal of the Association of Nurses in AIDS Care, 17, 36-46.
Tann, S.S., Sousa, K.H., & Kwok, O. (2005). Cross-Cultural Model Testing: Quality of Life in a Latino Population Living with HIV. Hispanic Health Care International, 3(2), 103-115.
Kwok, O., Haine, R., Sandler, I.N., Wolchik, S.A., Ayers, T.S., & Tein, J. (2005). Parenting as a mediator of the relations between mental health problems of bereaved parents and their children. Journal of Clinical Child and Adolescent Psychology, 34(2), 260-271.
Millsap, R. E., & Kwok, O. (2004). Evaluating the impact of partial factorial invariance on selection in two populations. Psychological Methods, 9(1), 93-115.
Biesanz, J.C., West, S.G., & Kwok, O. (2003). Personality over time: Methodological approaches to the study of short-term and long-term development and change. Journal of Personality, 71(6), 905-941.
Sandler, I.N., Ayers, T.S., Wolchik, S.A., Tein, J., Kwok, O., Haine, R., Twohey, J.L., Suter, J., Lin, K., Padgett-Jones, S., Lutzke, J.R., Cole, E., & Griffin, W.A. (2003). The family bereavement program: Efficacy evaluation of a theory-based prevention program for parentally-bereaved children and adolescents. Journal of Consulting and Clinical Psychology, 71(3), 587-600.
West, S.G., Biesanz, J.C., & Kwok, O. (2003). Within subject and longitudinal experiments: design and analysis issues. In C. Sansone, C.C. Morf, & A.T. Panter (Eds.), Handbook of Methods in Social Psychology (pp. 287-312). Thousand Oaks, CA: Sage.
Kwok, O. (2001). Reviewing sample size estimation in OLS Regression. Bulletin of the Hong Kong Statistical Society, 24(2), 13-20.
Hagan-Burke, S., Soares, D. A., Gonzalez, J. E., Zhu, L., Davis, H. S., Kwok, O., Pollard-Durodola, S. D., Saenz, L. M., Resendez, N. M. (in press). Associations between problem behaviors and vocabulary skills among Hispanic dual-language learners in pre-K. Topics in Early Childhood Special Education
Kim, M., Kwok, O., Yoon, M., Willson, V. L., & Lai, M. H. C. (in press). Specification search for identifying the correct mean trajectory in latent growth models: A Monte Carlo study. Journal of Experimental Education
LEENA LANDMARK
Stough, L. M., Montague, M. L, Landmark, L. M., & Williams-Diehm, K. L. (2015). Persistent classroom management training needs of experienced teachers. Journal of the Scholarship of Teaching and Learning, 15(5), 36-48
Landmark, L. J., & Zhang, D. (2013). Compliance and best practices in transition planning: Effects of disability and ethnicity. Remedial and Special Education, 34, 113-125. doi: 10.1177/0741932511431831
Grenwelge, C., Zhang, D., & Landmark, L. (2010). Comprehensive leadership training for youth with disabilities: A new and improved youth leadership forum model. TEACHING Exceptional Children, 42(4), 61-68
Zhang, D., Landmark, L., Grenwelge, C., & Montoya, L. (2010). Self-determination practices among culturally diverse families: Parental perspectives. Education and Training in Developmental Disabilities, 45, 175-186
Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33, 165-176
Zhang, D.D., Landmark, L.J., Reber, A., *Hsu, H., Kwok, O., & Benz, M. R. (2010). University faculty knowledge, beliefs, and practices in providing adequate services to students with disabilities. Remedial and Special Education, 31, 276-286
Dr. RAFAEL LARA-ALECIO
Irby, B. J., *Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2015). Informal individual learning via virtual professional development: A proposal for massive open online professional informal individual learning (MOOPIL). In F. Nafukho and B. J. Irby, (Eds.), Handbook of innovative technology integration in higher education. Hershey, PA: IGI Global (authored with student)
Tong, F., Luo, W., Irby, B.J. Lara-Alecio, R., & Rivera, H. (2015, on-line first). Investigating the impact of professional development on teachers[48]19s instructional time allocation and English learners[48]19 cognitive and academic language development: A multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism. Doi:10.1080/13670050.2015.1051509 [ISI 2014, Impact Factor 1.027]
Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2015). Measuring and comparing academic language development and conceptual understanding via science notebooks. Journal of Educational Research.
Irby, B. J., Lunenburg, F. C., Lara-Alecio, R., & Tong, F. (2015). Qualitative Critique: A Heuristic Tool for Doctoral Students to Use in Improving their Research Skills. Journal of Education and Literature, 3(4), 147-158.
*Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F. (2015). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 1-17. DOI: 10.1007/s10763-015-9640-7
Irby, B. J., Abdelrahman, N, Tang, S., Yang, P., Phuong, T., Tong, F., & Lara-Alecio, R.. (2015). Science achievement among economically challenged students in the United States: A scoping analysis. In A. Simone (Ed.), Inclusion in Science Education. Nova Publishing. NY, USA.
Tong, F., Lara-Alecio, R., & Irby, B. J. (2015). Teachers perception of virtual professional development in a randomized control trial. International Journals of New Technology and Research, 1(7), 58-61.
*Ramos, N.A., Irby, B. J. Brown, G., Tong, F., & Lara-Alecio, R. (2015). The impact of teachers[48]19s native language on English language learners[48]19s Reading achievement in English and Spanish. International Journal of Education, 3(1), 1-15
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). A longitudinal study of integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research. doi:10.1080/00220671.2013.833072
Tong, F., Irby, B. J., Lara-Alecio, R., *Guerrero, C., *Fan, Y., & *Huerta, M. (2014). A randomized study of literacy integrated science intervention for low SES middle school students: Findings from first year implementation. International Journal of Science Education. doi: 10.1080/09500693.2014.883107
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & *Fan, Y. (2014). Computer assisted English language learning in Costa Rican elementary school: An experimental study. Computer Assisted Language Learning (CALL). doi:10.1080/09588221.2014.903977
*Huerta, M., Lara-Alecio, R., Tong, F., & Irby, B. J. (2014). Developing and validating a science notebook rubric for fifth grade non-mainstream students. International Journal of Science Education, 36(11), 1849-1870. doi: 10.1080/09500693.2013.879623. [2013 Impact Factor 1.516]
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5), 410-426. doi:10.1080/00220671.2013.833072. [2013 ISI 5-year impact factor: 1.282]
Corcoran, R. P., Ross, S. M., Irby, B. J., Tong, F., Lara-Alecio, R., & *Guerrero, C. (2014). ELLA-V and technology usage in an English language and literacy acquisition validation randomized controlled trial study. World Journal of Educational Technology, 6(3), 291-307.
