[View Image] School of Education

Faculty Publications

Below is a list of our recent faculty peer-reviewed publications, both published and online first. It includes articles in national-level peer-reviewed journals, chapters in books, and books. Publication dates are from 2018 forward.

Abrams, L.M., Varier, D. & Mehdi, T. (2020). The intersection of school context and teachers’ data use practice: Implications for an integrated approach to capacity building. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2020.100868

Bae, C. L., & DeBusk-Lane. (2019). Engagement profiles in middle school: Implications for motivation and achievement in science. Learning and Individual Differences, 74.

Bae, C. L., Therriault, D. J., & Redifer, J. (2019). Investigating the testing effect: Retrieval as a characteristic of effective study strategies. Learning and Instruction, 60, 206-214.

Bae, C.L., & DeBusk-Lane, M.L.*. (2018). Stability of motivation belief profiles middle school science: Links to classroom goal structures and achievement. Learning and Individual Differences, 67, 91-104.

Boske, C., Elue, C., Osanloo, A. F., & Newcomb, W. S. (2018). Promoting inclusive holistic graduate admissions in educational leadership preparation programs. Frontiers in Education, Educational Leadership.

Broda, M., Yun, J., Schneider, B., Yeager, D.S., Walton, G.W., & Diemer, M. (in press). Reducing inequality in academic success for incoming college students: A randomized trial of growth mindset and belonging interventions. Journal of Research on Educational Effectiveness. DOI:10.1080/19345747.2018.1429037.

Clay, K.L. & Rubin, B.C. (2020) “I look deep into this stuff because it’s a part of me”: Toward a critically relevant civics education, Theory & Research in Social Education, 48:2, 161-181, DOI: 10.1080/00933104.2019.1680466

Cohen, J.D., Jones, W.M., & Smith, S. (2018). Preservice and Early Career Teachers’ Preconceptions and Misconceptions About Making in Education. Journal of Digital Learning in Teacher Education, 34(1), 31-42. doi.org/10.1080/21532974.2017.1387832.

Conroy, M.A., Sutherland, K. S., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications from a Randomized Controlled Trial of BEST in CLASS. American Education Research Journal Open, 4, 1-16. doi: 10.1177/2332858417750376.

Cuba, M.J. (2019). Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting. Intervention in School and Clinic. https://doi.org/10.1177/1053451219855736.

Cuba, M.J., Massaro, V.R., Waters, C., Watson, S., Cody, A.M., & Stemhagen, K. (2018). Beyond the label: Using a multilevel model of intersectionality to explore the educational experiences of Latino English learners. Journal of Latinos and Education, 1–16.

Daire A.P. (2020) Creating the Research Pipeline Through Mentorship and Self-Advocacy. In: Chapman D., Wilkerson A. (eds) From Student to Scholar. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-42081-9_13.

Daire, A.P., Tucker, K., Wheeler, N.J., Liu, X., Williams, B., Regal, R.A., Peoples, T. & Moumouris, T. (2020) Differences in relational distress following RE intervention for low-income couples with or without chronic illness. Counseling Outcome Research and Evaluation. (online first). DOI: 10.1080/21501378.2020.1737518.

Daire, A.P., Williams, B., Griffith, S-A. M., Wheeler, N., Tucker, K., Liu, X., Broyles, A., Carlson, R., & Spears, N. (2020). Relationship Distress in Couples With and Without Reported Existing Cardiovascular Risk Factors: Making a Case for Relationship Education (RE). The Family Journal, 28(1), 40-47. DOI: 10.1177/1066480719896562

De Arment, S., Hutton, A. & Xu, Y. (2018). Assessment for students with exceptional needs, 7th ed. In James H. McMillan (Ed.), Classroom Assessment: Principles and Practice that enhance student learning and motivation (pp. 365-397). NY, NY: Pearson.

