Faculty Publications 2021 to Current
Strunk, K. K., & Andrzejewski, C. E. (2023). Racisms of commission and omission in educational psychology: A historical analysis and systematic review. Educational Psychologist, Advance online publication. Keywords: Educational psychology; racism; anti-Blackness; anti-racism
Apugo, D., Castro, A., & Dougherty, S. (2022). A review of Black girls’ urban schooling experiences: Power, policies, and practices. Review of Educational Research. Keywords: Black girls, Systematic Literature Review, Power, Intersectionality
Castro, A. (2022). Managing competing demands in a teacher shortage context: The impact of teacher shortages on principal leadership practices. Educational Administration Quarterly. Keywords: Educational psychology; racism; anti-Blackness; anti-racist
Strunk, K. K., & Andrzejewski, C. E. (2023). Racisms of commission and omission in educational psychology: A historical analysis and systematic review. Educational Psychologist, Advance online publication. https://doi.org/10.1080/00461520.2022.2152031 Keywords: Educational psychology; racism; anti-Blackness; anti-racism
White, S., Schall, C., Delos Santos, J., Maddox, B. B., Hillier, A., Klinger, L., & Pugliese, C. (2023). Promoting quality of life: Suggestions for mental healthcare providers working with young autistic adults. Autism in Adulthood. https://doi.org/10.1089/aut.2022.0106 Keywords: autism, adult transition, implementation, quality of life
Avellone, L., Taylor, J., Ham, W., Schall, C., Wehman, P., Brooke, V., & Strauser, D. (2023). A Scoping Review on Internship Programs and Employment Outcomes for Youth and Young Adults With Intellectual and Developmental Disabilities. Rehabilitation Counselors and Educators Journal, 12(1). https://doi.org/10.52017/001c.38785 Keywords: Internships, Employment, Intellectual and Developmental Disabilities, Scoping Review, Work-Based Learning
Duran, A., Strunk, K. K., & Schey, R. (Eds.). (2023). Bridging the rainbow gap: Possibilities and tensions in queer and trans studies in education. Brill. Keywords: Queer studies; Trans studies
Ham, W., Schall, C., & Avellone, L. (2023). A scoping review of the competencies and training of employment specialists supporting individuals with intellectual and developmental disabilities. Inclusion, 10(4), 297-313. https://doi.org/10.1352/2326-6988-10.4.297 Keywords: employment specialist, job coach, competency, training, intellectual and developmental disabilities, competitive integrated employment, scoping rev
McKinnon-Crowley, S. (2023). Financial Aid Access During the 2020 Pandemic Period. Journal of Student Affairs Research and Practice, 60(1), 17–30. https://doi.org/10.1080/19496591.2022.2096407 Keywords: financial aid; COVID-19; staff in higher education
Reich, G. A., Parkhouse, H., Bowman, K., Arnold, B. P. (2023). Critical historical inquiry: A review of the literature. International Review of History Education: Enquiry in History Education. Keywords: critical history, historical inquiry
Dinora, P., Prohn, S., Bogenschutz, M., Broda, M., Lineberry, S., and West, A. (2023). An examination of support needs, supports, and outcomes for people with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 61(1), 65-78. https://doi.org/10.1352/1934-9556-61.1.65 Keywords: home and community-based services, intellectual disability, outcomes
Reich, G. A. (2022). Between the general and the particular: Theoretical tensions in historical consciousness and racial literacy for the classroom. In King, L. (Ed.) Racial Literacy in Social Studies Education. Teachers College Press. New York, NY. Keywords: racial literacy, historical consciousness
Gray, D. L., Ali, J. N., McElveen, T. L., Sealy, M. (2022). The cultural significance of "we-ness": Why communal approaches are essential to the design of equitable learning environments. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09708-y Keywords: racial literacy, historical consciousness, racial literacy, historical consciousness
Bae, C. L., Sealy, M. A., Cabrera, L., Gladstone, J., & Mills, D. (2022). Hybrid discourse spaces: A mixed methods study of student engagement in US science classrooms. Contemporary Educational Psychology, 71, 102108. Keywords: Engagement Mixed methods Hybrid Middle school Science discourse
Wilson, E., Eum, J., Joo, Y., Sealy, M. A, Barrett, J. S., Nugent, G., Carraher, J., Hinrichs, A. (2022). Rural parent's experiences of stress and resilience during the COVID-19 pandemic and school closure. Online Journal of Rural Research & Policy, 17( 2). https://doi.org/10.4148/1936-0487.1113, Keywords: rural, education, COVID-19, parenting stress, resilience