Corcoran, R. P., Ross, S. M., Irby, B. J., Tong, F., Lara-Alecio, R., & *Guerrero, C. (2014). Technology usage in an English language and literacy acquisition validation randomized controlled trial study. World Journal of Educational Technology, 6(3), 291-307.
Irby, B. J., Tong, F., Lara-Alecio, R., *Guerrero, C., *Jimenez, D., & *Lopez, T. (2014). What works for learners and their teachers in second language learning classrooms. In P. R. Cook, (Ed.), Educational trends: A symposium in Belize, Central America (pp. 80-91). Newcastle, UK: Cambridge Scholars Publishing
Irby, B. J., Tong, F., Lara-Alecio, R., & Rodriguez, L. (2013). An early childhood case: Montessori bilingual pre-kindergarten education and brain-based learning. In T. Jones (Ed.), Education in a brain world: A roadmap to natural learning in schools. Lanham, MD: Rowman & Littlefield
Lara-Alecio, Irby, B., Tong, F. & *Guerrero, C. (2013). Cognitively demanding level questions developed for Edusmart Science Software
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Content Analysis of the Frog Street Assessment. Frog Street Press
Irby, B. J., Tong, F., Polnick, B., Lara-Alecio, R., *Fan, Y. (2013). Early identification of English language learners for gifted education programs using the Hispanic Bilingual Gifted Screening Instrument: Teacher differences in judgments of students by gender. He Kupu Journal, 3(3), 89-99.
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Reliability Analysis of the Frog Street Assessment. Frog Street Press
Irby, B., Brown, G., Lara-Alecio, R. & Jackson, S. (2013). Handbook of Educational Theories, Charlotte, NC: Information Age Publishing
Irby, B. J., Lara-Alecio, R., & Tong, F. (2013). Ten tips for working with infants and toddlers who are dual language learners. In Willis, C. (Ed). Learn every day building strong foundations for infants, toddlers, and twos (pp. 100-116). Lewisville, NC: Kaplan Early Learning.
*Fultz, M., Lara-Alecio, R., Irby, B.J., & Tong, F. (2013). The Hispanic bilingual gifted screening instrument: A validation study. Multicultural Issues Journal, 10(1), 1-26
Lara-Alecio, R., Irby, B. J., & Tong, F. (2013). The transitional bilingual pedagogical theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and S. Jackson (Section Ed.) The handbook of educational theories (pp.1129-1138). Charlotte, NC: Information Age Publishing
Lara-Alecio, R., Tong, F., Irby, B.J., *Guerrero, C., *Huerta, M, & *Fan, Y. (2012). An experimental study of science intervention among middle school English learners: Findings from first year implementation. Journal of Research in Science Teaching, 49(8), 987-1011
*Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B.J. (2012). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading, 35(1), 87-113
Irby, B. J., *Guerrero, C., Rafael-Alecio, R., Tong, F., & Rodrguez, L. (2012). High-quality Professional development for teachers of English language learners. School Leadership Review, 7(1) 36-46
*Contreras-Vanegas, A. L., Lara-Alecio, R., Tong, F., Irby, B. J., & Pollard-Durodola, S. (2012). The inter-rater reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). Applied Educational Research Journal, 25(3), 1-13
Irby, B. J., Tong, F., Nichter, M, Lara-Alecio, R., *Hassey, F., & *Guerrero, C. (2011). Hispanic English learners’ self esteem related to instructional program type, language of instruction, and gender. TABE Journal, 13(1), 26-48
*Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B. J. (2011). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, G. P. (2011). The effects of an instructional intervention on dual language development among first grade Hispanic English learning boys and girls: A two-year longitudinal study. Journal of Educational Research, 104, 87-99
Irby, B. J., Tong, F., & Lara-Alecio, R. (2011). The symbiotic relationship between bilingual education and multicultural education. Multicultural Perspectives, 13(3), 130-137
Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, G. P. (2010). Hispanic English learners' response to a longitudinal English instructional intervention and the effect of gender: A multilevel analysis. The Elementary School Journal, 110(4), 542-566
Lara-Alecio, R., Irby, B. J., Calvo-Buezas, T., & Guerrero II, T (2010). Immigration in the United States and Spain: Considerations for educational leader (Eds.), Houston, TX: Rice University. QOOP Publishers
Lara-Alecio, R., & Irby, B.J. (2010). La relacin simbitica de la educacin bilingUe inclusiva y la educacin multicultural. In T. Calvo-Buezas & I. Gentil Garca (Eds.), Inmigrantes en Estados Unidos y en Espaa: Protagonistas en el siglo XXI (445-457). Spain: Ediciones Eunate
Irby, B., Tong, F., Lara-Alecio, R., Mathes, P., Acosta, S., & Guerrero, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English Language Learners’ Performance on a State Reading Achievement Test. TABE Journal, 12(1), 1-42
Irby, B. J., & Lara-Alecio, R. (2010). Upon the schoolhouse steps: Immigration and education. In R. Lara-Alecio, B. J. Irby, T. Calvo Buezas, & T. Guerrero (Eds.), Immigration in the United States and Spain: Considerations for educational leaders. (55-64). Houston, TX: Rice University. QOOP Publishers.
Lara-Alecio, R., Tong, F., Irby, J. B., & Mathes, P. (2009). Teachers' pedagogical differences among bilingual and structured English immersion kindergarten classrooms in a randomized trial study. Bilingual Research Journal, 32(1), 77-100.
