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 2017 forward.

Agran, M., Wojcik, A., Cain, I., Thoma, C.A., Achola, E., Austin, K., Tamura, R., & Nixon, C. (2017). Participation of youth with intellectual and developmental disabilities in extracurricular activities: Does inclusion end at 3:00pm? Education and Training in Autism and Developmental Disabilities, 52(1), 3-12.

Almarode, J. T., Subotnik, R. F., Dabney, K. P., Crowe, E., Tai, R. H., & Kolar, C. (2017). Parent or guardian characteristics and talented students’ persistence in STEM. In K. S. Taber, M. Sumida, & C. L. McClure (Eds.), Teaching gifted learners in STEM subjects: Developing talent in science, technology, engineering and mathematics. London, United Kingdom: Routledge.

Ashby, J. S., & Gnilka, P. (2017). Multidimensional perfectionism and perceived stress: Group differences and test of a coping mediation model. Personality and Individual Differences, 119, 106-111.

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.

Bae, C.L., DeBusk-Lane, M., Hayes, K., & Zhang, F. (in press). Opportunities to Participate (OtP) in Science Survey: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools. Research in Science Education.

Bae, C. L., Therriault, D. J., & Redifer, J. (in press). Investigating the testing effect: Retrieval as a characteristic of effective study strategies. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.12.008.

Belser, C.T., Prescod, D.J., Daire, A.P., Dagley, M.A., & Young, C.Y. (2017). Predicting undergraduate retention in STEM majors based on career development factors. The Career Development Quarterly, 65(1), 88-93. DOI: 10.1002/cdq.12082.

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.

Boske, C., Osanloo, A. F., & Newcomb, W. S. (2017). Exploring empathy to promote social justice leadership in schools. Journal of School Leadership, 27(3), 361-392 (acceptance rate = 5-10%).

Bradner, M. K., Gary, J. S., Flores, S. K., & Zumbrunn, S. (2017). Effective medical student learning in the ambulatory setting: A top ten list. Family Medicine, 49(8), 630-635.

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.

Carlson, R., Rogers, T., Wheeler, N., Kelchner, V., & Griffith, S. (2017). The continuum of conflict and control relationship scale (CCC-RS): Psychometrics for a measure designed to discriminate among types of intimate partner violence. Measurement and Evaluation in Counseling Development, 1-15.

Chimera, R.E., Thoma, C.A., Whittenburg, H., & Ruhl, A.N. (in press). Is getting a postsecondary education a good investment for supported employees with intellectual disability and taxpayers? Inclusion.

Chow, J. C., & Ekholm, E. (in press). Do published studies yield larger effect sizes than unpublished studies in education and special education? A meta-review. Educational Psychology Review.

Chow, J. C., & Ekholm, E. (in press). Language domains differentially predict mathematics performance in young children. Early Childhood Research Quarterly.

Chow, J. C., Ekholm, E., & Coleman, H. (in press). Does early language ability underpin the development of later behavior problems? A longitudinal meta-analysis. School Psychology Quarterly.

Chow, J. C., & Hampton, L. H. (in press). Sequential multiple-assignment randomized trials: Developing evidence-based adaptive interventions in special education. Remedial and Special Education. https://doi.org/10.1177/0741932518759422.

Chow, J. C., & Hollo, A. (2018). Language ability of students with emotional disturbance: Discrepancies between teacher ratings and direct assessment. Assessment for Effective Intervention, 43(2), 90-95. https://doi.org/10.1177/1534508417702063.

Chow, J. C., & Wehby, J. H. (2018). Associations between language and behavior: A systematic review and correlational meta-analysis. Educational Psychology Review, 30, 61-82. 1007/s10648-016-9385-z.

Chow, J. C., & Wehby, J. H. (in press). Profiles of problem behavior in children with varying language ability. Journal of Emotional and Behavioral Disorders. https://doi.org/10.1177/1063426617733714.

Cohen, J.D., Huprich, J., Jones, W.M. & Smith, S. (2017). Educators’ perceptions of a maker-based learning experience. The International Journal of Information and Learning Technology, 34(5), 428-438. doi.org/10.1108/IJILT-06-2017-0050.

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.

Cohen, J. D., Jones, W.M., Smith, S. & Calandra, B. (2017). Makification: Towards a framework for leveraging the maker movement in formal education. Journal of Educational Multimedia and Hypermedia, 26(3), 217-229. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Collin, R. & Aschliman, C. (2017). The value of English: Perspectives on the economic benefits of studying English in high school. English Education, 49(4), 320-346.

Collin, R. (2017). Debating ELA’s economic mission. English Journal, 106(5), 14-19.

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. (in press). Frontloading academic vocabulary for students who are English learners with disabilities in an integrated classroom setting. Intervention in School and Clinic.

