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Recent Faculty Publications

This page is intended to serve as a collection of recently published works by the faculty of the Johns Hopkins University School of Education. It will be updated frequently, but is not to be considered an exhaustive list. Publications are listed in alphabetical order by faculty member's last name.

To learn more about a faculty member's full body of work, click their name to visit their profile page which contains a full C.V. For a full SOE Faculty listing, click here.

Yolanda Abel

Abel, Y. (2012). African American fathers’ involvement in their children’s school-based lives. Journal of Negro Education, 81, 162-172.

Abel, Y. (2012). Process into products: Supporting teachers to engage parents. Education and Urban Society. Advance online publication. doi:10.1177/0013124512446307

Abel, Y, Johnson, F. W., & Gonsalves, T. (2012). Examining the Digital Portfolio Conference as Professional Development for Novice Teachers. Teacher Education and Practice, 25, 371-387.

Crystal Barksdale

Molock, S.D., & Barksdale, C.L. (2013). Relationship between religiosity and conduct problems among African American and Caucasian adolescents. Journal of Child and Family Studies, 22, 4‐14.

Barksdale, C.L., Ottley, P.G., Stephens, R., Gebreselassie, T., Fua, I., Azur, M., & Walrath‐Greene, C. (2012). System‐level change in cultural and linguistic competence (CLC): How changes in CLC are related to service experience outcomes in systems of care. American Journal of Community Psychology, 49, 483‐493.

Robert Blum

Pilgrim, NA, Blum, RW. Protective and Risk Factors Associated with Adolescent Sexual and Reproductive Health in the English‐speaking Caribbean: A Literature Review. J. Adolescent Health. (2012)50:1:5‐23.

Pilgrim, NA, Blum, RW. Adolescent Mental and Physical Health in the English‐speaking Caribbean: A structured literature review. Revista Panamericana de Salud Pública/Pan American Journal of Public Health (2012)32(1):62‐68.

Blum, RW, Sudhinaraset, M., Emerson, M. Youth at Risk: Suicidal Thoughts and Attempts in Vietnam, China and Taiwan. Journal of Adolescent Health. (2012)50:3S:S37‐S44.

Sudhinaraset, M., Astone, N., Blum, R., Migration and Unprotected Sex in Shanghai, China: Correlates of Condom Use and Contraceptive Consistency across Migrant and Non‐Migrant Youth. Journal of Adolescent Health. (2012)50:3S:S68‐S74.

Blum, R. Bastos, F., Kabiru, C., Le. L. Adolescent Health in the 21st Century, The Lancet, (2012) 379(9826): 1567‐68.

Blum, R., Dick, B. Strengthening Global Programs and Policies for Youth Based on the Emerging Science. Journal of Adolescent Health. (2013)52:2:2S:S1–S3.

Blum, R. and Dick, B., Eds. Emerging Issues in Adolescent Health. Journal of Adolescent Health. (2013)52:2:Supl2:A1‐A4:B1‐B6:S1‐S46.

Le, LC, Blum, R. Injury Among Youth in Vietnam; findings from two national SAVY surveys 2004‐2009, Asian Pacific Journal of Public Health. (2012)20:10:1‐12.

Sudhinaraset, M., Mmari, K. Go, V., Blum, R. Migrant Youth’s Sexual Attitudes, Behaviors, and Acculturation: Findings from a Qualitative Study in Shanghai, China. Culture, Health and Sexuality. (in press).

Le, L. Blum, R. Road traffic injury among young people in Vietnam: Evidence from two rounds of national adolescent health surveys, 2004 – 2009. Global Health Action. (2013)6:1‐9.

Thomas Cappuzi

Capuzzi, D. & Gross, D. R. (Eds.) (2013). Introduction to the counseling profession (6th ed.). New York: Routledge.

Capuzzi, D. & Stauffer, M. D. (Eds.) (2012). Foundations of addictions counseling (2nd ed.). Boston: Pearson.

Capuzzi, D. R., & Gross, D. R. (2013). Group counseling. In D. Capuzzi & D. R. Gross (Eds.), Introduction to the counseling profession (6th ed.) (pp. 228‐255). New York: Routledge.