Tong, F., Lara-Alecio, R., Irby, B. J., Mathes, P., & Kwok, O. (2008). Accelerating early academic oral English development in transitional bilingual and structured English immersion programs. American Educational Research Journal, 45, 1011-1044.
Ezquierdo, J.J., Irby, B., & Lara-Alecio, R. (Spring 2008). Initial screening for gifted and talented programs: Increasing participation of Hispanic English language learners. TEMPO, 28(2), pp. 25-29
Tong, F., Irby, B., Lara-Alecio, R., & Mathes, P. (2008). The effectiveness of a three-year longitudinal randomized trial study on Hispanic bilingual students’ English and Spanish acquisition. Hispanic Journal of Behavioral Sciences, 30(4), 500-529.
Irby, B.J., Quiros, A., Lara-Alecio, R., Rodriguez, L., & Mathes, P. (2008). What administrators should know about a research-based oral language Development Intervention for English Language Learners: A Description of Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition--STELLA. International Journal of Educational Leadership Preparation, 3(2). Retrieved on September 4, 2008, from http://cnx.org/content/m17321/latest/
Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). A Primer on Quality Indicators of Distance Education. Health Promotion Practice OnlineFirst, October.
Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). Development of an Instrument to Assess Student Opinions of the Quality of Distance Education Courses. American Journal of Distance Education, 21(3), 145-164.
McNamara, J., Lara-Alecio, R., Irby, B., Hoyle, J., & Tong, F. (2007). Doctoral Program Issues: Commentary on Companion Dissertations. In C. Mullen, T. Creighton, F. Dembowski, & S. Harris (Eds.) The handbook of doctoral programs in educational administration: Issues and challenges. NCPEA Press. Retrieved from the Connexions Web site: http://cnx.org/content/m14542/1.1/
Gabriel, A. M., Irby, B. & Lara-Alecio, R. (2007). Federal laws supporting services for gifted Hispanic/Latino/Mexican American English language learners: Considerations for policy and just practice. TABE Journal, 9(2), 136-149.
Irby, B., Tong, F., Lara-Alecio, R., Meyer, D., & Rodriguez, L. (2007). The critical nature of language of instruction compared to observed practices and high stakes tests in transitional bilingual classroom. Research in the Schools, 14(2), 27-36.
Helms, S., Irby, B., Lara-Alecio, R., & Mathes, P. (2006). Parents reflections of their childrens' participation in Project ELLA, a comparative study of English language learners in bilingual education and structured English immersion classrooms. TABE Journal, v. 9 #1, 35-45.
Lara-Alecio, R., & Irby, B. J. (2006). The culturally and linguistically diverse gifted. In C. Reynolds & E. Fletcher-Janzen (Eds.) (3rd edition), Encyclopedia of Special Education (Vol. 1, pp. 506-510). New York: John Willey & Son.
Bruhn, R., Irby, B., Lou, M., Thweatt, W.T., & Lara-Alecio, R. (2005). A model for training bilingual school counselors. Review of Research and Practice, 3 (145-161)
Rodriguez, L., Irby, B., Brown, G., Lara-Alecio, R., & Galloway, M. (2005). An analysis of second grade reading achievement in a pre-kindergarten Montessori bilingual program in an urban school district. NABE Journal for Research and Practice, 3. (45-65).
Lara-Alecio, R., Galloway, M., Mahadevan, L. Irby, B., Brown, G., & Gomez, L. (Spring 2005). Texas dual language program cost analysis. The Journal of the Texas Association for Bilingual Education, 8(1), 64-93
Schiller, P., Lara-Alecio, R., & Irby, B. (2004). The Bilingual Book of Rhymes, Songs, Stories, and Fingerplays. Beltsville, MD: Gryphon House, Inc.
Lara-Alecio, R., Galloway, M., Gomez, L., & Rodriguez, L. (2004). Two way immersion bilingual programs in Texas. Bilingual Research Journal, 28(1), 34-55.
Schiller, P., Irby, B., & Lara-Alecio, R. An Anthology of Stories, Games, Recipes, Flannel Board Stories, and Props, [Antologia de cuentos, juegos, y recetas]. (A bilingual Spanish/English kindergarten book). Work to be published by Gryphon House, Inc. Kathleen Charner, Editor-in-chief.
Irby, B., & Lara-Alecio, R. (2003) El Conejo Visitante. SRA-McGraw Hill, Columbus, OH.
Lara-Alecio, R., & Irby, B. (2003) El Raton Vaquero. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., & Lara-Alecio, R. (2003). Home Connections Resource Guide. The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "A". The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "B". The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "C". The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "D". The DLM Early Childhood Express. SRA-McGraw-Hill, Columbus, OH.
Schiller, P., Lara-Alecio, R., & Irby, B. (2003). Teacher's Resource Anthology. The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Lara-Alecio, R., & Irby, B. (2003) The Cowboy Mouse. SRA-McGraw Hill, Columbus, OH.
Irby, B., & Lara-Alecio, R. (2003) The Little Rabbit's Journey. SRA-McGraw Hill, Columbus, OH.
De la Colina, M. G., Parker, R. I., Hasbrouck, J. E., & Alecio, R. (2001). “An intensive intervention for at-risk bilingual readers." Bilingual Research Journal.
De la Colina, M.G., Parker, R., Hasbrouck, J.E., & Lara-Alecio, R., (2001). An intensive intervention in reading fluency for at-risk beginning Spanish readers. Bilingual Research Journal., 25(4), 417-452.
Lara-Alecio, R., & Irby, J.B. (2001). Bilingual and English as a Second Language Programs. In G. Schroth & M. Littleton. (Eds.), The Administration & Supervision of Special Program in Education. Kendall/Hunt: Iowa.
Irby, B. J., & Lara-Alecio, R. (2001). Educational policy and gifted/talented, linguistically diverse students. In J. A. Castellano & E. Díaz (Eds.), Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students (pp. 265-281). Needham Heights: Allyn & Bacon.
