2023 Books

Colonnese, M. W., Casa, T. M., & Cardetti, F. (Eds.). (2024). Illuminating and advancing the path for mathematical writing research. IGI Global. https://doi.org/10.4018/978-1-6684-6538-7 

Perfect, M., Phelps, L., Riccio, C., & Bray, M.A. (2023). Health-Related disorders in children and adolescents: A guidebook for educators and service providers, (2nd ed.). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=5 

Gabriel, R. (2023). Doing disciplinary literacy; Teaching reading and writing across the content areas. Teachers College Press. https://www.tcpress.com/doing-disciplinary-literacy-9780807768600 

Gray, R., & Campbell, D. T. (2023). Model-based inquiry in biology: Three-dimensional instructional units for grades 9-12. NSTA Press. https://my.nsta.org/resource/126057 

Ivcevic Z., Hoffmann J.D., Kaufman J.C., (Eds.). (2023). The Cambridge handbook of creativity and emotions. Cambridge University Press. https://doi.org/10.1017/9781009031240 

Kaufman, J.C., & Rowe, D.P. (2023). Lessons in creativity from musical theatre characters (1st ed.). Routledge. https://doi.org/10.4324/9781003389668 

Kaufman, J. C. (2023). The creativity advantage. Cambridge University Press. https://doi.org/10.1017/9781009244541 

Madaus, J. W., & Dukes, III, L. (Eds.). (2023). Handbook of higher education and disability: International perspectives. Edward Elgar Publishing. https://doi.org/10.4337/9781802204056 

Priess, D., Singer, M., & Kaufman, J. C. (Eds.). (2023). Creativity, innovation, and change across cultures. Palgrave Macmillian. https://doi.org/10.1007/978-3-031-28206-5 

Sternberg, R. J., Kaufman, J. C., & Karami, S. (Eds.). (2023). Intelligence, creativity and wisdom: Exploring their connections and distinctions. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-26772-7 

VanTassel-Baska, J. & Little C. A. (Eds.). (2023). Content-based curriculum for advanced learners (4th ed.,). Routledge. https://www.routledge.com/Content-Based-Curriculum-for-Advanced-Learners/VanTassel-Baska-Little/p/book/9781032315256 

Weiner, J. M., & Higgins, M. (2023). Educational lead(her)ship: Advancing women in K–12 Administration. Harvard Education Press. https://hep.gse.harvard.edu/9781682538319/education-leadhership/#generate-pdf

2023 Book Chapters

Allington, R. L., & Gabriel, R. (2023). The meaning(s) of dyslexia. In R. J. Tierney, F. Rizvi, & K. Ercikan, (Eds.), International encyclopedia of education (4th ed., pp. 408–413). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.07048-2 

Anagnostopoulos, D. O., & Schneider, J. (2023). Teaching and teacher education: Tensions and dilemmas of teacher professionalization and bureaucratic rationalization. In T. M. Christou (Ed.), Historical foundations of education (pp. 137–156). Bloomsbury. https://www.bloomsbury.com/us/historical-foundations-of-education-9781350170926/ 

Bernard, C. (2023). A disciplinary-based approach for advanced learners in the performing arts. In J. VanTassel-Baska & C. Little (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 457–474). Routledge. https://doi.org/10.4324/9781003310426 

Boldt, G. T., & Kaufman, J. C. (2023). Creativity and meaning in work. In R. Reiter-Palmon & S. Hunter, (Eds.), Handbook of organizational creativity (2nd ed., pp. 209–221). Elsevier. https://doi.org/10.1016/C2020-0-04165-4 

https://doi.org/10.1016/B978-0-323-91840-4.00003-7 

Bray, M. A., & Tiarks, J. (2023). Best practices in the assessment of children’s communication disorders. In P. L. Harrison, S. L. Proctor, & A. Thomas (Eds.), Best practices in school psychology (7th ed., pp. TK–TK). National Association of School Psychologists. https://www.nasponline.org/resources-and-publications/book-store/best-practices-in-school-psychology-7-(print-and-digital) 

Bray, M. A., Perfect, M., Phelps, L., & Riccio, C., (2023). Conclusion: Looking back and forward. In M. Perfect, L. Phelps ,C. Riccio, & M. A. Bray (Eds.), Health-related disorders in children and adolescents: A guidebook for educators and service providers (2nd ed., pp. 531–538). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=2 

Bray, M. A., Maykel, C., Theodore, L., & Petrullo, J. (2023). Overview of Respiratory System Disorders. In M. Perfect, L. Phelps, C. Riccio, & M. A. Bray (Eds.), Health-related disorders in children and adolescents: A guidebook for educators and service providers (2nd ed., pp. 339–342). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=2 

Caemmerer, J.M., Young, S.R., Blemahdoo, E., Winter, E.L. (2023). Intelligence tests. In: Matson, J.L. (Ed.) Handbook of clinical child psychology. Autism and child psychopathology series (pp. 327–346). Springer. https://doi.org/10.1007/978-3-031-24926-6_16 

Casa, T. M., Arsenault, T., Powell, S. R., & Hebert, M. A. (2023). Assessing and scoring elementary mathematical writing: Considerations for researchers and practitioners. Handbook of research on assessing disciplinary writing in both research and practice (pp. 151–187). IGI Global. https://www.igi-global.com/chapter/assessing-and-scoring-elementary-mathematical-writing/327623. 10.4018/978-1-6684-8262-9.ch006 