Stauffer, M.D., Capuzzi, D., & Olsheski, J. A. (2012). Career and lifestyle planning in in vocational rehabilitation settings. In D. Capuzzi & M.D. Stauffer (Eds.), Career counseling: Foundations, Perspectives, and applications (2nd ed.) (pp. 429‐466). New York: Routledge.

Capuzzi, D., & Stauffer, M. D. (2012). History and etiological models of addiction. In D. Capuzzi & M.D. Stauffer (Eds.), Foundations of addictions counseling (2nd ed.) (pp. 1‐15). Boston: Pearson.

Stauffer, M. D., Fetter, H. & Capuzzi, D. (2012). Introduction to assessment. In D. Capuzzi & M.D. Stauffer (Eds.), Foundations of addictions counseling (2nd ed.) (pp. 80‐100). Boston: Pearson.

Alan Cheung

Chambers, B., Botton, O., Cheung, A., & Slavin, R. E. (in press). Effective early childhood education programs: A systematic review and case studies. In Spodek, B & Saracho, O. (eds) Handbook of Research on the Education of Young Children. Mahwah, NJ: Lawrence Erlbaum.

Cheung, A., Cheng, Y. C., Yuen, W. W. T., & Yuen, Y. M. (2011). Exporting Hong Kong’s higher education to emerging Asian markets: Marketing strategies and government policy. In M. Mukerji & P. Tripathi (Eds). Cases on innovations in educational marketing: Transnational and Technological strategies. (pp.1-24). Hershey, PA: IGI Global.

Cheung, A., & Wong, P. M. (in press). Factors affecting the implementation of curriculum reform in Hong Kong: Key findings from a large-scale survey study. International Journal of Educational Management.

Yuen, W. W., Cheung, A., & Wong, P. M. (in press). The impact of the recent curriculum reform on student learning in Hong Kong. International Journal of Educational Management.

Cheung, A., Yuen, W. W. T., Yuen, Y. M., & Cheng, Y. C. (2011). Strategies and policies for Hong Kong’s higher education in Asian markets: Lessons from the United Kingdom, Australia, and Singapore. International Journal of Educational Management, 25 (2), 144-163.

Cheung, A. & Wong, P. M. (2011). Effects of school heads’ and teachers’ agreement with the curriculum reform on curriculum development progress and student learning in Hong Kong. International Journal of Educational Management, 25 (5), 453-473.

Ross, S. M., Sheard, M. K., Cheung, A., Elliott, L., & Slavin, R. E. (2011). Promoting primary pupils’ social-emotional learning and pro-social behavior: Longitudinal evaluation of the Together 4 All programme in Northern Ireland. Effective Education, 3(2).

Cheng, Y. C., Cheung, A., & Yuen, W. W. (2011). Development of a regional education hub: The case of Hong Kong. International Journal of Educational Management, 25 (5), 474-493.

Madden, N. A., Slavin, R. E., Logan, M., & Cheung, A. (2011). Effects of cooperative writing with embedded multimedia: A randomized experiment. Effective Education, 3 (1), 1-10.

Faith Connolly

Olson, Linda., Connolly, Faith,Kommajesula, A. (2013) Family League 2011-12 Out of SchoolTime Programs in Baltimore City. Baltimore Education Research Consortium. Baltimore. Self.

Connolly, Faith and Olson, Linda, (2012).Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten. Baltimore Education Research Consortium. Baltimore. Self.

Roisin Corcoran

Corcoran, R. P., Tong, F., & Ross, R. M. (in press). Technology-Enhanced professional development approaches to English language and literacy development: The English language and literacy acquisition program.

Corcoran, R. P., & Ross, R. M. (in press). Around the corner: A technology-enhanced approach to early literacy.

Corcoran, R. P., & Ross, R. M. (2014). English language and literacy acquisition validation (ELLA-V) I3 study design report, Abt Associates, MD, USA.

Corcoran, R. P., & Tormey, R. (2013). Does emotional intelligence predict student teachers’ performance? Teaching and Teacher Education, 35, 34–42.