Lara-Alecio, R., Bass, J., & Irby, B.J. (2001). Ethnoscience: Considering Mayan Culture and Astronomy. The Science Teacher. 68, 3, 48-51.
Liu, P., Parker, R., Lara, R. (2001) Using Standarized Tests Unconventionally: Adapted Reading Assessment. Reading Improvement. 38(1), 28-37.
Lara-Alecio, R., & Irby, B. (2000). The Culturally and Linguistically Diverse Gifted, In Cecil Reynolds (Ed.). Encyclopedia of Special Education. New York: John Wiley & Son. Vol  1, 506-510.
Lara-Alecio, R., Parker, R., Mason, S., Avila, C., & Irby, B. J. (1999). Un estudio de evaluacion educativa usando manipulativos en el aprendizaje de las matem ticas con estudiantes Hispanos adquiriendo Ingl s acad mico como segundo lenguaje. [An evaluation study using manipulatives in the learning of mathematics with Hispanic students acquiring English as a second language]. Bilingual Research Journal, 22(2, 3 & 4), 215-235.
Lara-Alecio, R., Irby, B., & Morales-Aldana, L. (1998). An Arithmetic Lesson from the Maya Civilization. Teaching Children Mathematics. 5, 3, 154-159.
Lara-Alecio, R., Parker, R., Mason, S., Avila, C., & Irby, B. (1998) Un estudio de evaluación educativa usando manipulativos en el aprendizaje de las matemáticas con estudiantes Hispanos adquiriendo Inglés académico como segundo lenguaje.
Lara-Alecio, R., Morales-Aldana, L., & Irby, B. (1998). Enfoques, Tecnicas y Metodos en la Ensenanza de la Matematica. (Approaches, techniques, and methods for mathematics teaching]. Revista Universidad del Valle de Guatemala. 8, pp 10-16.
Lara-Alecio, R., Parker, R., Irby, B., Morales-Aldana, L. (1998) La Ensenanza de las matematicas a estudiantes hispanos que aprenden ingles como segunda lengua. El uso de material manipulable. Educacion Matematica. 10, 3, 37-64.
Bruce, K. L., Lara-Alecio, R., Parker, R., Hasbrouck, J. E., & Weaver, L., Irby, B. (1997). Inside transitional bilingual classrooms: Accurately describing the language learning process. Bilingual Research Journal, 21(2&3). www.brj.asu.edu/indexg.html.
Tong, F., Irby, B. J., Lara-Alecio, R., & *Guerrero, C. (in press, 2015). Invited Chapter. How professional learning can shape teachers[48]19 pedagogical delivery of science and language teaching in middle school classroom for English language learners. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer.
Lara-Alecio, R., Irby, J.B., & Perez Gabriel, A.M. (In press). An educational policy of the gifted/talented students: A profile. Special Edition, NYSABE Journal.
Zulmaris, D., Lara-Alecio, R., Mahadevan, M. & Irby, B. (In press). Are Texas universities taking action to recruit and retain bilingual/ESL teacher candidates? NABE Review of Research and Practice Journal.
Irby, B.J., Lunenburg, F., & Lara-Alecio, R. (in press). Curriculum decision making. In C. Kridel (Ed.) Encyclopedia of curriculum studies. Thousand Oaks, CA: Sage Publications
Irby, B.J., & Lara-Alecio, R. (in press). Distance education. In C. Kridel (Ed.) Encyclopedia of curriculum studies. Thousand Oaks, CA: Sage Publications.
Lara-Alecio, R., & Irby, B. (in press, 2015). El Raton Vaquero. A bilingual literacy book. Published by Frog street
Irby, B. J., Boswell, J., Abdelrahman, N., Lara-Alecio, Rf., & Tong, F. (in press, 2015). Horizons for mentoring. In B. F. Kochan (Ed.), Handbook on Mentoring, Springer
Tong, F., Irby, B. J., Lara-Alecio, R., & *Guerrero, C. (in press, 2015). Invited Chapter. How professional learning can shape teachers[48]19 pedagogical delivery of science and language teaching in middle school classroom for English language learners. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer.
Lara-Alecio, R., Koch, J., Irby, B. J., & Tong, F. (in press, 2015). Invited Chapter. How to measure big ideas in science for improving English language learners[48]19 conceptual understanding. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer
Irby, B. J., Lara-Alecio, R., Tong, F., & *Phuong, To Tam. (In press, 2015). Invited Chapter. The use of research-based ESL strategies with lower grade middle school English language learners in the science classroom. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer
*Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (in press, 2015). Measuring and comparing academic language development and conceptual understanding via science notebooks. Journal of Educational Research. [2013 5-year impact factor: 1.282]
Irby, B. J., Rodrguez, L., & Lara-Alecio, R. (in press, 2012). Montessori philosophy. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and S. Jackson (Section Ed.)The handbook of educational theories. Charlotte, NC: Information Age Publishing
Irby, B. J., Lunenburg, F. C., Lara-Alecio, R., & Tong, F. (in press, 2015). Qualitative Critique: A Heuristic Tool for Doctoral Students to Use in Improving their Research Skills. Journal of Education and Literature
Lara-Alecio, R., & Irby, B. (in press, 2015). The Cowboy Mouse. A bilingual literacy book. Published by Frog street.
*Spies, T., Tong, F., Lara-Alecio, R., & Irby, B. J. (in press, 2015). The influence of developing oral language on Reading comprehension of English language learners. International Journal of Current Research, 7(10)
Dr. DAVID M. LAWSON
Lawson, D. M. , Brossart, D. F., Shefferman, L. W. (2010). Assessing gender role of partner violent men using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2): Comparing Abuser Types. Professional Psychology, 41, 260-266
Lawson, D. M. & Brossart, D. F. (2009). Attachment, interpersonal problems, and treatment outcome in group therapy for intimate partner violence. Psychology of Men and Masculinity, 10, 288-301.
Brossart, D.F., & Lawson, D.M. & Kieffer, K.M. (2006). Factor analysis of the Personal Authority in the Family System Questionare. Journal of Marital and Family Therapy, 32, 439-449.