Casa, T. M., Cardetti, F., & Colonnese, M. W. (2023). Framing our understanding of mathematical writing. In M. W. Colonnese, T. M. Casa, & F. Cardetti (Eds.) Illuminating and advancing the path for mathematical writing research (pp. 1–14). IGI Global. https://doi.org/10.4018/978-1-6684-6538-7 

Cassone McGowan, V., Cooke, H., Ellis, A., Campbell, T. (2023). Designing for collective futures: The engineering for ecological and social justice framework. In: Fazio, X. (Eds.), Science curriculum for the anthropocene (Vol 2, pp. 13–35). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-37391-6_2 

Castillo-Montoya, M. I., Bolitzer, L., & Sott, S. (2023). Reimagining faculty development: Activating faculty learning for diversity, equity, and inclusion. In Perna, L. W. (Ed.) Higher education: handbook of theory and research (Vol 38, pp. 415–481). Springer.  https://doi.org/10.1007/978-3-031-06696-2_11 

Chafouleas, S. M., Saleem, F., Overstreet, S., & Thorne, T. (2023). Interventions for students exposed to trauma. In S. W. Evans, J. S. Owens, C. P. Bradshaw, & M. D. Weist (Eds.), Handbook of school mental health: Innovations in science and practice (3rd ed., pp. 73–90). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-20006-9_6 

Cobb, C.D. (2023). Standing on the Shoulders of a Giant: Gene Glass. In: Geier, B.A. (eds) The Palgrave Handbook of educational thinkers (pp. 1–16). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-81037-5_145-1 

Dostal, H., & Weir, J. (2023). Increasing outcomes: Principles of practice to increase literacy outcomes for deaf/hard of hearing students with additional disabilities. In N. R. Neild & P. J. Graham (Eds.), Strategies for promoting independence and literacy for deaf learners with disabilities (pp. 90–119). IGI Global. https://doi.org/10.4018/978-1-6684-5839-6 

Esposito, C. L., Madaus, J. W. & Dukes III, L. L. (2023). An overview of accessibility services for students with disabilities in higher education in the United States. In Madaus, J. W. & Dukes III, L. L. (Eds.), Handbook of higher education and disability (pp. 87–100), Elgar. https://doi.org/10.4337/9781802204056.00014 

Fallon, L. M., Everett, S., La Salle, T., Luh, H-J., Feinberg, A., Sugai, G. (2023). Multi-tiered systems of support: The what, why, and how for school counselors. In E. Goodman-Scott, J. Betters-Bubon, P. Donohue & J. Olsen (Eds.), The school counselor’s guide to multi-tiered systems of support. Routledge. https://doi.org/10.4324/9781003306412 

FitzGerald, A. M., & Quiñones, S. (2023). Leadership and family factors: Critical perspectives on international leadership standards, models, and practices. In R. J. Tierney, F. Rizvi & K. Ercikan (Eds.). International Encyclopedia of Education. (4th ed., pp. 272–280). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.05046-6 

Gabriel, R. & Kelley, S. (2023) Who defines disciplinary literacy and at what grade levels should it be taught?  In Ortlieb, E., Kane, B., & Cheek, E. (Eds.)  Unpacking disciplinary literacies: From research to practice. Guilford Press. https://www.guilford.com/books/Disciplinary-Literacies/Ortlieb-Kane-Cheek/9781462552870 

Gherardi, S., Chafouleas, S. M., & Koslouski, J. (2023). Adverse childhood experiences (ACEs): Translation into action in PK-12 education settings. The handbook of adverse childhood experiences (ACEs): A framework for collaborative health promotion (pp. 111–122). https://doi.org/10.1007/978-3-031-32597-7 

Gelbar, N. W. (2023). Down Syndrome. In M. Perfect, L. Phelps ,C. Riccio, & M. A. Bray (Eds.), Health-related disorders in children and adolescents: A guidebook for educators and service providers (2nd ed., pp. 153–160). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=2 

Gelbar, N. W. (2023). Rett Syndrome. In M. Perfect, L. Phelps ,C. Riccio, & M. A. Bray (Eds.), Health-related disorders in children and adolescents: A guidebook for educators and service providers (2nd ed. pp. 203–211). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=2 

Griffin, A. A., & Player, G. (2023). Meet me in outer space: Fugitive spaces of creation and joy with girls of color. In K. Silvestri, N. Barrett, & T. Nyachae (Eds.), Toward critical multimodality: Theory, research, and practice in transformative educational spaces (pp. 79–102) Information Age Publishing. https://www.infoagepub.com/products/Toward-Critical-Multimodality 

Haggis, L. & Casa, T. M., (2023).A genre-based approach to improving students’ mathematical writing: Practical support for educators. In M. W. Colonnese, T. M. Casa, & F. Cardetti (Eds.), Illuminating and advancing the path for mathematical writing research (pp. 155–172). IGI Global. https://doi.org/10.4018/978-1-6684-6538-7 

Holinger, M., & Kaufman, J. C. (2023). Everyday creativity as a pathway to meaning and well-being. In Z. Ivcevic, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and emotions (pp. 394–410). Cambridge University Press. https://doi.org/10.1017/9781009031240 