Corcoran, R. P. (2013). Evaluation of English Language and Literacy acquisition – validation (ELLA-V). School of Education, Johns Hopkins University, Baltimore, USA.

Norma Day-Vines

Bryan, J., Day-Vines, N.L., Griffin, D., Holcomb-McCoy, C., & Moore-Thomas, C. (in press). Who are teachers referring to the school counselor and why? Exploring the disproportionality dilemma in school counseling. Journal of Counseling and Development.

Bryan, J., Moore-Thomas, C., Day-Vines, N.L., & Holcomb-McCoy (2011). School counselors as social capital: The effects of high school college counseling on college application. Journal of Counseling and Development, 89, 190-199.

Steen, S., Bryan, J., & Day-Vines, N.L. (2011). Leading psychoeducational groups. In B. Erford (Ed.), Group Work: Processes and Applications. New York: Merrill/Prentice Hall.

Day‐Vines, N.L., Bryan, J., & Griffin, D. (2013). The Broaching Attitudes and Behavior Survey (BABS): An exploratory assessment of its dimensionality. Journal of Multicultural Counseling and Development, 41, 210‐223).

Bryan, J., Day‐Vines, N.L., Griffin, D., Holcomb‐McCoy, C., & Moore‐Thomas, C. (2012). Who are teachers referring to the school counselor and why? Exploring the disproportionality dilemma in school counseling. Journal of Counseling and Development,90,177‐190.

Day‐Vines, N.L., & Holcomb‐McCoy, C. (2013). Broaching the subjects of race, ethnicity, and culture as a tool for addressing diversity in counselor education classes. In West, J., Bubenzer, D., Cox, J., & McGlothlin, J. (Eds.), Teaching in Counselor Education: Engaging Students in Meaningful Learning (pp.151‐166). Alexandria, VA: Association for Counselor Education and Supervision.

Laurie deBettencourt

deBettencourt, L. U.(2014). Preparing the next generation of higher education faculty in area of special education.The Journal of Special Education Apprenticeship, 3(1), 1-14.

Boe, E. E., deBettencourt,L. U., Dewey, J., Rosenberg, M., Sindelar, P. T., & Leko, C. (2013). Variability in demand for special education teachers: Indicators, explanations, and impacts.Exceptionality, 21,1-23. DOI:10.1080/09362835.2013.771563

Marder, T., &deBettencourt, L. U.(2012). Preparing teachers of students with autism: A hybrid model.Rural Special Education Quarterly, 31(3), 12-23.

McCray, E. D., Rosenberg, M. S., Brownell, M. T.,deBettencourt, L. U., Leko, M., & Long, S. (2011). The role of leaders in forming school-university partnerships for special education teacher preparation.Journal of Special Education Leadership, 24,47-58.Joan Desimone

Joan DeSimone

Harnett, C. and DeSimone, J. (2011). Managing the return to the workplace: reservists navigating the stormy seas of the homeland. In Kelly, D., Barksdale, S., and Gitelson, D. (Eds.).Treating young veterans: Promoting resilience through practice and advocacy. New York: Springer Publishing Company LLC.

Orzolek-Kronner, C.A. and DeSimone, J. (2012) Seeing through the eyes of the blind. In Verzoff, J. (Rf.), Falling through the cracks: Psychodynamic practice with vulnerable, oppressed and marginalized populations. New York: Columbia University Press.

DeSimone, J., UNCF, 2013 Annual Walton Education Reform Fellows Program, Gateway to Leadership Seminar: Business Writing, District of Architecture Center, Washington, D.C. (May 24, 2013)

DeSimone, J., Returning Combat Veterans 60 Day Yellow Ribbon Reintegration Program, "Workplace Reintegration Challenges," Delaware National Guard, Baltimore, Maryland. (February 26, 2011).

DeSimone, J., Mid-Atlantic Public Health Scholars Retreat, "Leadership Development for Public Health Leaders," Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland. (February 22, 2010).

DeSimone, J., Wardens/Assistant Wardens Forum, "Organization Development and Organizational Structure," Division of Public Safety Leadership, Columbia, Maryland. (February 17, 2010).