Dumke, E., Tyndall, C., Naff, D., Crowder, A., & Cauley, K. (2018) A qualitative exploration of pre-health students' perceptions of academic success and persistence. NACADA Journal: 2018, 38(2), 5-19.

Fye, H.J., Gnilka, P.B., & McLaulin, S.E. (2018). Perfectionism and School Counselors: Differences in Stress, Coping, and Burnout. Journal of Counseling & Development. https://doi.org/10.1002/jcad.12218

Hawn, S.E., Lind, M.E., Conley, A.H., Overstreet, C.M., Kendler, K.S., Dick, D.M. & Amstadter, A.B. (2018). Effects of social support on the association between precollege sexual assault and college-onset victimization. Journal of American College Health, 66(6), 467-475. DOI: 10.1080/07448481.2018.1431911

Hurst, R. & Pattath, P. (2019). Organizational identity in acculturation in cross-border acquisitions: Implications for HRD practitioners in global M&A. Human  Resource Development International, 22(1), pp. 44-67. Published on-line 06 July, 2018.

Hurst, R. & Marquardt, M. (2019). Action learning, past, present, and future. In Skerrit, O.Z, & Wood, L. (Eds.), Action Learning and Action Research: Genres and Approaches. Emerald Publications: London, UK.

Jackson, B.L. & Jones, W.M. (2019): Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience, Journal of Research on Technology in Education, https://doi.org/10.1080/15391523.2018.1530622

Johnson, K.F., Brookover, D.L., & Bradbrook, K. (2020). Social health needs and promotive health factors scale for college students: Scale development and initial validation. Journal of American College Health, DOI: 10.1080/07448481.2020.1725021

Jones, M.W., Caratachea, M., Schad, M., & Cohen, J.D. (2020). Examining K-12 teacher learning in a makerspace through the activity-identity-community framework. Journal of Research on Technology in Education. DOI: 10.1080/15391523.2020.1774824

Koenka, A.C. & Anderman, E.M. (2019). Personalized feedback as a strategy for improving motivation and performance among middle school students. Middle School Journal, 50(5), 15-22. DOI: https://doi.org/10.1080/00940771.2019.1674768

Mbilishaka, A. & Apugo, D. (2020). Brushed aside: African American women’s narratives of hair bias in school. Race Ethnicity and Education, DOI: 10.1080/13613324.2020.1718075.

Muth, W.R. (2018). Fathers, Prisons, and Family Reentry: Presencing as a Framework and Method. Lanham, Md: Lexington Books.

Pang, Y., Yarbrough, D., & Dinora, P. (2019). Cultural Brokering Intervention for Families of Children Receiving Special Education Supports. In Lo, L., & Xu, Y. (Eds.), Family, School, and Community Partnerships for Students with Disabilities (pp. 127-138). Singapore: Springer Singapore. DOI:10.1007/978-981-13-6307-8

Parkhouse, H. (2018). Fostering democratic patriotism through critical pedagogy. Bank Street Occasional Paper Series, 2018 (40). https://educate.bankstreet.edu/occasional-paper-series/vol2018/iss40/6.

Parkhouse, H. (2018). Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical US History Classrooms. Theory & Research in Social Education, 46 (2), 277-317. DOI: 10.1080/00933104.2017.1389327.

Parkhouse, H. & Arnold, B.* (2019). “We’re Rags to Riches”: Critical consciousness of the American Dream in two culturally diverse history classrooms. Teachers College Record, 121(9), 1-40.

Parkhouse, H., & Massaro, V.R. (2019). “Calling Out” in class: Degrees of candor in addressing social injustices in racially homogenous and heterogeneous US history classrooms. The Journal of Social Studies Research, 43(1), 17-31. https://doi.org/10.1016/j.jssr.2018.01.004

Parkhouse, H., Lu, C.Y., & Massaro, V.R. (2019). Multicultural Education Professional Development: A Review of the Literature. Review of Educational Research, 89(3), 416-458. https://doi.org/10.3102/0034654319840359.