Howard, E., & Zhao, m. (2023). Academic and language outcomes in Spanish-English programs. In J. A. Freire, J., C. Alfaro, &  E. de Jong (Eds.), The handbook of dual language bilingual education (pp.173–193). Routledge. http://dx.doi.org/10.4324/9781003269076-14 

Howard, E. (2023). Navigating the seven c’s to promote bilingualism and biliteracy through place-based anchor projects. In K. F. Davidson, S. M. Johnson, & L. J. Randolph, Jr. (Eds.), How we take action: Social justice in PK-16 language Classrooms (pp. 281–288). Information Age Publisher. https://www.infoagepub.com/products/How-We-Take-Action 

Ivcevic, Z., Lin, S., Kaufman, J. C., & Hoffmann, J. D. (2023). Creativity and emotion: Connecting the dots. In Z. Ivcevic, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and emotions (pp. 620–640). Cambridge University Press. https://doi.org/10.1017/9781009031240 

Ivcevic, Z., Kaufman, J. C., Hoffmann, J. D., & Lin, S. (2023). Creativity and emotions: Introduction. In Z. Ivcevic, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and emotions (pp. 1–8). Cambridge University Press. https://doi.org/10.1017/9781009031240 

Jackson, BS., Luria, S.R., Kaufman, J.C. (2023). A mirror to the world: Art, creativity, and racial bias. In: Preiss, D.D., Singer, M., Kaufman, J.C. (Eds.), Creativity, innovation, and change across cultures. Palgrave studies in creativity and culture (pp. 297–313). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-28206-5_12 

Kapoor, H., Henderson, S., & Kaufman, J. C. (2023). Intelligence and wisdom’s role in moral versus amoral creativity. In Sternberg, R. J., Kaufman, J. C. , & Karami, S. (Eds.), Intelligence, creativity and wisdom: Exploring their connections and distinctions (pp. 177–197). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-26772-7_8 

Kaufman, J. C., & Zheng, M. (2023). Creativity and the future: Technology, globalization, and good. In F. K. Reisman (Ed.) Unpacking creativity: Culture, innovation, and motivation in global contexts (pp. 321–325). Kie Publications. https://kiecon.org/creativity-books/ 

Koslouski, J., Kristabel, S., & Chafouleas, S. M. (2023). Trauma-informed care to prevent and mitigate effects of school violence. In L.W. Collins, T. J. Landrum, & G. G. Cook (Eds.), Advances in learning and behavioral disabilities (Vol. 33, pp. 171–189). https://doi.org/10.1108/S0735-004X20230000033011 

Lease Butts, J., Chancey, J. M., Little, C. A., (2023). Honors curriculum for high-ability college students In VanTassel-Baska, J. & Little, C. (Eds.), Content-based curriculum for advanced learners (4th ed., (pp. 575–590). Routledge. https://doi.org/10.4324/9781003310426 

Lewis, T.J., Simonsen, B., McIntosh, K., George, H.P. (2023). Supporting scale-up of positive behavioral interventions and supports: A national technical assistance model. In: S.W. Evans, J.S. Owens, C.P. Bradshaw, M. D. Weist (Eds.), Handbook of school mental health: innovations in science and practice. issues in clinical child psychology (3rd ed., pp. 531–545). Springer. https://doi.org/10.1007/978-3-031-20006-9_35 

Little, C. A. (2023). Concept-based curriculum and instruction with the integrated curriculum model. In J. VanTassel-Baska & C. Little (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 215–238). Routledge. https://doi.org/10.4324/9781003310426 

Little, C. A. (2023). Language arts curricular considerations for advanced learners. In J. VanTassel-Baska & C. Little (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 271–298). Routledge. https://doi.org/10.4324/9781003310426 

Madaus, J. W., & Dukes III, L. L. (2023). Handbook of higher education and disability: An introduction. In Madaus, J. W. & Dukes III, L. L. (Eds.), Handbook of higher education and disability (pp. 1–6), Elgar. https://doi.org/10.4337/9781802204056.00005 

Maykel, C., Bray, M. A., Long, M., Gammie, L. 2023). Asthma. In M. Perfect, L. Phelps, C. Riccio, & M. A. Bray (Eds.), Health-Related Disorders in Children and Adolescents: A guidebook for educators and service providers (2nd ed., pp. 343–350). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=2 

Perfect, M., Phelps, L., Riccio, C., & Bray, M. A. (2023). Introduction to the second edition.  In M. Perfect, L. Phelps, C. Riccio, & M. A. Bray (Eds.), Health-related disorders in children and adolescents: A guidebook for educators and service providers (2nd ed., pp. 38). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=2 

Reis, S.M., Renzulli, J.S., Delgado, J. (2023). Wise choices for children: Enabling students to develop their creative productivity and wisdom with opportunities, resources, and encouragement. In: R.J. Sternberg, J.C. Kaufman, S. Karami (Eds.), Intelligence, creativity, and wisdom: Exploring their connections and distinctions, (pp. 315–338) Palgrave Macmillan. https://doi.org/10.1007/978-3-031-26772-7_13 

Renzulli, S. J. & Gelbar, N. W. (2023) The neurodiversity paradigm and the future of higher education. In Madaus, J. W. & Dukes III, L. L. (Eds.), Handbook of higher education and disability (pp. 189–200). Elgar. https://doi.org/10.4337/9781802204056.00024 