Lawson, D.M., & Brossart, D.F. (2004). The association between current intergenerational family relationships and sibling structure. Journal of Counseling and Development, 82, 472-482..
Lawson, D.M., & Brossart, D.F. (2004). The association between current intergenerational family relationships and sibling structure. Journal of Counseling and Development, 82, 472-482.
Lawson, D.M. & Brossart, D.F. (2004). The developmental course of personal authority in the family system. Family Process, 43, 391-409.
Lawson, D. (2003) Incidence, explanations, and treatment for partner abuse. Journal of Counseling and Development.
Lawson, D. M. & Brossart, D. F. (2003). Link among therapist and parent relationship, the working alliance, and therapy outcome. Psychotherapy Research, 13, 383-394.
Lawson, D., Weber, D., Beckner, M., Robinson, L., March, N., & Cool, A. (2003). Men who use violence: Intimate violence vs non-violence profiles. Victims and Violence.
Lawson, D.M., & Brossart, D. (2003). The relationship between counselor trainee, family of origin structure, and counseling effectiveness. The Clinical Supervisor, 22, 21-36.
Deegear, J., & Lawson, D. (2003) The utility of empirically supported treatments. Professional Psychology: Research and Practice, 34, 271-277.
Lawson, D. M., Dawson, T., Kieffer, K. M., Perez, L. M., Burke, J., & Kier, F. J. (2001). An integrated feminist/cognitive-behavioral and psychodynamic group treatment model for men who batter their partner. Psychology of Men and Masculinity, 2, 86-89.
Lawson, D.M., & Brossart, D. F. (2001). Intergenerational transmission: Individuation and intimacy across three generations. Family Process, 40, 429-442.
Lawson, D. M. (2001). The development of abusive personality: A trauma response. Journal of Counseling and Development, 79, 505-509.
Kier, F. J., & Lawson, D. (1999). A comparison of family of origin perceptions of doctoral student psychotherapists with doctoral students in other fields: Implications for training. The Family Journal, 7, 118-124.
Lawson, D. (1999). An intergenerational family approach. In D. M. Lawson & F. F. Prevatt (Eds.), Family therapy casebook. Pacific Grove, CA: Brooks/Cole.
Lawson, D., & Prevatt, F. F. (Eds). (1999). Family therapy casebook. Pacific Grove, CA: Brooks/Cole.
Lawson, D., & Sivo, S. A. (1998). Therapist trainee conjugal family experience, current intergenerational family relationships and the therapeutic alliance. Journal of Marital and Family Therapy, 24, 225-232.
Dr. JEFFREY LIEW
Raymond, D., Liew, J., & Hammond, T. A. (2015). A vision for education: Transforming how formal systems are taught within mass lectures using pen technology to create a personalized learning environment. In T. Hammond, S. Valentine, A. Adler, & M. Payton (Eds.), The Impact of Pen and Touch Technology on Education: Human-Computer Interaction Series (pp. 355-363). Switzerland: Springer International Publishing.
Weber, R. C., Johnson, A., Riccio, C. A., & Liew, J. (2015 Online First View). Balanced bilingualism and executive functioning in children. Bilingualism: Language and Cognition, xx, xx-xx. DOI 10.1017/S1366728915000553
Bench, S. W., Lench, H. C., Liew, J., Miner, K., & Flores, S. A. (2015). Gender gaps in overestimation of math performance. Sex Roles: A Journal of Research, 72, 536-546.
Diep, C. S., Lu, W., McKyer, E. L. J., Goodson, P., Guidry, J. J., Murano, P. S., & Liew, J. (2015). Influences of fruit and vegetable intake among Asian youth on Texas WIC. Health Behavior and Policy Review, 2(6), 429-437. doi: 10.14485/HBPR.2.6.3
Moed, A., Gershoff, E., Eisenberg, N., Hofer, C., Losoya, S., Spinrad, T., Liew, J. (2015). Parent-adolescent conflict as sequences of reciprocal negative emotion: Links with conflict resolution and adolescents' behavior problems. Journal of Youth and Adolescence, 44, 1607-1622
Diep, C. S., Foster, M., McKyer, E. L. J., Goodson, P., Guidry, J. J., & Liew, J. (2015). What are Asian-American youth consuming? A systematic literature review. Journal of Immigrant and Minority Health, 17, 591-604
Liew, J., Lench, H. C., Kao, G., Yeh, Y., & Kwok, O. (2014). Avoidance temperament and social-evaluative threat in college students[48]19 math performance: A mediation model of math and test anxiety. Anxiety, Stress, & Coping, 27, 650[48]13661. [ISI 2013 impact factor: 1.692]
Wehrly, S. E., Bonilla, C., Perez, M., & Liew, J. (2014). Controlling parental feeding practices and child body composition in ethnically and economically diverse preschool children. Appetite, 73, 163-171
Delen, E. Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320
Liew, J., Kwok, O., Chang, Y., Chang, B. W., and Yeh, Y. (2014). Parental autonomy support predicts academic achievement through emotion-related self-regulation and adaptive skills in Chinese American adolescents. Asian American Journal of Psychology, 5, 214-222.
Liew, J. (2014). Parenting and emotion regulation in the adaptive and academic competencies of Chinese American youth. International Society for the Study of Behavioral Development (ISSBD) Bulletin, 1, 65, 10-12.
Eisenberg, N, Hofer, C., Sulik, M. J., & Liew, J. (2014). The development of prosocial moral reasoning and a prosocial orientation in young adulthood: Concurrent and longitudinal correlates. Developmental Psychology, 50, 58-70.
Eggum N.D., Eisenberg, N., Reiser, M., Spinrad, T. L., Michalik, N. M., Valiente, C., Liew, J. ,& Sallquist, J. (2012). Relations over time among children’s shyness, emotionality, and internalizing problems. Social Development ,21, 109-129.