Reich, G.A. (2020). Monumental refraction: Monuments, identity, and historical consciousness. Historical Encounters, 7(1). http://hej.hermes-history.net/index.php/HEJ/article/view/145

Robinson, K. and Shakeshaft, C. (2018). The Relationship of Stress and Health in Women Superintendents in the United States, International Women Leading Education: Harnessing the Joy in Leadership, McNae, R. and Reilly, E., (eds). Lanham, MD: Rowan and Littlefield.

Schall, C., Wehman, P., Avellone, L., & Taylor, J.P. (2020). Competitive integrated employment for youth and adults with autism: Findings from a scoping review. Child and Adolescents Psychiatrics Clinics of North America, 29(2), 373-397. DOI: 10.1016/j.chc.2019.12.001.

Scott, L.A., & Alexander, Q. (2018). Strategies for recruiting and retaining black male special education teachers. Remedial and Special Education, 40(4) 236-247. https://journals.sagepub.com/doi/10.1177/0741932517732636

Shakeshaft, C. Because they can: Adult to student sexual abuse in preK-12 schools. Leadership and Sexuality , Beggan, J.K. and Allison, S.T. (Eds), New York: Jepson Studies in Leadership series. Palgrave-Macmillan.

Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. doi 10.1016/j.ecresq.2017.08.001.

Sutherland, K.S., Conroy, M.A., McLeod, B.D., Granger, K., Broda, M., & Kunemund, R. (2020). Preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior. Journal of Positive Behavior Interventions. Hammill Institute on Disabilities. https://doi.org/10.1177/1098300719900318

Taylor, J., Thoma, C., Whittenburg, H., Gokita, T. & Pickover, G. (2019). Collaboration to improve employment outcomes for youth with disabilities: Implications of pre-ETS components of WIOA on IDEA transition requirements. DADD Online Journal: Research to Practice, 6(1), 38-47. http://www.daddcec.com/uploads/2/5/2/0/2520220/doj_6_2019_final.pdf

Tefera, A.A., Artiles, A.J., Lester, A.M., Cuba, M. (2019). Grappling with the paradoxes of inclusive education in the U.S. - Intersectional Considerations in Policy and Practice. In Hartmann, M.; Hummel, M.; Lichtblau, M., Löser, J.; Thoms, S. (Eds.), Facetten inklusiver Bildung. (pp. 117-125). Bad Heilbrunn: Klinkhardt.

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., Cain, J. M. (2019). Becoming a Globally Competent Teacher. Alexandria, VA: ASCD.

Vidovic, M., Hammond, M., Lenhardt, J., Palanski, M., & Olabisi, J. (2020). Teaching Virtual and Cross-Cultural Collaborations: Exploring Experiences of Croatia- and U.S.-Based Undergraduate Students. Journal of Management Education. https://doi.org/10.1177/1052562920972170

Wajciechowski, M. & Hemphill, M. (2019) STEM and physical education: Making connections for our students, building strength for our profession. Strategies, 32(6), 43-45. DOI: 10.1080/08924562.2019.1658435

Whittenburg, H.N., Schall, C.M., Wehman, P., McDonough, J., & DuBois, T. (2020). Helping high school-aged military dependents with autism gain employment through Project SEARCH + ASD supports. Military Medicine, 185(S1), 663-668.

Xu, Y., De Arment, S., Coleman, H., & Huennekens, M.E. (Revised and Resubmitted). Teacher scaffolding for reciprocal peer tutoring to promote English learners’ language skills. DEC Recommended Practices Monograph Series No. 4: Instructional Practices.

Zee, M., Rudasill, K.M., & Roorda, D.L. (2020). “Draw Me A Picture”: Student-teacher relationship drawings by children displaying externalizing, internalizing, or prosocial behavior. Elementary School Journal, 120(4), 636-666.

View graphic version