Acar, I. H., Celik, M. V., Rudasill, K. M., & Sealy, M. A., (2021). Preschool children’s self-regulation and learning behaviors: The moderating role of teacher-child relationship. Child and Youth Care Forum. https://doi.org/10.1007/s10566-021-09615-3 Keywords: Self-regulation · Teacher–child relationship · Preschool children · Learning behaviors
Bae, C. L., Mills, D., Zhang, F., Sealy, M., Cabrera, L., & Sea, M. (2021). A systematic review of scientific discourse in urban K12 classrooms: Accounting for individual, collective, and contextual factors. Review of Educational Research. 91(6). 831-877. https://doi.org/10.3102/00346543211042415, Keywords: science, discourse, talk, K–12 students, urban classroom
Sealy, M. A., Rudasill, K. M., Barrett, J. S., Eum, J., Adams, N., Hinrichs, A., & McClowry, S. (2021). Temperament in the Early Elementary Classroom: Implications for Practice. In Hernandez-Serrano, M. J. (Eds), Teacher Education in the 21st Century - Emerging Skills for a Changing World. London: IntechOpen. http://10.5772/intechopen.96270 Keywords: temperament, early childhood, elementary classroom, INSIGHTS intervention
Rudasill, K. M., Reichenberg, R. E., Eum, J., Barrett, J., Yoo, J., Wilson, E., & Sealy, M. (2020). Promoting higher quality teacher-child relationships: The INSIGHTS intervention in rural schools. International Journal of Environmental Research and Public Health (Special Issue: Mental Health of Children and Young People), 17, 9371. https://doi.org/10.3390/ijerph17249371, Keywords: teacher–child relationships; temperament; kindergarten; interventions; rural
Pang Y. & Yarbrough, D. (2023). The Promising Practice of Cultural Brokering Support with Culturally Diverse Families of Children with Developmental Disabilities: Perspectives From Families . Developmental Disabilities Network Journal. 3(1) 58-77. Keywords: Cultural Brokers; Family Support; Children with Disabilities
Drake, T. A., Seaton, L. E., & Ivey, L. (2023). Isolated or integrated? Tracing the principal mentor-intern relationship across an academic year. Education Sciences, 13(5), 442. https://doi.org/10.3390/educsci13050442, Keywords: principals; principal preparation; internship; mentorship; school administration
Washington-Nortey, P. M., Granger, K. S., Broda, M., Chow, J., Sutherland, K. S., & McLeod, B. D. (2022). Parent-teacher relationship and teacher-child conflict among students with or at-risk for emotional and behavioral disorders. Perspectives on Early Childhood Psychology and Education, 6(2), 165-192.
McLeod, B. D., Cook, C., Sutherland, K. S., Lyon, A., Dopp, A., Broda, M., & Beidas, R. (2022). A theory-informed approach to locally-managed learning school systems integrating treatment integrity and youth mental health outcome data to promote youth mental health. School Mental Health, 14, 88-102. https://doi.org/10.1007/s12310-021-09413-1
Sutherland, K. S., McLeod, B. D., Conroy, M. A., & McCormick, N. (2022). Developing treatment integrity measures for teacher-delivered interventions: Progress, recommendations and future directions. School Mental Health, 14, 7-19. https://doi.org/10.1007/s12310-021-09423-z
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health, 14, 20-34. https://doi.org/10.1007/s12310-021-09437-7
Sutherland, K. S., & McLeod, B. D. (2022). Advancing the science of integrity measurement in school mental health research. School Mental Health, 14, 1-6. https://doi.org/10.1007/s12310-021-09468-0
McCullough, S. N., Granger, K. L., Sutherland, K. S., Conroy, M. A., & Pandey, T. (2022). A preliminary study of BEST in CLASS – Elementary on teacher self-efficacy, burnout and attributions. Behavioral Disorders, 47, 84-94. https://doi.org/10.1177/01987429211010672
Conroy, M. A., Sutherland, K. S., Granger, K. L., Marcolouides, K. M., Nemer, S. L., Huang, K., & Montession, A. (2022). Preliminary study of the effects of BEST in CLASS-Web on young children’s social-emotional and behavioral outcomes. Journal of Early Intervention, 44, 78-96. https://doi.org/10.1177/10538151211018662
Granger, K. L., Chow, J., Broda, M., & Sutherland, K. S. (2022). A preliminary investigation of teacher reported classroom level adversity and teacher-student interactions. Journal of Emotional and Behavioral Disorders, 29, 238-251. https://doi.org/10.1177/10634266211020260