DeSimone, J., Southeast Regional Director's Conference of the Fanning Institute, University of Georgia, "The Challenges of Leading Regional Organizations," Baltimore, MD. (May 17, 2009).

Rachel Durham

Barakat, Bilal F., Rachel E. Durham, and Clarissa Guimarães. 2013. “Age Compositional Adjustments for Educational Participation Indicators.” Population 68(4):607-26.

Barakat, Bilal F. and Rachel E. Durham. (in press) “Future Education Trends.” In World Population and Human Capital in the 21st Century. Edited by W. Lutz and W. P. Butz. Oxford University Publishing.

Durham, Rachel E. and Linda S. Olson. 2013. “College Enrollment and Degree Completion for Baltimore City Graduates through the Class of 2012.” Report prepared for the Baltimore Education Research Consortium.

Barakat, Bilal F. and Rachel E. Durham. 2013. “Dropout Mayors and Graduate Farmers: Educational Fertility Differentials by Occupational Status and Industry in Six European Countries.” Demographic Research 28:1213-1262.

Bodovski, Katerina and Rachel E. Durham.  2010. “Parental Practices and Achievement of Mexican and Chinese Immigrant Children in the U.S.: Assimilation Patterns?”  Research in Comparative International Education 5(2): 156-175.

Jonathan Eakle

Eakle, A. J., & Chavez-Eakle, R. A. (2013). Museum literacies in Mexico City: Formations of power, texts, and identities. Teachers College Record, 115, 3, 215-234.

Eakle, A. J. (editor and lead contributor). (2012). Curriculum and instruction. Volume 2 of 10-volume series, Debating Issues in American Education: A SAGE Reference Set. Thousand Oaks, CA: Sage Publications.

Chavez-Eakle, R. A., Eakle, A. J., & Cruz Fuentes, C. (2012) The multiple relations between creativity and personality. The Creativity Research Journal, 24 (1), 76-82.

Eakle, A. J. (2010). Nomadic science: Lines for conducting and assembling education research and practice. In s.j. Miller and D. Kirkland (eds.), Change Matters: Critical essays on Moving Social Justice Research from Theory to Policy (pp.121-130). New York: Peter Lang.

Eakle, A. J. (2009). Museum literacies and adolescents using multiple forms of texts “on their own.” Journal of Adolescent & Adult Literacy, 53, (3), 204-214.

Eakle, A. J., & Chávez‐Eakle, R. A. (2013). Museum literacies in Mexico City: Formations of power, texts, and identities. Teachers College Record, 115, 3, 215‐234.

Chávez‐Eakle, R. A., Eakle, A. J., & Cruz Fuentes, C. (2012). The multiple relations between creativityand personality. The Creativity Research Journal, 24 (1), 76‐82.

Eakle, A. J. (Editor and lead contributor). (2012). Curriculum and instruction. Volume 2 of 10‐volume series, Debating Issues in American Education: A SAGE Reference Set. Thousand Oaks, CA: Sage Publications

Christine Eith

Lachlan, K., Spence, P., & Eith, C. (2013). Emergency communication in the developing world: Considering intercultural differences and the needs of urban populations. In Charles Okigbo (Ed.), Strategic health communication in urban contexts. Nairobi, Kenya: International Society for Urban Health. Nairobi, Kenya: International Society for Urban Health.

Eith, C., & Paparazzo, J. (2013). Strategic Approaches to Preventing Multiple Casualty Violence: Report on the National Summit on Multiple Casualty Shootings.

Lachlan, Kenneth .A., Spence, Patric. R., & Eith, Christine A. (forthcoming, 2012). Emergency communication in the developing world: Considering intercultural differences and the needs of urban populations. In C. Okigbo (Ed.), Strategic Health Communication in Urban Contexts. Nairobi, Kenya: International Society for Urban Health.

Eith, C. and M. Durose (2011) “ Contacts Between the Police and Public, 2008”. US Department of Justice, Bureau of Justice Statistics.