Arghode, V., Yalvac, B., & Liew, J. (2013). Teacher empathy and science education: A collective case study. Eurasia Journal of Mathematics, Science, & Technology Education, 9, 89-99
Diep, C. S., Foster, M., McKyer, E. L. J., Goodson, P., Guidry, J. J., & Liew, J. (2013). What are Asian-American youth consuming? A systematic literature review. Journal of Immigrant and Minority Health
Valiente, C., Eisenberg, N., Haugen, RG, Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children's effortful control and academic achievement: Mediation through social functioning. Early Education and Development, 22, 411-433
Liew, J., Xiang, P., Johnson, A. Y.*, & Kwok, O. (2011). Effortful persistence and body mass as predictors of running achievement in children and youth: A longitudinal study. Journal of Physical Activity and Health, 8, 234-243
Liew, J., Johnson, A. Y.*, & Smith, T. R.*, Thoemmes, F. (2011). Parental expressivity, child physiological and behavioral regulation, and child adjustment: Testing a three-path mediation model, Early Education and Development, 22, 549-573
Liew, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., Haugen, R., Kupfer, A., Reiser, M., Smith, C. L., Lemery-Chalfant, K., & Baham, M. E. (2011). Physiological regulation and fearfulness as predictors of young children's empathy-related reactions. Social Development, 20, 111-134.
McTigue, E., & Liew, J. (2011). Principles and practices for building self-efficacy in middle grades Language-Arts classrooms. Clearing House, 84. 114-118
Liew, J., Castillo, L. G., Chang, B.W.*, & Chang, Y.* (2011). Temperament, self- regulation, and school adjustment in Asian American children. In F. Leong, L. Juang, D. B. Qin, & H. E. Fitzgerald (Eds.), Asian American and Pacific Island Children's Mental Health, Volume 1: Development and Context (pp. 119-139). Westport, CT: Praeger Publishers
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-Risk Children: Additive and Interactive Effects. Early Childhood Research Quarterly, 25, 51-64
Turner, E. A., & Liew, J. (2010). Children's adjustment and child mental health service use: The role of parents' attitudes and personal service use in an upper middle class sample. Community Mental Health Journal, 46, 231-240
Liew, J. & McTigue, E. (2010) Educating the whole child: The role of social and emotional development in achievement and school success. In L. E. Kattingon (Ed.), Handbook of Curriculum Development, New York: Nova Science Publishers. (e-book)
*Chen, Q., Hughes, J. N., Liew, J., & Kwok, O. (2010). Joint contributions of peer acceptance and peer academic reputation to achievelment in academically at risk children: Mediating processes. Journal of Applied Developmental Psychology, 31, 448-459
Liew, J., Chang, Y. Kelly, L., and Yalvac, B. (2010). Self-regulated and social emotional learning in the multitasking generation. In Sahhuseyinoglu, D. and Dzintra, I. (Eds.), How Do Children Learn Best? (pp. 62-70). Ankara: Children's Research Center
McTigue, E. M., Washburn, E. K., & Liew, J. (2009) Academic resilience and reading: Building successful readers. The Reading Teacher, 62, 422-432.
Luo, W., Hughes, J., Liew, J., & Kwok, O. (2009). Classifying first grade children into engagement types: Association with long-term achievement trajectories. Elementary School Journal, 109, 380-405
Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., Zhou, Q., & Losoya, S. H. (2009). Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45, 988-1008
Sallquist, J. V., Eisenberg, N., Spinrad, T. L., Reiser, M., Hofer, C, Zhou, Q., Liew, J., & Eggum, N. (2009). Positive and negative emotionality: Trajectories across six years and relations with social competence. Emotion, 9, 15-28.
Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. (2008). Adaptive/effortful control and academic self-efficacy beliefs on literacy and math achievement: A longitudinal study on 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526.*
Eisenberg, N., Hofer, Spinrad, T., Gershoff, E. T., Valiente, C., Zhou, Q., Cumberland, A., Liew, J., Reiser, M., & Maxon, E. (2008). Understanding parentadolescent conflict discussions: Concurrent and across-time prediction from youths’ dispositions and parenting. Monographs of the Society for Research on Child Development, 73, 2, 1-180.
Smith, C. L., Spinrad, T. L., Eisenberg, N., Grieving, K., Liew, J., & Eggum, N. D. (2007). Anger and anger regulation. In E. I. Clausen (Ed.), Anger in Psychology (pp. 107-122). Hauppauge, NY: Nova Sciences Publishers, Inc.
Spinrad, T. L., Eisenberg, N., Gaertner, B., Popp, T., Smith, C., Kupfer, A., Greving, K., Liew, J., Hofer, C. (2007). Relations of maternal socialization and toddlers’ effortful control to the children’s adjustment and social competence. Developmental Psychology, 43, 1170- 1186.
Eisenberg, N., Michalik, N., Spinrad, T. L., Kupfer, A., Valiente, C., Hofer, C., Liew, J., & Cumberland, A. (2007). The relations of effortful control and impulsivity to children’s sympathy: A longitudinal study. Cognitive Development, 22, 544-567.
Smith, C. L., Eisenberg, N., Spinrad, T. L., Chassin, L., Morris, A. S., Kupfer, A., Liew, J., Cumberland, A., Valiente, C., & Kwok., O. (2006). Children’s Coping Strategies and Coping Efficacy: Relations to Parent Socialization, Child Adjustment, and Familial Alcoholism. Development and Psychopathology, 18, 445-469.
Eisenberg, N., Zhou, Q., Liew, J., Champion, C., Pidada, S. (2006). Emotion, emotion-related regulation, and social functioning. In X. Chen, D. French, & B. Schneider (Eds.), Peer relationships in cultural context. Cambridge University Press.
Valiente, C., Eisenberg, N., Spinrad, T., Reiser, M., Cumberland, A., Losoya, S., & Liew, J. (2006). Relations among mothers’ expressivity, children’s effortful control, and their problem behaviors: A four-year longitudinal study. Emotion, 6, 459-472.
Eisenberg, N., Zhou, Q., Spinrad, T.L., Valiente, C., Fabes, R.A. & Liew, J. (2005). Relations among positive parenting, children's effortful control, and externalizing problems from childhood to adolescence: A three-wave longitudinal study. Child Development, 76, 1055-1071.