Siegle, D., & Hook, T. (2023). Learning from and learning with technology. In J. VanTassel-Baska & C. A. Little (Eds.). Content-based curriculum for high-ability learners (4th ed., pp. 593–617). Routledge. https://doi.org/10.4324/9781003233824 

Siegle, D., & Orione, L. (2023). Aumentando a motivação de escolares superdotados parareverter o underachievement. In R. de Araújo Rangni, J. Domingues Santos Pereira, & F. O. Koga (Eds.). Altas habilidades ou superdotacao: Dialogos interdisciplinares (pp. 99-118). De Castro & Programa de Pós-Graduação em Educação Especial (PPGEEs) - ufsCar. http://dx.doi.org/10.46383/isbn.978-65-81609-25-2 

Siegle, D., & Koga, F. O. (2023). Increasing student motivation to reverse underachievement. In R. de Araújo Rangni & J. Domingues Santos Pereira, (Ed.). Altas habilidades ou superdotacao: Dialogos interdisciplinares (pp. 81-98). De Castro & Programa de Pós-Graduação em Educação Especial (PPGEEs) -ufsCar. http://dx.doi.org/10.46383/isbn.978-65-81609-25-2 

Simonsen-Gaines, B. M., Robbie, K., Meyer, K., Feinberg, A., Freeman, J., & Everett, S. R. (2023). Classroom management in tier 2 and 3 MTSS intervention. In E. J. Sabornie & D. L. Espelage (Eds.), Handbook of classroom management: research, practice, and issues (3rd ed.). Routledge. https://doi.org/10.4324/9781003275312 

Stambaugh, T. & Little, C. A. (2023). Integrating higher-order process skills into curriculum for advanced learners. In VanTassel-Baska, J. & Little, C. (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 165–197). Routledge. https://doi.org/10.4324/9781003310426 

Talbot, B. C. & Bernard, C. F. (2023). An ethic of expectation surrounding the virtual performance. In K.S. Hendricks (Ed.), The Oxford handbook of care in music education (pp. 44–55). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197611654.001.0001 

Theodore, L. A., Bray, M. A., Gammier, L., Odell, C., Hoefler, L., Surdi, K., Rumpf, L., Perri Elias, A. (2023). Pediatric Cancer. In M. Perfect, L. Phelps, C. Riccio, & M. A. Bray (Eds.), Health-related disorders in children and adolescents: A guidebook for educators and service providers (2nd ed., pp. 501–508). American Psychological Association. https://www.apa.org/pubs/books/health-related-disorders-children-adolescents-second-edition?tab=2 

Van Tassel-Baska, J. & Little, C. A. (2023). Implementing innovative curriculum and instructional practices in classrooms and schools: Using research-based models of effectiveness. In VanTassel-Baska, J. & Little, C. (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 645–668). Routledge. https://doi.org/10.4324/9781003310426 

Welner, K. & Green III, P. R. (2023). Private school vouchers: Legal challenges and civil rights protections. In K. Welner, G. Orfield, & L. A. Huerta, (Eds.), The school voucher illusion: Exposing the pretense of equity (pp. 47–65). Teacher College Press. https://www.tcpress.com/the-school-voucher-illusion-9780807768303 

Winter, E., Bray, M., & Baumann, R. (2023). Children and Illness. In J. Hartenstein (Ed.), Marriage and divorce in America, pp. 70–75. Bloomsbury. https://www.bloomsbury.com/us/marriage-and-divorce-in-america-9781440868368/ 

2023 Journal Articles

Abramo, J. M. (2023. Editorial: Special issue for selected papers from the 12th Biennial International Symposium on the sociology of music education. Visions of Research in Music Education, 41(1), 1–2. https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1880&context=vrme 

Al-Hroub, A., Reis Renzulli, S., Madaus, J. W., & Shuayb, I. (2023). Serving vulnerable and marginalized populations in social and education contexts: Challenges and opportunities. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.131026 

Anderson, E., & Weiner, J. M. (2023). Managing up, down, and outwards: Principals as boundary spanners during the COVID-19 crisis. School Leadership and Management, 43(4), 411–429. https://doi.org/10.1080/13632434.2023.2171006 

Anglin, K. (2023). The role of state education regulation: Evidence from the Texas District of Innovation Statute. Education Evaluation and Policy Analysis, 0(0). https://doi.org/10.3102/01623737231176509 

Anglin, K. L., Wong, V. C., Wing, C., Miller-Bains, K., & McConeghy, K. (2023). The validity of causal claims with repeated measures designs: A within-study comparison evaluation of differences-in-differences and the comparative interrupted time series. Evaluation Review, 47(5), 895–931. https://doi.org/10.1177/0193841X231167672 

Anil K., Bird A. R., Bridgman K., Erikson, S., Freeman, J., McKinstry, C. Robinson, C., Abey, S. (2023). Telehealth competencies for allied health professionals: A scoping review. Journal of Telemedicine and Telecare, 0(0). https://doi.org/10.1177/1357633X231201877 

Atallah, D., Koslouski, J., Perkins, K. N., Marsico, C., Robinson, R. L., Del Rio, M. G., & Porche, M. V. (2023). The Trauma and Learning Policy Initiative’s (TLPI)’s inquiry-based process: Mapping educational systems change towards resilience. Journal of Community Psychology, 51(7), 2943–2963). https://doi.org/10.1002/jcop.23067 