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.

Dabney, K. P., Chakraverty, D., *Hutton, A. C., Warner, K. A., & Tai, R. H. (2017). The bachelor’s to Ph.D. transition: Factors influencing Ph.D. completion among women in chemistry and physics. Bulletin of Science, Technology & Society. doi:10.1177/0270467617710852.

Dabney, K. P., *Johnson, T., Sonnert, G., & Sadler, P. M. (Forthcoming). STEM career Interest in women and informal science experiences. Journal of Women and Minorities in Science and Engineering, 23(3), 169- 192. doi:10.1615/JWomenMinorScienEng.2017018018.

Daire, A.P., Gonzalez, J.V., & O’Hare, V.N. (2017). Parental Stress and Coping Inventory (PSCI). Measurement and Evaluation in Counseling and Development. DOI: 10.1080/07481756.2017.1321913.

Daire, A.P., Liu, X., Williams, B., Tucker, K., Wheeler, N., Moumouris, T., Leikweg, K. & Peoples, T. (2017). Examining RE and emotional distress in population with existing cardiovascular disease and/or cardiovascular disease risk factors and those without. The Family Journal, 25(4), 291-300. DOI: 10.1177/1066480717732306.

Dawes, M., Chen, C.-C., Farmer, T. W., & Hamm, J. V. (2017). Self- and peer-identified victims in late childhood: Differences in perceptions of the school ecology. Journal of Youth and Adolescence, 46, 2273–2288.

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.

Ekholm, E., Zumbrunn, S. & DeBusk-Lane, M. (2017). Clarifying an elusive construct: A systematic review of writing attitudes. Educational Psychology Review. https://doi.org/10.1007/s10648-017-9423-5.

*Fischman, G. E., Anderson, K., Tefera, A. A., & Zuiker, S. (in press). If mobilizing educational research is the answer, who can afford to ask the question? Faculty perspectives on knowledge mobilization. AERA Open.

Frankenberg, E., Siegel-Hawley, G., & Diem, S. (2017). Segregation by Boundary Line: The Fragmentation of Memphis Area Schools. Educational Researcher 46(8), 449-463.

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

Garcia, A. R., Metraux, S., Chen, C.-C., Park, Y. M., Culhane, D. P., & Furstenberg, F. F. (2017). Patterns of multisystem service use and school dropout among students in seventh-, eighth-, and ninth-grade students. Journal of Early Adolescence, 1-33.

Gibson, D.M. (2018- published in 2017). Advocacy counseling: Being an effective agent of change for clients. In B. Erford (Ed.), Orientation to the counseling profession: Advocacy, ethics, and other essential professional issues (3rd ed., pp. 458-486). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Gibson, D., Dollarhide, C.T., Conley, A.H., & Lowe, C. (in press). The construction and validation of the school counseling transformational leadership inventory. Journal of counselor Leadership and Advocacy.

Gibson, M. T., Reich, G. A. (2017). Confederate monuments: Heritage, racism, anachronism, and who gets to decide? Social Education, 81(6), 356-362.

Gonzalez, J., Wheeler, N., & Daire, A. (2017). Exploratory analyses of cognitive schemas for child and adolescent sexual abuse survivors. Journal of Mental Health Counseling, 39(1), 25-38.

*Hawn, S.E., *Lind, M.J., Conley, A.H. *Overstreet, C.M. Kendler, K.S., Dick, D.M., & Amstadter, A.B. (in press). Effects of social support on the association between pre-college sexual assault and college-onset victimization. Journal of American College Health.

Hermann, M. A., & Neale-McFall, C. (in press). Experiences of pretenure counseling professor mothers. NASPA Journal about Women in Higher Education.

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.

Hurst, R., Tucker-Lloyd, J., & Miller, J. (2017). Raising the bar: Moving evaluation of training from the classroom into the business. In Frasard and Prasuhn (Eds.), Handbook of Research on Training Evaluation in the Modern Workforce. IGI Global: Hershey, PA.

Inouye, C., Bae, C. L., & Hayes, K. (2017). Whiteboarding improves learning in a college biology course. Advances in Physiology Education, 41(3), 478-484.

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

Jacobson, L., Daire, A.P., Abel, E.M., & Lambie, G.W. (2017). A social learning perspective on childhood trauma and same-sex intimate partner violence. Journal of Counseling and Development, 95(3), 332-338. DOI: 10.1002/jcad.12147.

Jones, W.M., Hope, S. & Adams, B. (available electronically). Teachers perceptions of digital badges as recognition of professional development. British Journal of Educational Technology. doi:10.1111/bjet.12557.