Langton, L and C. Eith (2011) “Examining the Reporting Patterns of Victims: Preliminary Findings on the Role of Third Party Officials” Presented at the annual meeting of the American Society of Criminology.

Eith, Christine A., Spence, Patric R., & Lachlan, Kenneth A. (2010). Social inequities and communicating during crises. In D. Brunson & L. Lampel (Eds.), Interracial communication: Contexts, communities, and choices. Dubuque, IA: Kendall-Hunt. Accepted for publication.

Spence, Patric R., Lachlan, Kenneth A., & Eith, Christine A. (2009). Vulnerability of the underclass: Why the most vulnerable are always the last to know. In J.D. Rivera (Ed.) Minority resiliency and the legacy of disaster. Accepted for publication.

Joyce Epstein

Hutchins, D. J., Greenfeld, M. G., & Epstein, J. L. (2014).  Family Reading Night.  New York: Taylor and Francis.

Epstein, J. L., Sanders, M. G., Sheldon, S. B., et al. (2009).  School, Family, and Community Partnership: Your Handbook for Action, Third Edition and Handbook CD.  Thousand Oaks, CA: Corwin Press.

Epstein, J. L. (2011). School, Family, and Community Partnerships:  Preparing Educators and Improving Schools (Second Edition). Boulder, CO: Westview Press.

Hutchins, D. J., Greenfeld, M. G., & Epstein, J. L., Sanders, M. G., & Galindo, C. (2012).   Multicultural Partnerships: Involve All Families.  New York: Taylor and Francis.

Linda Goldman

Goldman, L. (2014). Life and Loss: A Guide to Help Grieving Children, 3rd Edition. Taylor and Francis Publishers.

Goldman, L. (2010). Great Answers to Difficult Questions About Sex: What Children Need to Know. Jessica Kingsley Publishers. (Korean Edition 2013) (Polish Edition, 2013).

Eric Green

Green, E. J., & Drewes, A. (Eds.) (2013). Integrating expressive arts and play therapy with children: A guidebook for clinicians and educators. Hoboken, NJ: John Wiley.

Baggerly, J., & Green, E. J. (2013). Playing in peril after a natural disaster: Incorporating play therapy with responsive services. In J. Curry & L. Fazio‐Griffith (Eds.)., Integrating Play Techniques in Comprehensive School Counseling Programs (p. 222‐240). NY: Information Age Publishers.

Baggerly, J. & Green, E. J. (2013). Displaced children and relocation trauma. In C. Malchiodi, & D. Crenshaw (Eds.), Creative arts and play therapy (p.321‐342). New York, NY: Guilford.

Rogers‐Mitchell, R., Friedman, H., & Green, E. J. (2013). Sandplay. In E. Green & A. Drewes (Eds.), Integrating expressive arts with play therapy: A guidebook for mental health pracitioners and educators (p. 141‐159). Hoboken, NJ: Wiley.

Graves, S., & Green, E. J. (2013). Expressive art therapy continuim. In E. Green & A. Drewes (Eds.), Integrating expressive arts with play therapy: A guidebook for mental health pracitioners and educators (p. 23‐59). Hoboken, NJ: Wiley.

Green, E. J., & Myrick, A. (in press). Treating complex trrauma in adolescents: A phase‐based approach for play therapists. International Journal of Play Therapy.

Myrick, A., & Green, E. J. (in press). Establishing safety and stabilization in traumatized youth: Clinical implications for play therapists. International Journal of Play Therapy.

Green, E. J., Elliot, K., & Myrick, A. (2013). Deepening couples counseling through inner critic dialogue: A case study. The Family Journal, 4(2), 123‐140.

Myrick, A., & Green, E. J. (2013). A play‐based treatment paradigm for non‐offending caretakers: Evidence‐informed secondary trauma treatment. International Journal of Play Therapy, 22(4), 196‐213.

Green, E. J., Drewes, A., & Kominski, J. (2013). Use of mandalas in Jungian play therapy with adolescent males diagnosed with ADHD. International Journal of Play Therapy,22(3), 159‐172.