Austermann, Q., Gelbar, N., Reis Renzulli, S., & Madaus, J. W. (2023). The transition to college: Lived experiences of academically talented students with autism. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1125904 

Back, M. P. (2023). Identity work and intercultural awareness through cultural excavation: Teacher candidates studying abroad. The New Educator, 19(4), 368–387. https://doi.org/10.1080/1547688X.2023.2287666 

Baker, B. D., Di Carlo, M., & Green III, P. R. (2023). Understanding the first, second, and third order effects on disparities in K-12 funding and outcomes. Poverty & Race Research Action Council, 32(2), 7–8, 12. https://www.prrac.org/newsletters/April-July2023.pdf 

Barbot, B., Kaufman, J. C., & Myszkowski, N. (2023). Creativity with 6 degrees of freedom: Feasibility study of visual creativity assessment in virtual reality. Creativity Research Journal, 35(4), 783–800. https://doi.org/10.1080/10400419.2023.2193040 

Begeny, J., Wang, J., Loehman, R., Sanetti, L. M., Loehman, J., & Rodriguez, K. (2023). Considering the implementation research-to-practice gap: An experimental evaluation of intervention-general methods for assessing and supporting implementation fidelity. Journal of School Psychology, 97, 152–170. https://doi.org/10.1016/j.jsp.2023.01.003 

Beghetto, R. A., Kaufman, J. C., & Baxter, J. Answering the unexpected questions: Exploring the relationship between students' creative self-efficacy and teacher ratings of creativity, 5(4), 342–349. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/a0022834 

Behm Cross, S., Hadley Dunn, A., Smith, R. S., James Hale, J. (2023). The intersections of individuals and institutions: Critical engagement, consciousness, and race in teacher preparation. SoJo Journal: Educational Foundations and Social Justice Education, 9(1), 1–23. https://www.infoagepub.com/products/the-sojo-journal-vol-9-1 

Bennett, B., Cohen, J., Andreyeva, A., Esposito, J., Burkholder, K., Chafouleas, S. M., & Schwartz, M. (2023). Predictors of increased participation levels in the U.S. Department of Agriculture summer meal programs: An examination of outreach strategies and meal distribution methods during COVID-19. American Journal of Preventative Medicine Focus, 2(4), 100124. https://dx.doi.org/10.1016/j.focus.2023.100124 

Bernard, C., & Shaw, R. D. (2023). Appraising metropolitan arts partnerships. Arts Education Policy Review, 1–3. https://doi.org/10.1080/10632913.2023.2212183 

Bernard, C., Kaufman, D., Kohn, M., & Mitoma, G. (2023). edTPA implications for teacher education policy & practice: Representations of epistemic injustice and slow violence. Education Policy Archive Analysis, 31(40). https://doi.org/10.14507/epaa.31.7597 

Bernard, C., & Talbot, B. C. (2023). Music teachers’ experiences with implementing diversity, equity, and inclusion. Music Educators Journal, 109(3), 26–33. https://doi.org/10.1177/00274321231159652 

Bitar, K., Hoosen, F., Jahid, Q., & Montrosse-Moorhead, B. (2023). The youth transformative participatory evaluator education and training approach: The EvalYouth experience (2015-2020). New Directions for Evaluation, 2023(177), 65–73. https://doi.org/10.1002/ev.20547 

Boldt, G. T., & Kaufman, J. C. (2023). Creative subprocess frequencies and their relation to personal characteristics and product creativity: insights from a drawing task think aloud study. The Journal of Creative Behavior, 0(0). https://doi.org/10.1002/jocb.629 

Bray, M. & Dale, B. A. (2023). Integrating evaluation data to enhance treatment planning for students with ASD. Psychology In the Schools. Special Issue: Best Practices in Assessment of Autism Spectrum Disorder, 60(2). 279–281. https://doi.org/10.1002/pits.22769 

Broderson, A., Hemmler, V., Callahan, C., & McCoach, D. E. (2023). Concordance of gifted education policy and practices at the state, district, and local levels. Gifted Education International, 39(3), 337–377. https://doi.org/10.1177/02614294221129928 

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Newton, J., Staples, M., Berry, B., & Miller, T. (2023). This Issue. Theory Into Practice, 62(1), 1–4. https://doi.org/10.1080/00405841.2022.2135934 

Nienhusser, H. K., Cadenas, G., Sosa, R., & Moreno, O. UndocuCare: Strategies for mental health services that affirm undocumented college students’ psychological needs. New Directions for Higher Education, 2023(203), 93–108. https://doi.org/10.1002/he.20479 

Park, B.-Y., Campbell-Montalvo, R., Campbell, D. T., Cooke, H., Sidorova, O., Arnold, C., Chrysochoou, M., & Diplock, P. (2023). Applied environmental teaching using caring pedagogy is essential in educational disruptions. Research Issues in Contemporary Education, 8(1), 72–101. https://www.leraweb.net/ojs/index.php/RICE/issue/view/18 

Perez, A. L., & Loken, E. (2023). Person specific parameter heterogeneity in the 2PL IRT model. Multivariate Behavioral Research, 1–7. https://doi.org/10.1080/00273171.2023.2224312 

