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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 2019 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.

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.

Castro, A., & Edwards, W. (2021). Innovation to what end? Exploring the dynamic landscape of Texas teacher preparation pathways. Education Policy Analysis Archives, 29(63). https://doi.org/10.14507/epaa.29.6217

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

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.

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 Oliveira, L.C. (2020). Planning and application using a language-based approach to content instruction (LACI) in multilingual classrooms. MinneTESOL Journal, 36(2), 1-8.

de Oliveira, L.C. (2020). The potential of second language writing in higher education: Expectations for graduate students. NYS TESOL Journal, 7(2), 3-6.

de Oliveira, L.C., & Civil, M. (Eds) (2020). Teaching mathematics to English language learners: Preparing pre-service and in-service teachers. Palgrave Macmillan.

de Oliveira, L.C., Jones, L., & Smith, S.L. (2021). A language-based approach to content instruction (LACI) for multilingual learners: Six Cs of scaffolding in first grade. Journal of Language, Identity, and Education. DOI: 10.1080/15348458.2021.1885409

de Oliveira, L.C., Jones, L., & Smith, S.L. (2020). Genre-based pedagogy as an approach to second language writing. In L. Grujicic-Alatriste & C. Crosby Grundleger (Eds.), Second language writing in transitional spaces: Teaching and learning across educational contexts (pp. 98-111). Ann Arbor, MI: University of Michigan Press.

de Oliveira, L.C., Jones, L., & Smith, S.L. (2020). Interactional scaffolding in a first-grade classroom through the teaching/learning cycle. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1798867.

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, L., Smith, S.L., & de Oliveira, L.C. (2021). Fostering diverse learners’ comprehension and critical thinking through epitext. In S. Witte, M. Gross, & D. Latham (Eds.), From text to epitext: Expanding students' comprehension, engagement, and media literacy (pp. 91-102). Santa Barbara, CA: Libraries Unlimited.

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

Kibler, K.W., & de Oliveira, L.C. (2020). Professional learning recommendations for teachers of late-entering newcomers with interrupted formal education. In L. Cardozo-Gaibisso & M. Vazquez Dominguez (Eds.), Handbook of research on advancing language equity practices with immigrant communities (pp. 266-282). Hershey, PA:  IGI Global.

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

Lau, S.J., McKelvey, S., Graph, C., & Getzel, E. (2020). Unique needs and challenges of women vetern students with disabilities: Conceptualizing identity in higher education. Journal of Veteran Studies. 6(3), 101-109. https://journal-veterans-studies.org/articles/10.21061/jvs.v6i3.212/

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.

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., Massaro, V. R., Cuba, M. J., & Waters, C. N. (2020). Teachers’ Efforts to Support Undocumented Students Within Ambiguous Policy Contexts. Harvard Educational Review, 90(4), 525-549. https://meridian.allenpress.com/her/article-abstract/90/4/525/450390/Teachers-Efforts-to-Support-Undocumented-Students?redirectedFrom=fulltext

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

Schall, C., Brooke, V., Rounds, R., & Lynch, A. (2021). The resiliency of employees with intellectual and developmental disabilities during the COVID-19 pandemic and economic shutdown: A retrospective review of employment files. Journal of Vocational Rehabilitation. https://content.iospress.com/articles/journal-of-vocational-rehabilitation/jvr201113

Schall, C., Sima, A.P., Avellone, L., Wehman, P., McDonough, J., & Brown, A. (2020) The effect of business internships model and employment on enhancing the independence of young adults with significant impact from autism. Intellectual and Developmental Disabilities, 58(4), 301-313. DOI: 10.1352/1934-9556-58.4.301

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.

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.

Smith, S.L., Jones, L., & de Oliveira, L.C. (2000). A research group as a professional learning community: Collaborations within and across institutions. In C. Coombe, N. J. Anderson, & L. Stephenson (Eds.), Professionalizing your English language teaching (pp. 315-325). Springer.

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

Vicentini, C.R., Cortes, I., & de Oliveira, L.C. (2000). Affordances of mobile devices in teaching English as a foreign language in Brazilian public schools. In P. Vinogradova & J. K. Shin (Eds.), Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications (pp. 227-234). Routledge.

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.

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