Liew, J., Eisenberg, N., & Reiser, M. (2004). Preschoolers' effortful control and negative emotionality, immediate reactions to disappointment, and quality of social functioning. Journal of Experimental Child Psychology.
Eisenberg, N., Liew, J., & Pidada, S.U. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children's socioemotional functioning. Developmental Psychology, 40, 805-812.
Liew, J., Eisenberg, N., Losoya, S.H., Fabes, R.A., Guthrie, I.K., & Murphy, B. (2003). Children's physiological indices of empathy and their socioemotional adjusment: Does caregivers' expressivity matter? Journal of Family Psychology, 17, 584-597.
Boeckmann, R.J., & Liew, J. (2002). Hate speech: Asian American students' justice judgements and psychological resposes. Journal of Social Issues, 58, 363-381.
Eisenberg, n., Liew, J., & Pidada, S. U. (2001). The relations of parental emotional expressitivity to Indonesian children's quality of social functioning. Emotion, 1, 116-136.
Eisenberg, N., Pidada, S., & Liew, J. (2001). The relations of regulation and negative emotionality to Indonesian children's social functioning. Child Development, 72, 1747-1763.
Wen Luo
Tong, F., Luo, W., Irby, B., Lara, R., & Rivera, H. (2015). Investigating the impact of professional development on teachers' instructional time and English learners' language development: A multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2015.1051509
Luo, W., *Cappaert, K.J., & *Ning, L. (2015). Modelling partially cross-classified multilevel data. British Journal of Mathematical and Statistical Psychology, 68, 342-362
Kim, E. S., Yoon, M., *Wen, Y., Luo, W., & Kwok, O. (2015). Within-level group factorial invariance in multilevel data: Multilevel factor mixture and multilevel MIMIC models. Structural Equation Modeling, 22, 603-616.
Klein_Tasman, B. P., Janke, K. M., Luo, W., Casnar, C. L., Hunter, S. J., Tonsgard, J., et al. (2014). Cognitive and psychological phenotype of young children with neurofibromatosis-1. Journal of International Neuropsychological Society, 20, 88-98
Clemens, N.H., Hagan-Burke, S., Luo, W., Cerda, C.A., Blakely, A., Frosch, J., Gamez, B., & Jones, M. (in press). Investigating the validity of a computer-adaptive assessment of early reading in kindergarten. Manuscript in press, School Psychology Review.
Song, H., Kim, J., & Luo, W. (in press). Teacher-student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior. DOI: 10.1016/j.chb.2015.07.037
Dr. PATRICIA S. LYNCH
Lynch, P. S., & Vaquero, J. (2014). Natural Supports. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.) Encyclopedia of Special Education (4th ed.). New York: John Wiley & Sons.
Williams-Diehm, K. L., & Lynch, P. S. (2007). Student knowledge and perceptions of individual transition planning and process. The Journal for Vocational Special Needs Education, 29(3), 13-22.
High-Crawley, S., Lynch, P.S. & Vannest, K.J. (2006). The use of self-monitoring to reduce off-talk behavior and cross correlation examination of weekends and absences as an antecedent to off task behavior. Child and family behavior therapy, 28(2), 29-48.
Lynch, P.S., & Bruhl, S.D. (2005). Inclusion strategies for middle and high school settings. In P. Zionts, (Ed.) Inclusion strategies for students with learning and behavior problems (2nd ed.) Austin, TX: Pro Ed.
Lynch, P.S. (2001). A review of Life Centered Career Education Competency Assessment: Knowledge and Performance Batteries. In J.T. Kapes & E.A. Whitfield (Eds) A counselor's guide to career assessment instruments (94th ed.). Alexandria, VA; National Career Development Association.
Lynch, P., & Durbin, B. (2000). Transition planning for culturally and linguistically diverse students. In C. R. Reynolds & E. Fletcher-Janzen (Eds.) Encyclopedia of Special Education, (pp. 1822-1827). New York: John Wiley & Sons.
Palmer, D. J., Lynch, P. S., Parker, D., Viruru, R., Knight, S., Waxman, H., Alford, B., Brown, D. B., Rollins, K., Stillisano, J., Sadiq, H. M., Abu-Tineh, A. M. H., Nasser, R., Allen, N., Al-Binali, H., Ellili, M., Al-kateeb, H., Al-kubaisi, H. (in press). A classroom observational study of Qatar independent schools: Instruction and school reform. Journal of Educational Research. (In Press)
Dr. HEMA MAHADEVAN
Brossart, D.F., Parker, R.I., Olson, E.A., Mahadevan, L. (2006). The relationship between visual analysis and five statistical analyses in a simple AB single-case research design. Behavior Modification, 30, 531-563.
Brossart, D.F., Parker, R.I., Olson, E.A., Mahadevan, L. (In press) The relationship between visual analysis and five statistical analyses in a simple AB single-case research design. Behavior Modification.
SHELL MANEY
Vannest, K.J., Mason, B.A., Brown, L.M, Dyer, N., Maney, S., & Adiguzel, T. (2009) Instructional settings in science for students with disabilities: Implications for teacher training. Journal of Science Teacher Education, 20, 353-363.
ANITA L. MCCORMICK
Riccio, C. A., Yoon, H., & McCormick, A. S. (2013). Neuropsychological test selection. In J. M. Davis & R. C D’Amato (Eds.), Neuropsychology with Asian Americans (pp. ). New York: Springer
Gonzalez, J. E., Goetz, E. T., Hall, R. H., Payne, T., Taylor, A. B., Kim, M., & McCormick, A. S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24, 253-284
Sohn McCormick, A. (2011). Book Review of WISC-IV clinical assessment and intervention, (2nd ed.). Prifitera, A., Saklofske, D. H., & Weiss, L. G. (Eds.). New York: Elsevier. Journal of Psychoeducational Assessment
McCrudden, M. T., McCormick, M., & McTigue, E. (2011). Do the spatial features of an adjunct display that readers complete while reading affect their understanding of a complex system? International Journal of Science and Mathematics Education, 9(1), 163-185
Gonzalez, J. E., Taylor, A. B., McCormick, A. S., Villarreal, V., Kim, V., Perez, E., & Darensbourg, A., (2011). Exploring the underlying factor structure of the English version and Spanish translation of the "Familia" family literacy inventory: A cautionary tale. Early Childhood Research Quarterly
McCormick, M., & McTigue, E. (2011). Teacher read alouds make science come alive. Science Scope, 36, 41-45
Blake, J. J., Kim, E. S., McCormick, A. S. & Hayes, D. (2011). The dimensionality of social victimization: A preliminary investigation. School Psychology Quarterly.