Peters, S., Stambaugh, T., Makel, M., McBee, M., Lee, L., McCoach, D. E., & Johnson, K. (2023). The CASA criteria for evaluating gifted and talented identification systems: cost, alignment, sensitivity, and access. Gifted Child Quarterly, 67(2), 137–150. https://doi.org/10.1177/00169862221124887 

Malone, H. L. S., Player, G. D., & San Pedro, T. (2023). Epistemologies of family: Intentionally centering relationality, mutuality and care in educational research. Equity & Excellence in Education, 56(3), 479–491. https://doi.org/10.1080/10665684.2023.2248467 

Peers, D., Joseph, J., Chen, C., McGuire-Adams, T., Fawaz, N. V., Tink, L., & Hall, L. (2023). An intersectional Foucauldian analysis of Canadian national sport organisations’ ‘equity, diversity, and inclusion’ (EDI) policies and the reinscribing of injustice. International Journal of Sport Policy and Politics, 15(2), 193–209. https://doi.org/10.1080/19406940.2023.2183975 

Player, G. D., Animashaun, O., & Thornton, T. (2023). “Getting lost in stars and glitter”: black girls’ multimodal literacies as portals to new suns. International Journal of Qualitative Studies in Education, 36(3), 411–429. https://doi.org/10.1080/09518398.2022.2025490 

Prescod, D.J., Belser, C.T., Daire, A.P., Karaki, R., Cushey, K. (2023). Experience of STEM-interested students in a career planning course: A qualitative inquiry. Career and Technical Education, 48(3), 39-56. https://doi.org/10.5328/cter48.3.39 

Pugh, A., Kearns, D. M., Hiebert, E. H. (2023). Text types and their relation to efficacy in beginning reading interventions. Reading Research Quarterly, 58(4), 710–732. https://doi.org/10.1002/rrq.513 

Rafner, J., Beaty, R. E., Kaufman, J. C., Lubart, T., & Sherson, J. (2023). Creativity in the age of generative AI. Nature Human Behaviour, 7(11), 1836–1838. https://doi.org/10.1038/s41562-023-01751-1 

Reis, S., Gelbar, N., & Madaus, J. (2023). Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder. Gifted Education International, 39(3), 378–400. https://doi.org/10.1177/02614294221124197 

Rifenbark, G., Lombardi, A., Freeman, J., & Morningstar, M. (2023). The adolescent behavioral index: Identifying students at risk for disengagement in high school. Journal of Vocational Rehabilitation, 58(2), 115–128. https://doi.org/10.3233/JVR-230002 

Rodriguez, R. M., Silvia, P. J., Kaufman, J. C., Reiter-Palmon, R., & Puryear, J. S. (2023). Taking inventory of the creative behavior inventory: An item response theory analysis of the CBI. Creativity Research Journal, 35(2), 143–153. https://doi.org/10.1080/10400419.2023.2183322 

Rowe, D. P., & Kaufman, J. C. (2023). The show must go on: Functional, quality, and possible needs for theater and the creative arts. Possibility Studies & Society, 1(1–2), 113117. https://doi.org/10.1177/27538699221145632 

Roxas, K., & Hadley Dunn, A. (2023). Editorial. Multicultural Perspectives, 25(1), 1–2. https://doi.org/10.1080/15210960.2023.2182043 

RunningHawk Johnson, S., Cheng, M. M. W., Karpudewan, M., Campbell, T., Melville, W., Verma, G., & Park, B. Y. (2023). Onto-epistemological realities and assumptions beyond western science. Journal of Science Teacher Education, 34(6), 583–592. https://doi.org/10.1080/1046560X.2023.2220174 

Schwartz, M. B., Chafouleas, S. M., & Koslouski, J. B. (2023). Expanding school wellness policies to encompass the Whole School, Whole Community, Whole Child model. Frontiers in public health, 11(2023), 1143474). https://doi.org/10.3389/fpubh.2023.1143474 

Sarac, M., & Loken, E. (2023). Examining patterns of omitted responses in a large-scale English language proficiency test. International Journal of Testing, 23(1), 56–72. https://doi.org/10.1080/15305058.2022.2070756 

Schoen, R. C., Lewis, C. C., Rhoads, C., Lai, K., & Riddell, C. M. (2023). Impact of lesson study and fractions resources on instruction and student learning. The Journal of Experimental Education, 92(2), 225–246. https://doi.org/10.1080/00220973.2023.2183374 

Secora, K., Wolbers, K., & Dostal, H. (2023) Writing Instruction as an authentic context for targeting speech and language therapy goals for deaf and hard of hearing children. Perspectives of the ASHA Special Interest Groups SIG 1 Language Learning and Education, 8(1), 73–87. https://doi.org/10.1044/2022_PERSP-22-00168 

Shaw, R. D., & Bernard, C. (2023). “Turning the prism”: School improvement and the arts. Arts Education Policy Review. 1–3. https://doi.org/10.1080/10632913.2023.2212183 

Shogren, K., Pace, J., Wittenburg, D., Raley, S., Hicks, T., Rifenbark, G., & Lane, K. (2023). Self-report and administrative data on disability and IEP status: Examining differences and impacts on intervention outcomes. Journal of Disability Policy Studies, 33(4), 253–266. https://journals.sagepub.com/doi/10.1177/10442073221094811 

Siegle, D. (2023). A role for ChatGPT and AI in gifted education. Gifted Child Today, 46(3), 211–219. https://doi.org/10.1177/10762175231168443 