Green, E. J., Myrick, A. C., & Crenshaw, D. A. (2013). Towards secure attachment in adolescent relational development: Advancements from sandplay and expressive play‐based interventions. International Journal of Play Therapy, 22(2), 90‐102.

Myrick, A., Green, E. J., & Crenshaw, D. (2013).The influence of divergent parental attachment styles on adolescent maturation: Implications for family counseling practitioners. The Family Journal. Retrieved July 25, 2013, doi:10.1177/1066480713491217.

Green, E. J. (2013). Jungian play therapy and sandplay with children [DVD]. Alexandria, VA: Alexander Street Press.

Mariale Hardiman

Hardiman, M., Rinne, L. & Yarmolinskaya, J. (2014). The effects of arts integration on long-term retention of content. Mind, Brain, and Education, 8(3), 144-148.

Hardiman, M., Rinne, L, Gregory, E., Yarmolinskaya, J. & JohnBull, R.. (in review). The effects of knowledge of neuro- and cognitive science on teacher attitude and instructional practice. Journal of Teaching and Teacher Education.

Kornienki, O., Rinne, L., Clemans, K.H., Hardiman, M., Granger, D.A. (in review). Reputational and structural measures of social status in adolescence: Relations to salivary cortisol. Journal of Youth and Adolescence.

Hardiman, M. & Whitman, G. (2013). Assessment and the learning brain. Independent School- Journal of the National Association of Independent Schools, 73(2), 36-41.

Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L. & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62, 43-50.

Hardiman, M. (2012). Brain-targeted teaching for 21stcentury schools. Thousand Oaks, CA: Corwin Press.

Hardiman, M. (2012). Higher education and the brain sciences: A model for enhanced pedagogy. Journal of Microbiology. Spring, 2012.

Hardiman, M., Rinne, L.,Gregory, E., & Yarmolinskaya, J. (2011). Neuroeducation, neruoethics, and classroom teaching: Where brain sciences meet pedagogy. Neuroethics, DOI 10.1007/s12152-011-9116-6

Christina Harnett

Harnett, C. & DeSimone, J. (2011). Managing the return of the young veteranto the workplace: Navigating the stormy seas of the homeland. In D. Kelly, S. Barksdale & D.Gitelson (Eds.) Treating young veterans: Promoting resilience through advocacy and practice. New York: Springer Publishers.

Harnett, C. & Gafney, M. (2011). Ensuring equality after the war for National Guard and Reserve Forces: Revisiting the Yellow Ribbon Initiative. In D. Kelly, S. Barksdale & D.Gitelson (Eds.) Treating young veterans: Promoting resiliencethrough advocacy ad practice. New York: Springer Publishers.

Martha Mac Iver

Mac Iver, M. & Messel, M. (2013). The ABCs of keeping on track to graduation: Research findings from Baltimore. Journal of Education for Students Placed at Risk, 18, 50‐67.

Mac Iver, M. (2013). Early warning indicators of high school outcomes. Journal of Education for Students Placed at Risk, 18, 1‐6.

Mac Iver, M. & Messel, M. (2012). Predicting high school outcomes in the Baltimore City Schools. Washington, DC: Council of the Great City Schools.

Cheryl Holcomb-McCoy

Hines, E., & Holcomb-McCoy, C. (2013). Parental characteristics, ecological factors, and the academic achievement of African American males. Journal of Counseling and Development, 91, 68-77.

Tamara Marder

Fraser, D., &  Marder, T. J. (2014). Using a hybrid model to prepare educators to teach students identified with ASD.  Paper presented at the Council for Exceptional Children Division on Autism and Developmental Disabilities, Clearwater Beach, FL.

Marder, T. J., & Fraser, D. (2013).   Johns Hopkins University School of Education’s Post Master’s Certificate in Applied Behavior Analysis.  Poster presented at the Maryland Association for Behavior Analysis Conference (MABA),  Baltimore, MD.

Fraser, D., Marder, T. J., &deBettencourt, L. U. (2013). A hybrid model for teachers of students with Autism:  Using web enhanced and online instruction.  Paper presented at the Council for Exceptional Children Teacher Education Division, Fort Lauderdale, FL.