Jones, W.M., Smith, S. & Cohen, J. (2017). Preservice teachers’ beliefs about using maker activities in formal K-12 educational settings: A multi-institutional study. Journal of Research on Technology in Education, 49(3-4), 134-148. doi:10.1080/15391523.2017.1318097.

Koro-Ljungberg, M. E., Douglas, E. P., McNeill, N. J., Therriault, D., Bae, C. L., & Malcom, Z. (2017). Academic problem-solving and students’ identities as engineers. Qualitative Report, 22(2), 456-479.

Liu, X., Daire, A.P., Griffith, S.M., O’Hare, V., Keller-Margulis, M., & Tucker, K. (2017). Validity and diagnostic accuracy of a measure of parental stress and coping in parents with typically developing children. Journal of Child Custody, 14(2-3), 175-190. DOI: 10.1080/15379418.2017.1338539.

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18, 204-213. DOI:10.1007/s11121-016-0703-y.

McMillan, J. H. (2018). Using students’ assessment mistakes and learning deficits to enhance motivation and learning. New York: Routledge.

McMillan, J. H. (Ed.). (2017-2018). Student assessment for educators. [book series]. New York: Routledge.

McRae, L., Gonzalez, J.E., Dominguez, V.N., & Daire, A.P. (2017). Factor analysis and construction of the Acceptance of Couples Violence scale. Measurement and Evaluation in Counseling and Development. DOI: 10.1080/07481756.2017.1308225.

Moore, T. C., Wehby, J. H., Oliver, R. M., Chow, J. C., Gordon, J. R., & Mahany, L. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38(4), 222-232. https://doi.org/10.1177/0741932516683631.

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

Muth, W.R., Sturtevant, E. & Pannozzo, G. (2017). Performance and Beliefs: Two Assessments of Literacy Learners in Prison Part I. Journal of Correctional Education, 68(1), 71-96.

Muth, W.R., Sturtevant, E. & Pannozzo, G. (2017). Performance and Beliefs: Two Assessments of Literacy Learners in Prison Part II. Journal of Correctional Education, 68(2), 62-82.

Neale-McFall, C. W., Eckart, E. C., Hermann, M. A., Haskins, N. H., & Ziomek-Daigle, J. (in press). Counselor educator mothers: A quantitative analysis of job satisfaction and enrichment. Counselor Education and Supervision.

Newcomb, W. S., Newcomb, J., & Blackburn, S. (2017). Lessons in leadership from the “Thunder God.” In J. Brooks, T. Watson, & Beachum, F., Educational Leadership and Music: Lessons for Tomorrow's School Leaders, Educational Leadership for Social Justice: Information Age Publishing (IAP) Series.

Noble, C., Gnilka, P., Ashby, J., & McLaulin, S. (2017). Perfectionism, shame, and Trichotillomania symptoms in clinical and non-clinical samples. Journal of Mental Health Counseling, 39, 335-350.

Orelove, F.P., Sobsey, R., & Gilles, D.L. (Eds.). (2017) Educating students with severe and multiple disabilities: A collaborative approach (5th ed). Baltimore, MD: Paul H. Brookes Publishing.

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. (2017). Lessons on Citizenship and Democratic Power Literacy from Undocumented Youth. Critical Education, 8(5), 1-19. http://ojs.library.ubc.ca/index.php/criticaled/article/view/186125.

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., & 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.

Pennell, S. M, Boyd, A. S., Parkhouse, H., LaGarry, A. (Eds.). (2017). Possibilities in practice: Social justice teaching in the disciplines. New York, NY: Peter Lang.

Philipsen, M., Case. S., Oetama-Paul, A. & Sugiyama, K. (2017). Academic womanhood: A life course - career perspective on what was, is and could be. Community, Work and Family, 20 (5), 623-44.

Reich, G. A. (2017). “Reflections on continuity, change, and historical consciousness.” Canadian Social Studies Journal, 49(1), pp. 20-23.

Reich, G. A., Corning, A. (2017). Anatomy of a myth: The collective memory of African American Confederate Soldiers. Historical Encounters, 4(2), 11-29.

Rhodes, J. A., McFarlane, E. P, Campbell, A., & Milby, T. M. (2017). An instructional leader’s guide to writing workshop: Beginning professional development to build change. Reading in Virginia, 39, 71-76.

Rice, K., Gnilka, P., Ashby, J., & Davis, D. (2017). Addressing concerns about how perfectionistic discrepancy should be measured with the Revised Almost Perfect Scale. Assessment. Advance online publication. doi:10.1177/1073191117702241

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.

Robinson, K. K., Shakeshaft, C., Newcomb, W. S., & Grogan, M. (2017). Necessary but not sufficient: The continuing inequality between men and women in educational leadership, findings from the AASA Mid-Decade Survey, Frontiers in Education, Educational Leadership. https://doi.org/10.3389/feduc.2017.00012.