Siegle, D. (2023). Turning lemons into lemonade: Technology teaching tips learned during COVID-19. Gifted Child Today, 46(1), 60–62. https://doi.org/10.1177/10762175221131066 

Sternberg, R. J., Glăveanu, V., & Kaufman, J. C. In Quest of Creativity: Three Paths toward an Elusive Grail. Creativity Research Journal, 36(1), 155–175. https://doi.org/10.1080/10400419.2022.2107299 

Syharat, C. M., Hain, A., Zaghi, A., Gabriel, R., & Berdanier, C. (2023). Experiences of neurodiverse students in graduate STEM programs. Frontiers in Psychology, 14(2305). https://doi.org/10.3389/fpsyg.2023.1149068 

Taconet, A. V., Lombardi, A. R., Madaus, J. W., Sinclair, T. E., Rifenbark, G. G., Morningstar, M. E., & Langdon, S. N. (2023). Interventions focused on independent living skills for youth with intellectual disability or autism spectrum disorder. Career Development and Transition for Exceptional Individuals, 47(1), 3245. https://doi.org/10.1177/21651434231152200 

Taconet, A., Langdon, S., Esposito, C., Mazzotti, V. L., Morningstar, M. E., & Lombardi, A. (2023). Using data to support college and career readiness for students with disabilities. Intervention in School and Clinic, 59(5), 295–302. https://doi.org/10.1177/10534512231183361 

Talbott, E., De Los Reyes, A., Kearns, D. M., Mancilla-Martinez, J., & Wang, M. (2023). Evidence-based assessment in special education research: Advancing the use of evidence in assessment tools and empirical processes. Exceptional Children, 89(4), 467–487. https://doi.org/10.1177/00144029231171092 

Tarconish, E., Lombardi, A., & Taconet, A. (2023). Disability awareness & inclusive teaching online training videos for college faculty featuring students with disabilities. Journal of Postsecondary Education and Disability, 35(4), 339–353. https://files.eric.ed.gov/fulltext/EJ1383807.pdf 

Tarconish, E., Scott, S., Banerjee, M., Lombardi, A. (2023). Universal design for instruction & learning in higher education: Where have we been and where are we headed? Journal of Postsecondary Education & Disability, 36(3). https://www.ahead.org/professional-resources/publications/jped 

Verma, G., Campbell, D. T., Melville, W., & Park, B.-Y. (2023). Navigating opportunities and challenges of artificial intelligence: ChatGPT and generative models in science teacher education. Journal of Science Teacher Education, 34(8), 793–798. http://dx.doi.org/10.1080/1046560X.2023.2263251 

Vinchon, F., Lubart, T., Bartolotta, S., & Kaufman, J. C., et al. (2023). creativity: A manifesto for collaboration. Journal of Creative Behavior, 57(4), 472–484. https://doi.org/10.1002/jocb.597 

Winter, E. Caemmerer, J., Trudel, S., DeLeyer Tiarks, J., Bray, M.A., Dale, B., & Kaufman, A. (2023). Does the degree of prematurity relate to the Bayley-4 scores earned by matched samples of infants and toddlers across the cognitive, language, and motor domains? Journal of Intelligence, 11(11), 213–229. https://doi.org/10.3390/jintelligence11110213 

Wolbers, K., Dostal, H., & Holcomb, L. (2023). Teacher reports of secondary writing instruction with deaf students. Journal of Literacy Research, 55(1), 28–50. https://doi.org/10.1177/1086296X231163124 

Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., Holcomb, L., & Saulsburry, R. (2023). Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education. Frontiers in Psychology, 14(2023) https://doi.org/10.3389/fpsyg.2023.1214246 

Worwood, M. J., & Kaufman, J. C. (2023). Introducing the CAUSE model and five Creativity Languages. Possibility Studies & Society, 1(3), 380–396. https://doi.org/10.1177/27538699231182879 

Wu, R., Yang, W., Rifenbark, G., & Wu, Q. (2023). School and teacher information, communication and technology (ICT) readiness across 57 countries: The alignment optimization method. Education and Information Technologies, 28(4), 1273–1297. Springer. https://link.springer.com/article/10.1007/s10639-022-11233-y 

Xu, X., Sears, S., & Simonsen, B. (2023). Using technology-based self-monitoring to promote on-task behavior. Beyond Behavior, 32(3), 182–189. https://doi.org/10.1177/10742956231201358 

Zagata, E., Kearns, D. M., Truckenmiller, A. J. & Zhao, Z. (2023). Using the features of written compositions to understand reading comprehension. Reading Research Quarterly, 58(4), 624–654. https://doi.org/10.1002/rrq.503 

2022 Books

Bieda, K., Conner, A., Kosko, K. & Staples, M. (2022). Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Springer. https://doi.org/10.1007/978-3-030-80008-6

Gabriel, R. (2022). How Education Policy Shapes Literacy Instruction. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-08510-9

Kapoor, H., & Kaufman, J. C. (2022). Creativity and morality. Academic Press. https://doi.org/10.1016/C2020-0-02810-0

McCoach, D. E., & Cintron, D. (2022). Introduction to Modern Modeling Methods. Sage. https://us.sagepub.com/en-us/nam/introduction-to-modern-modelling- methods/book257494#contents