Marder, T. J., & deBettencourt, L. (2012). Using a hybrid model of instruction to prepare special educators to teach students with autism. Rural Special Education Quarterly, 31(3), 12-23.

Marder, T.J., & Fraser, D. (2012). Evidence-Based Practice for Special Educators Teaching Students with Autism. New Horizons for Learning, 10.

Marder, T. J. & deBettencourt, L.U. (2012). Using a Hybrid Model to Prepare Special Educators to Teach Students Identified with ASD. Rural Special Education Quarterly. Fall2012, Vol. 31 Issue 3, p12-23.

Marder, T. J. & deBettencourt, L.U. (2012). Using a Hybrid Model to Prepare Special Educators to Teach Students Identified with ASD. Rural Special Education Quarterly, 31(3), 12‐23.

Marder, T., Fraser, D. (2012). Evidence‐Based Practice for Special Educators Teaching Students with Autism. New Horizons for Learning, 10.

Eric Mayes

Mayes, E. (2013, 2012, 2011). Creating Sustainable University, School and Community Partnerships: CDF Freedom Schools Program as a transformative leadership development model to increase Student Achievement and Civic Engagement. Presentation at University of Michigan, Fisk University, Tennessee State University, University of Oregon, Florida State University, Duke University, Howard University, Marygrove College, University of Detroit Mercy.

Mayes, E. and Park, Y. (2013). Children’s Defense Fund Marlborough County Pre-K Freedom Schools Program Assessment Results. Internal Children’s Defense Fund Report. Washington, DC.

Mayes, E. (2012). Engaging Key Community Partners to Support and Advance Your CDF Freedom Schools Program. Panel Moderator. Children’s Defense Fund National Conference. Cincinnati, Ohio.

Mayes, E. and Hinton, M. (2011). Out of School Learning Time as a Chief Strategy in Eliminating Achievement Gaps. Internal Children’s Defense Fund Policy Brief. Washington, DC.

Mayes, E. (2010). Bridging the Cultural Gaps in Teaching and Learning: Embracing Diversity, Exploring Difference, and Accepting Change in American Public Schools. Keynote Address at Plymouth Canton Community Schools Staff Development Symposium. Plymouth-Canton, Michigan.

Stephen Pape

Yetkin‐Ozdemir, I. E., & Pape, S. J. (2013). The role of interactions between student and classroom context in developing adaptive self‐efficacy in one sixth‐grade mathematics classroom. School Science and Mathematics, 113(5), 248‐258.

Case, E., & Pape, S. J. (2013). Struggles and successes implementing classroom communication technology in a college Pre‐Calculus course. Journal of Computers in Mathematics and Science Teaching, 32(1), 5‐24.

Pape, S. J., Bell, C. V., & Yetkin‐Ozdemir, I. E. (2013). Sequencing components of mathematics lessons to maximize development of self‐regulation: Theory, practice, and intervention. In H. Bembenutty, T. Cleary, & A. Kitsantas (Eds.), Applications of Self‐Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman (pp. 29‐58). Charlotte, NC: Information Age Press.

Bell, C. V., & Pape, S. J. (2012). Scaffolding students’ opportunities to learn through social interactions. Mathematics Education Research Journal, 24(4), 423‐445. doi:10.1007/s13394‐012‐0048‐1

Johnston‐Parsons, M., Pape, S. J., Scheckelhoff, C., & Thomas, M. (2012). Teaching the university methods courses: Building a collaborative culture. In M. Johnston‐Parsons (Ed.), Dialogue and difference in a teacher education program: A 16‐year sociocultural study of a PDS (pp. 129‐158). Charlotte, NC: Information Age Publishing.

Pape, S. J., Chang, C., & Johnston‐Parsons, M. (2012). What we learned from the post‐program survey. In M. Johnston‐Parsons (Ed.), Dialogue and difference in a teacher education program: A 16‐year sociocultural study of a PDS (pp. 217‐240). Charlotte, NC: Information Age Publishing.