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Development and initial psychometrics of a generic treatment integrity measure designed to assess practice elements of evidence-based interventions for early childhood settings. Prevention Science, 23, 488-501. https://doi.org/10.1007/s11121-021-01304-w
Conroy, M. A., Sutherland, K. S., Granger, K. L., Marcoulides, K. M., Wright, J., Ramos, M., & Montesion, A. (2022). Effects of BEST in CLASS-Web on teacher outcomes: A preliminary investigation. Journal of Early Intervention, 44, 130-150. https://doi.org/10.1177/10538151211067544
McLeod, B. D., Sutherland, K. S., Conroy, M. A., Lyon, A. R., Chapman, J. E., Granger, K. L., & Saldana, L. (2023). Study protocol: Multi-level determinants of implementation and sustainment in the education sector. Journal of Emotional and Behavioral Disorders, 31, 27-40. https://doi.org/10.1177/10634266221090160
Parkhouse, H., & Bennett, E. (2023). Exploring social studies teachers' use of action research to enhance cultural responsiveness. Social Studies Research and Practice, (ahead-of-print). Keywords: Action research, Professional development, Culturally responsive teaching, Secondary social studies, Teacher inquiry
Parkhouse, H., Senechal, J., & Severson-Irby, E. (2023). Laying a foundation for critical professional development through a research–practice partnership. Professional Development in Education, 1-14. Keywords: Professional development; critical pedagogy; research–practice partnership; action research; culturally responsive teaching; educational equity
Siegel-Hawley, G., Frankenberg, E., McDermott, K., McCollum, S., DeBray, E., & Scott, J. (2023). Small advances and swift retreat: Race-conscious educational policy in the Obama and Trump administrations. Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7536. Keywords: race-conscious law and policy, education politics, civil rights
Gómez, R.F., & Cammarota, J. (2023). The “Mexican Problem”: Chicano Youth, Agency, and the Rearticulation of Citizenship. In K. Clay, R. Ayers, B. Rubin & A. Woodson (Eds.), Claiming the Promise and Hope of Youth Anti-Citizenship. University of Minnesota Press. Keywords: Chicano Youth, Agency, Mexican Americans, anti-citizenship
Cuba, M.J., Gómez, R.F. & de Oliveira, L.C. (2023). Language Matters: Latina Experiences with Linguistic Racist Aggressions, Resistance, and Perseverance in Education. In Joaquina Villasenor, M. & Jimenez, H. (eds.), The Latinx Experience: Interdisciplinary Perspectives. Sage. Keywords: Latina, Latinx, Race, linguistics, Microaggressions, Education, Perseverance
Gibson, D.M. (2023). Constructivist approaches. In S.A. Smith & C. Tucker (Eds.), Counseling children and adolescents: Connecting theory, development, and diversity (pp. 205-330). SAGE.
Gibson, D. M. (2022). Validating school counselor professional identity: Response to “Suicide Intervention in Schools.” Teaching and Supervision in Counseling, 4 (2). https://doi.org/10.7290/tsc04edkk Keywords: school counseling, professional identity, suicide
Gibson, D. M., Xu, Y., Pandey, T., Jiang, Y., & Olsoe, B. (in press). The impact of the pandemic and protests on identity and purpose: A narrative inquiry with an international Chinese student. International Journal for the Advancement in Counselling. https://doi.org/10.1007/s10447-023-09507-2 Keywords: Narrative inquiry, identity, racism, advocacy, Chinese international student, higher education
Nice, M. L., Brubaker, M. D., Gibson, D. M., McMullen, J. W., Asempapa, B., Kennedy, S. D., Fullen, M. C., & Moore, C. M. (2023). Wellness and well-being in counseling research: A 31-year content analysis. Journal of Counseling and Development. https://doi.org/10.1002/jcad.12467 Keywords: content analysis, well-being, wellness, wellness counseling, counseling research
Dollarhide, C. T., Gibson, D. M., Brashear, K. L., Huynh, J., Marshall, B., & Robinson, K. (2023). Lessons from professional identity development literature: A qualitative content analysis. Counselor Education and Supervision. https://doi.org/10.1002/ceas.12269. Keywords: counseling, predisposing factors, professional identity development, qualitative content analysis
Thoma, C. A., Bruno, L., Hobson, J., Taylor, J. P., Scott, L. A., Grillo, M., Hicks, M., & Frazier, R. H. (2022). Development of an Online Professional Development Module to Support Special Educators in Implementing the Universal Design for Transition Framework. Creative Education, 13, 2321-2339. https://doi.org/10.4236/ce.2022.137148. Keywords: Universal Design for Transition, Professional Development