Sohn McCormick, A. & Fournier, C. (2009). A framework for working with emotional and behavioral disorders: Considerations for trainers. In E. G. Vazquez, T. D. Crespi and C. A. Riccio. Handbook of education, training, and supervision of school psychologists in school and community vol. I. (pp. 291-306) New York: Routledge
Gonzalez, J. E., Goetz, E., Hall, B., Taylor, A., Payne, T., Kim, M. & McCormick, A (2009). An Evaluation of Early Reading First (ERF) Preschool Enrichment on Language and Literacy Skills. Reading and Writing.
McCormick, M.J., Tanguma, J. & Sohn, A.L. (Spring, 2003). Gender differences in beliefs about leadership capabilities: Exploring the glass ceiling phenomenon with self-efficacy theory. The Kravis Leadership Institute Leadership Review.
McCormick, M.J., Tanguma, J. & Sohn, A.L. (2002). Extending self-efficacy theory to leadership: A review and empirical test. Journal of Leadership Education,1, 1-15.
Gonzalez, J. E, Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., Perez, E., & Darrensbourg, A (in press). Exploring the underlying factor structure of the home literacy environment in the English and Spanish Versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly
Dr. JAMES F. MCNAMARA
Brossart, D. F., Meythaler, J. M., Parker, R. I., McNamara, J., & Elliott, T. R. (2008). Advanced regression methods for single-case designs: Studying propranolol in the treatment for agitation associated with traumatic brain injury. Rehabilitation Psychology, 53, 357-369.
McNamara, J., Lara-Alecio, R., Irby, B., Hoyle, J., & Tong, F. (2007). Doctoral Program Issues: Commentary on Companion Dissertations. In C. Mullen, T. Creighton, F. Dembowski, & S. Harris (Eds.) The handbook of doctoral programs in educational administration: Issues and challenges. NCPEA Press. Retrieved from the Connexions Web site: http://cnx.org/content/m14542/1.1/
McNamara, J.F. (2005). Getting good results from survey research: Part four. International Journal of Educational Reform.
McNamara, J.F. (2004). Getting good results from survey research: Part three. International Journal of Educational Reform.
McNamara, J.F. (2003). Collecting and analyzing decision-oriented data. In T.J. Kowalski (ed). Public relations in schools (3rd edition). (with A.W. Place and M. McNamara)
McNamara, J.F. (2003). Getting good results from survey research: part one. International Journal of Educational Reform.
McNamara, J.F. (2003). Getting good results from survey research: part two. International Journal of Educational Reform.
McNamara, J.F. (2001) Teaching Statistics in Principal Preparation Programs: Part Three. International Journal of Educational Reform.
Song, E.Y., Pruitt, B.E., McNamara, J.F. and Colwell, B. (2000). A Meta-Analysis Examining Effects of School Sexuality Education Programs on Adolescents' Sexual Knowledge, 1960-1997. Journal of School Health, 70, 413-416.
McNamara, J.F., Stuessy, C.L., McNamara, M. & Quenk, K. (2000). The Texas Poll of Elementary Teachers: Part Two. International Hournal of Educational Reform, 9(3), 204-278.
McNamara, J.F. and McNamara, M. (1999). Constructing New Measures in Program Evaluation. International Journal of Educational Reform. January 1999.
McNamara, J.F., Erlandson, D.A., & McNamara, M. (1999). Measurement and Evaluation: Strategies for School Improvement. Larchmont, JY: Eye on Education, Publishers.
McNamara, J.F., Stuessy, C.L, McNamara, M., & Quenk, K. (1999) The Texas Poll of Elementary Teachers: Part One. International Journal of Educational Reform, 8(2), 186-200.
McNamara, J. F., Morales, P., Kim, Y. and McNamara, M. (1998). Conducting Your First Meta-Analysis: An Illustrated Guide. International Journal of Educational Reform. October 1998.
McNamara, J.F. (1998). Constructing a Fact Sheet: The First Step in Planning a Meaningful Survey. International Journal of Educational Reform. April 1998.
McNamara, J.F. (1998). The Long-Term Effects of Smaller Classes in Elementary Schools. International Journal of Educational Reform. July 1998.
McNamara, J.F., Grossman, B.J., Lapierre, C.B. and Laija, W. (1998). The School Psychologist: A Source of Expertise Available to School Principals for Collaborative Problem Solving. International Journal of Educational Reform. January 1998.
MARCIA MONTAGUE
Stough, L. M., & Montague, M. L. (2015). How teachers learn to be classroom managers. In E. Emmer (Ed), Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum
Montague, M. L. (2015). Management of student grouping. In Scarlett, W. G. (Ed.) The SAGE Encyclopedia of Classroom Management. Sage Publications
Stough, L. M., Montague, M. L, Landmark, L. M., & Williams-Diehm, K. L. (2015). Persistent classroom management training needs of experienced teachers. Journal of the Scholarship of Teaching and Learning, 15(5), 36-48
Stough, L. M. & Montague, M. L. (2015). Teacher education and classroom management. In Scarlett, W. G. (Ed.) The SAGE Encyclopedia of Classroom Management. Sage Publications.
Stough, L. M. & Montague, M. L. (2014). Genetic counseling. In Reynolds, C., Vannest, K., & Fletcher-Janzen, E. (Eds.) Encyclopedia of Special Education (4th ed.). Hoboken, N.J.: John Wiley & Sons
Dr. KAREN L. MURPHY