Pape, S. J., Irving, K. E., Bell, C. V., Shirley, M. L., Owens, D. T., Owens, S. K., . . . Lee, S. C. (2012). Principles of effective pedagogy within the context of connected classroom technology: Implications for teacher knowledge. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp.176‐199). Hershey, PA: IGI Global. doi:10.4018/978‐1‐60960‐750‐0

Sakiz, G., Pape, S. J., & Woolfolk‐Hoy, A. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235‐255. doi:10.1016/j.jsp.2011.10.005

Yetkin‐Ozdemir, I. E., & Pape, S. J. (2012). Supporting students’ strategic competence: A case of a sixth‐grade mathematics classroom. Mathematics Education Research Journal, 24(2), 153‐168. doi:10.1007/s13394‐012‐0033‐8

Michael Rosenberg

McLeskey, J., Rosenberg, M.S., & Westling, D. (2013).Inclusion: Effective Practices For All Students. New York: Pearson, Second Edition.

Karin Sandmel

Sandmel, K., & Graham, S. (2011). Impact of the process writing approach on the quality of student writing: A meta-analysis. The Journal of Educational Research, 104, 396-407.

Lane, K. L., Harris, K., Graham, S., Driscoll, S. A., Sandmel, K., Morphy, P., Hebert, M., House, E. & Schatschneider, C. (2011). Self-regulated strategy development at tier 2 for second-grade students with writing and behavioral difficulties: A randomized controlled trial. Journal of Research on Educational Effectiveness, 4, 322-353.

Sandmel, K., Wilson, K., Harris, K., Lane, K., Graham, K., Oakes, W., Kiuhara, S., & Steinbrecher, T. (2011). Success and failure with tier 2 SRSD for timed writing tests among 2nd through 5th grade students with writing and behavioral difficulties: Implications for evidence-based practice. In T.E. Scruggs and M.A. Mastropieri (Eds.), Assessment and intervention: Advances in learning and behavioral disabilities (vol. 24) (pp. 251-293). Bingley, UK: Emerald.

Amy Shelton

Clements‐Stephens, A. M., Vasiljevic, K., Murray, A. J., & Shelton, A. L. (2013). The Role of Potential Agents in Making Spatial Perspective Taking Social. [Original Research]. Frontiers in Human Neuroscience, 7. http://www.frontiersin.org/Journal/10.3389/fnhum.2013.00497/abstract

Yerramsetti, A., Marchette, S.A., & Shelton, A.L. (2012). Accessibility vs. accuracy in retrieving spatial memory: Evidence for suboptimal assumed headings. Journal of Experimental Psychology: Learning, Memory and Cognition, 39(4), 1106 ‐ 1114. http://dx.doi.org/10.1037/a0030905

Bakker, A., Krauss, G., Albert, M.S., Speck, C.L., Jones, L.R., Stark, C.E., Yassa, M.A., Bassett, S.S., Shelton, A.L., & Gallagher, M. (2012). Levetiracetam treatment attenuates excess hippocampal activity with cognitive benefit in patients with amnestic mild cognitive impairment. Neuron, 74(3), 467‐474.
http://www.sciencedirect.com/science/article/pii/S089662731200325X

Shelton, A.L., Clements‐Stephens, A.M., Lam, W.Y., Pak, D.M., & Murray, A.J. (2012). Should social savvy equal good spatial skills? The interaction of social skills with spatial perspective taking. Journal of Experimental Psychology: General, 141(2), 199‐205. http://dx.doi.org/10.1037/a0024617

Anita Young

Young, A.,  & Miller-Kneale, M. (2013). School counselor leadership: The essential practice. American School Counselor Association.

Kaffenberger, C.,  & Young, A. (2013).  Making DATA work 3rd. American School  Counselor Association.

Young, A., Millard, T., & Miller-Kneale, M. (2013). Enhancing school counselor instructional leadership through collaborative teaming: Implications for principals. NASSP Bulletin, 97, 253-270.

Young A., & Kaffenberger, C. (2012). Making DATA Work: A process for conducting action research.  Journal of School Counseling, 11, 2.

Young, A.,  &  Kaffenberger,  C. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs. Professional School Counseling, 15, 2, 67-76.