Al-Hendawi, Maha, Colleen A. Thoma, Hawraa Habeeb, and Muhammad Salman Khair. 2022. Emerging Themes on Factors Influencing Career and Employment Decisions: Voices of Individuals with Disabilities from Four Gulf Countries. Social Sciences 11: 371. https://doi.org/10.3390/socsci11080371. Keywords: Career, Employment, Disabilities
Taylor, JP; Whittenburg, HN; Rooney-Kron, M; Gokita, T; Lau, SJ; Thoma, CA; Scott, LA (2022). Implementation of pre-employment transition services: A content analysis of Workforce Innovation and Opportunity Act state plans Keywords: Workforce Innovation and Opportunity Act; pre-employment; transition
Dye, K., Spence, C., & Brock, J. (2023). Reflections on the Infant Mental Health Endorsement® process in Virginia. Infant Mental Health Journal. http://doi.org/10.1002/imhj.22058 Keywords: Workforce Innovation and Opportunity Act; pre-employment; transition. Keywords: Workforce Innovation and Opportunity Act; pre-employment; transition
Dye, K. (2023). Relationships impacting special education teacher burnout. Kappa Delta Pi Record, 58(1). https://doi-org.proxy.library.vcu.edu/10.1080/00228958.2022.2134949 Keywords: burnout; special education teacher; teacher relationships
Dye, K., Wallace, M., Thompkins, K., Dawes, S. (2022). An urban partnership: Embracing collaboration and feedback. Journal of Community Engagement and Scholarship, 14(2). https://jces.ua.edu/articles/10.54656/jces.v14i2.38 Keywords: burnout; special education teacher; teacher relationships Urban schools; Research-practice partnership; Community engagement; COVID-19
Jones, W.M., Caratachea, M., Schad, M.L., & Cohen, J.D. (2021). Examining K-12 teacher learning in a makerspace through the activity-identity-community framework. Journal of Research on Technology in Education, 53 (3). doi.org/10.1080/15391523.2020.1774824 Keywords: maker, instructional technology, constructionism
Jackson, B., Jones, W.M., Schad, M. & Strand, D. (2021). Assessing K-12 Online Teachers' Knowledge of Online Student Identities. Journal of Online Learning Research, 7(1), 35-56. Keywords: online learning
Jones, W.M. (2021). Teachers’ perceptions of a maker-centered professional development experience: A multiple case study. International Journal of Technology and Design Education 31 (4), 697-721 doi.org/10.1007/s10798-020-09581-2 Keywords: maker, instructional technology, constructionism
Greene, M., Schad, M., & Jones, W. (2022). Technological Pedagogical Content Knowledge and Context in the English Language Subject Area: Implications for Research and Practice. Journal of Interactive Learning Research, 33 (2), 83-96. https://www.learntechlib.org/p/220344/ Keywords: TPACK, instructional technology, teacher knowledge
Broda, M. D., Ross, E., Sorhagen, N., & Ekholm, E. (2023). Exploring control-value motivational profiles of mathematics anxiety, self-concept, and interest in adolescents. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1140924 Keywords: control-value theory, math anxiety, academic emotions and attitudes, self-concept (academic), latent profile analysis
Alexandre, S.; Xu, Y.; Washington-Nortey, M.; Chen, C. Informal STEM Learning for Young Children: A Systematic Literature Review. Int. J. Environ. Res. Public Health 2022, 19, 8299. Keywords: Informal STEM; dual language learners; school readiness; social/emotional development; social/emotional learning
An Urban Partnership: Embracing Collaboration and Feedback Keywords: urban schools; research-practice partnership; community engagement; COVID-19
Apugo, D., Castro, A., & Dougherty, S. (2022). A review of Black girls’ urban schooling experiences: Power, policies, and practices. Review of Educational Research. https://doi.org/10.3102/00346543221125476. Keywords: black girls; Systematic Literature Review; Power; Intersectionality
Becker, J., & Schad, M. (2022). Understanding the Lived Experience of Online Learners: Towards a Framework for Phenomenological Research on Distance Education. Online Learning, 26(2). doi Keywords: distance education; online learning; phenomenology; qualitative; research methods
Burmicky, J., McKinnon-Crowley, S., Black, V., & Bukoski, B.E. (2022). Applying mamapreneurialism to student affairs: Creating more inclusive institutions through the lens of working mothers in student affairs. Journal of College Student Development, 63(1), 1-15.