Robnolt, V. J., Rhodes, J. A., Vasinda, S., & Haas, L. (2017). The use of ePortfolios in teacher education programs to support reflective practitioners in a digital world. In D. Loveless, P. Sullivan, K. Dredger, & J. Burns (Eds.), Deconstructing the Education-Industrial Complex in the Digital Age. Hershey, PA: IGI Global.

Sandoval, D. C., Hernandez-Saca, D., & Tefera, A. A. (2017). Intersectional rights of teachers and students in computer science and special education: Implications for urban schooling. Urban Education. (online first)

Scott, L.A. (in press). Barriers to implementing a universal design for learning framework. Inclusion.

Scott, L.A. (2017). Experience of Black male special education teachers: Are alternative licensure programs the desired route for recruitment and preparation? Education and Urban Society, 1-19. (online first). DOI:10.1177/0013124517719971.

Scott, L.A. & Pattah, P. (in press). Student engagement in an online special education-general education graduate program. Journal of the American Academy of Special Education Professionals.

Scott, L.A. & Quentin Alexander (in press). Strategies for recruiting and retaining Black male special education teachers. Remedial and Special Education *special issue

Scott, L.A., Thoma, C.A., Puglia, L., Temple, P., D’Aguilar, A. (2017). Implementing UDL and UDT: A study of special education teacher preparation programs. Intellectual and Developmental Disabilities, 55(1), 25-36.

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.

Siegel-Hawley, G., Diem, S. & Frankenberg, E. (in press). The Disintegration of Memphis-Shelby County, Tennessee: School District Secession and Local Control in the 21st Century. American Educational Research Journal.

Siegel-Hawley, G. & Thachik, S. (in press). “Crossing the line? School district responses to demographic change in the South,” in Gamson, D. & Hodge, E. (Eds). The Shifting Landscape of the American School District. New York, NY: Peter Lang.

Sinapuelas, M., Lardy, C., Korb, M., Bae, C. L., DiStefano, R. (in press). Developing a three-dimensional view of science teaching: A tool to support preservice teacher discourse. Journal of Science Teacher Education.

Stemhagen, K. (2017). Problem Solving in School Math: Mathematicians’ Work, Rigor, and Social Justice, in Philosophy of Education (Urbana, Ill.: Philosophy of Education Society).

Suh, H., Gnilka, P., & Rice, K. (2017). Perfectionism and well-being: A positive psychology framework. Personality and Individual Differences, 111, 25-30.

Sullivan, T. N., Sutherland, K. S., Farrell, A. D., Taylor, K. A., & Doyle, S. T. (2017). Evaluation of violence prevention approaches among early adolescents: Moderating effects of disability status and gender. Journal of Child and Family Studies, 26, 1151-1163. DOI:10.1007/s10826-016-0629-9.

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., Algina, J., & Kunemund, R. L. (2017). Factors associated with teacher delivery of a classroom-based Tier 2 prevention program. Prevention Science. DOI:10.1007/s11121-017-0832-y.

Tefera, A.A., Hernández-Saca, D., & Lester, A.M. (2018). Troubling the master narrative of “grit”: Counterstories of Black and Latinx Students with dis/abilities during an era of “highstakes” testing. Education Policy Analysis Archives, 27(1). http://dx.doi.org/10.14507/epaa.26.3380.

Tefera, A.A., Powers, J.M., & Fischman, G.E. (2018). Intersectionality in Education: A Conceptual Aspiration and Research Imperative. Review of Research in Education, 42(1), vii-xvii. https://doi.org/10.3102/0091732X18768504.

Walsh, R., *Bambacus, E., & Gibson, D. (2017). An approach to supervision for doctoral and entry-level group counseling students: The doctoral student supervisor’s perspective. Journal for Specialists in Group Work, 42, 338-363. doi: 10.1080/01933922.2017.1350231.

Whittenburg, H.N., Cimera, R.E., & Thoma, C.A. (in press). Comparing employment outcomes of young adults with autism: Does postsecondary educational experience matter? Journal of Postsecondary Education and Disability.

Wilson, J.L. (in press). A framework of planning organizational diversity: Applying multicultural practice in higher education work settings, Planning for Higher Education.

Xu, Y. (in press). Using classroom assessment information to plan individualized instruction for students with exceptional needs. Early Child Development and Care.

Xu, Y., & Coleman, H. (in press). Social and cultural factors in assessing children from low socioeconomic background. Early Child Development and Care.

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.

Zumbrunn, S., Ekholm, E., Stringer, J. K., McKnight, K., & DeBusk-Lane, M. (2017). Student experiences with writing: Taking the temperature of the classroom. The Reading Teacher, 70(6), 667-677. https://doi.org/10.1002/trtr.1574.