Castro, A. (2022). Managing competing demands in a teacher shortage context: The impact of teacher shortages on principal leadership practices. Educational Administration Quarterly. DOI: 10.1177/0013161X221140849. Keywords: teacher shortage; principal practice; school leadership; case study; qualitative research
Castro, A., & Jabbar, H., & Nunez*, S. (2022). School Choice, Teachers’ Work, and Professional Identity. Education Policy Analysis Archives, 30 (104). Keywords: teacher professional identity; teacher labor market; school choice; qualitative analysis
Castro, A., Parry, M.*, & Siegel-Hawley, G., (2022). “All schools are not created equal:” An Analysis of Public Comments on School Rezoning. Education Policy Analysis Archives, 30, (13). Keywords: school rezoning; critical policy analysis; school desegregation; education politics
Castro, A., Siegel-Hawley, G., Bridges, K., & Williams*, S. (2022). Narratives of school rezoning: How racial storylines shape belonging, leadership decisions, and school boundary lines. AERA Open. Keywords: race; whiteness; school rezoning; school attendance boundaries; education politics
Parkhouse, H., Bennett, E., Pandey, T., Lee, K., Wilson, J. (2022). Culturally Relevant Education as a Professional Responsibility, Keywords: diversity; equity; multicultural education; organizational theory/change; race; social context
Darter, B., Hawley, D., Armstrong, A., Sima, A., Inge, K. & Wehman, P. (2022) Current Life Experiences in Veterans with Limb Loss: A Description of Survey Methods and Summary Results. The Journal of Rehabilitation, 88(3), 20-28.
Gómez, R.F., Cammarota, J. (2022). Taking the Teachers to School! Critical Consciousness Emerging: A Qualitative Exploration of Mexican American Youth’s Social Justice Orientation Development. Urban Review 54, 339–366. Keywords: critical consciousness; youth development; critical pedagogy; Mexican American; Chicanx
Gómez, R.F., Guy, M.C. & Cammarota, J. (2022) The psychological rages of Whiteness: acceptable casualties and the White American identity, Ethnic and Racial Studies, 45:12, 2246-2265, DOI: 10.1080/01419870.2021.2015418
Green, T. L., Latham Sikes, C., Horne, J., Castro, A., Germain, E. (2022). Making Waves: Districts as Policy Mediators in the Flow of School Gentrification. Education Policy. DOI: 10.1177/08959048221087203. Keywords: gentrification; neighborhood gentrification; school leadership; schools and gentrification; sensemaking
Hyun Sung Jang, Yan Dai, Strunk, K., Salisbury-Glennon, J., (2022). Investigating mastery-avoidance goals using the achievement goal questionnaire for sports (AGQ-S): a meta-analytic confrmatory factor analysis (MA-CFA). Keywords: achievement goal theory; mastery-avoidance goals, Achievement Goal Questionnaire for Sport; AGQ-S; Meta-analytic confrmatory factor analysis; MA-CFA
Chu Yi Lu, Parkhouse, H., Thomas, K., (2022). Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model. Keywords: multicultural education; in-service teachers; self-efficacy; scale development; multicultural competence
Taylor, J., Avellone, L., Brooke, V., Wehman, P., Inge, K., Schall, C., & Iwanaga, K. (2022). The impact of competitive integrated employment on economic, psychological and physical health outcomes for individuals with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities. 35(2), 448-459. http://doi.org/10.1111/jar.12974. Recommended by White House to US Department of Labor for Webinar February 23, 2022 entitled National Employment First Community of Practice Webinar Series.
Wehman, P., Schall, C., Avellone, L., McDonough, J., Whittenburg, H., Dubois, T., & Broda, M. (2022). Effects of a 9-Month Military-Base Internship on the Competitive Integrated Employment of Military Dependent and Connected Youth with ASD _ Enhanced Reader. Journal of Autism and Developmental Disorders. Keywords: Autism; transition; employment; military; Project SEARCH plus ASD supports
Wu, J. R., Kundu, M., Iwanaga, K., Chan, F., Chen, X., Rumrill, P., & Wehman, P. (2022). Social-cognitive career theory predictors of goal persistence in Black college students with disabilities. Rehabilitation Counseling Bulletin. Advance online publication. Keywords: social cognitive career theory; goal persistence; African Americans; postsecondary education; quality employment
Yaoying Xu, Chin-Chih Chen, Christine Spence, Melissa Washington-Nortey, Fa Zhang & Amber Brown (2022) Supporting young Spanish speaking English learners through teacher scaffolding and reciprocal peer tutoring, Early Child Development and Care, 192:8, 1324-1336, DOI: 10.1080/03004430.2021.1874944 Keywords: scaffolding; peer tutors; English learners
Alison King & Yaoying Xu (2021) Caregiver coaching for language facilitation in early intervention for children with hearing loss, Early Child Development and Care, 191:10, 1507-1525, DOI: 10.1080/03004430.2019.1658092. Keywords: family-centered intervention; caregiver coaching; hearing loss; language acquisition
Avellone, L., Taylor, Ham, W., Wehman, P., Schall, C., Brooke, V., Strauser, D. (in press). A scoping review on internship programs and employment outcomes for students with intellectual and developmental disabilities. Journal of Vocational Rehabilitation
Bae, C.L., Mills, D.C., Zhang, F., Sealy, M., Cabrera, L., & Sea, M. (2021). A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors. Review of Educational Research. https://doi.org/10.3102/00346543211042415
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
Qiguang Yang, Jiameng Shen, Yaoying Xu, (2021). Changes in International Student Mobility amid the COVID-19 Pandemic and Response in the China Context Keywords: COVID-19; international student mobility; international higher degree; China context
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
Iwanaga, K., Lee, D., Hamburg, J., Wu, J.-R., Chen, X., Wehman, P., Tansey, T. N., & Chan F. (In Press). Effects of supported employment on vocational outcomes and earnings of young adults and transition-age youth with intellectual disabilities: Competitive Integrated Employment Outcomes. Rehabilitation Counseling Bulletin.
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.
McDonough, J., Wehman, P., Brooke, A., Ham, W., Wright, T., Ochrach, C., Thomas, K., Godwin, J., & Junod, P. (in press). A Case Study of Exemplary Employment Practices for Persons with Disabilities in a Large Multi-Site Health Care Organization. Rehabilitation Research, Policy, and Education.
Sami, W.Y.; Waters, J.M.; Liadis, A.; Lambert, A.; Conley, A.H. Disenchantment, Buffering, and Spiritual Reductionism: A Pedagogy of Secularism for Counseling and Psychotherapy. Religions 2021, 12, 612.
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
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.
Sjogren, A.L., Bae; C.L., Deutsch, N.L., Zumbrunn, S., & Broda, M. (2021). Afterschool engagement: a mixed methods approach to understanding profiles of youth engagement. Applied Developmental Science. DOI: 10.1080/10888691.2021.1947140.
Spears, N., Wheeler, N.J., Regal, R.A., Daire, A.P. (2021). Exploring the Effect of Employment Instability for Relationship Satisfaction in Diverse Couples: Implications for Integrative Multi-couple Group Intervention. The Journal for Specialists in Group Work, 46:2, 161-171, DOI: 10.1080/01933922.2021.1900960
Taylor, J. Avellone, L., Wehman, P., Brooke, V. (in press). The efficacy of competitive integrated employment versus segregated employment for persons with disabilities: A systematic review of research. Journal of Vocational Rehabilitation, 57(1).
Xu, Y., Gibson, D., Pandey, T. et al. The Lived Experiences of Chinese International College Students and Scholars during the Initial COVID-19 Quarantine Period in the United States. Int J Adv Counselling 43, 534–552 (2021). Keywords: COVID-19; Chinese international students; lived experiences
Yaoying Xu & Lan Liu (2021) Examining sociocultural factors in assessing vocabulary knowledge of children from low socio-economic background, Early Child Development and Care, 191:15, 2396-2406, DOI: 10.1080/03004430.2019.1711375. Keywords: accommodation; classroom assessment and IEP goal development; learning objectives for classroom assessment
Yaoying Xu & Laura Kuti (2021): Accommodating students with exceptional needs by aligning classroom assessment with IEP goals, International Journal of Inclusive Education, DOI: 10.1080/13603116.2021.1994662. Keywords: vocabulary knowledge; vocabulary assessment; sociocultural context; low socioeconomic status