O'Connell, A. A., McCoach, D. B., & Bell, B. A. (Eds.). (2022). Multilevel modeling methods with introductory and advanced applications. IAP. https://www.infoagepub.com/products/Multilevel- Modeling-Methods-with-Introductory-and-Advanced-Applications

Patston, T.J., Kaufman, J. C., & Cropley, D.H. (2022). Creative actions: Embedding creative competencies in every classroom. Hawker Brownlow. https://www.hbe.com.au/hb3578.html

Puig, A., Swank, J., Haynes-Thoby, L., & Paladino, D. (2022). Foundations in becoming a professional counselor: Advocacy, social justice, and intersectionality. Springer Publishing. https://www.springerpub.com/foundations-in-becoming-a-professional-counselor- 9780826163851.html#productdetails

2022 Book Chapters

Allor, J. H., Kearns, D. M., Ortiz, M., & Conner, C. (2022). An examination of the text characteristics of an early reading book series: Providing intensive practice with connected text. In M. Tankersley, B.G. Cook, & T. J. Landrum (Eds.) Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities (pp. 131–152). Emerald Publishing. https://doi.org/10.1108/S0735-004X20220000032008

Bernard, C. (2022). Critical thinking, feeling, and action. In. F. Abrahams (Ed.), A music pedagogy for our time (pp. 178). GIA. https://giamusic.com/store/resource/a-music-pedagogy-in-the-key-of-c- book-10770

Campbell, D. T., Gray, R., Fazio, X., & van Driel, J. (2022). Research on Secondary Science Teacher Preparation. In J. Luft and M. G. Jones (ed.) Handbook of Research on Science Teacher Education. Routledge. Routledge. https://doi.org/10.4324/9781003098478

Chafouleas, S. M., & Briesch, A. (2022). Behavior and discipline: Direct behavioral indicators for use in the classroom. In S. Jones, N. Lesaux, and S. Barnes (Eds.), Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies. The Guilford Press. https://www.guilford.com/books/Measuring-Noncognitive-Skills-in-School-Settings/Jones- Lesaux-Barnes/9781462548668

Chafouleas, S. M., Briesch, A., Lane, K., & Oakes, W. (2022). Improving Educators’ Use of Data-Driven Problem-Solving to Reduce Disciplinary Infractions for Students with Emotional Disturbance. In P. Fenning and M. Johnson (Eds.), Discipline disparities among students with disabilities. Creating equitable environments. Teachers College Press. https://www.tcpress.com/discipline-disparities- among-students-with-disabilities-9780807766422

Chen, C., & Davidson, J. (2022). Settler Colonialism as Environmental Injustice: Rogers Place and Edmonton, Canada. In T. Kellison (Ed.) Sport Stadiums and Environmental Justice (pp. 172–187). Routledge. https://doi.org/10.4324/9781003262633-14

Chen, C. (2022). Professional Sport, Settler Multiculturalism, and Exalted Chinese Arrivants: Re- Remembering the “China Clippers”. In S. Bien-Aimé & C. Wang (Eds.), Perceptions of East Asian and Asian North American Athletics. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3- 030-97780-1_8

Choi, D., & Kaufman, J. C. (2022). Respecting the invisible: Transactional and transformational approaches to giftedness. In R. J. Sternberg, D. Ambrose, & S. Karami (Eds.), The Palgrave Handbook of Transformational Giftedness for Education (pp. 43–59). Cham: Palgrave Macmillan. https://link.springer.com/chapter/10.1007/978-3-030-91618-3_3

Choi, D., Lynch, S. F., & Kaufman, J. C. (2022). Wisdom, Creativity, and Intelligence. In R. J. Sternberg & Gluck (Eds.), The Psychology of Wisdom (pp. 107–117). Cambridge University Press. https://doi.org/10.1017/9781009085724

Cotter, K., Kaufman, J. C., & Beghetto, R. A. (2022). Creativity in the classroom: Advice for best practices. Homo Creativus: The 7 C’s of human creativity, (pp. 249–264). Springer. https://doi.org/10.1007/978-3-030-99674-1

Donaldson, M., Weiner, J. M., & Kershen, J. (2022). Who Speaks for Teachers? Teachers’ Voice and Teacher Unions in a New Era. In S. D’Amico Pawlewicz (Ed.) Walkout: Teacher Militancy, Activism, and School Reform. Information Age Press. https://www.infoagepub.com/products/Walkout

Edwin, M., Haynes-Thoby, L., & Bryan, J. (2022). Using equity-focused school-family-community partnerships to enhance career development and postsecondary transitions for students of color. In. E. Hines & L. Owen (Eds.) Equity-Based Career Development and Postsecondary Transitions (pp. 109–136). Information Age Publishing. https://www.infoagepub.com/products/Equity-Based- Career-Development-and-Postsecondary-Transitions

Edwin, M., & Prescod, D. (2022). Advocating for school counselors’ role in students’ career development and postsecondary transitions. In E. Hines & L. Owens (Eds.), Equity-Based career development and postsecondary transitions: An American imperative. Information Age Publishing. https://www.infoagepub.com/products/Equity-Based-Career-Development-and-Postsecondary- Transitions

Ellis, A.B., Staples, M., Bieda, K.N. (2022). Justification Across the Grade Bands. K. N. Bieda, A. Conner, W. Kosko, & M. Staples (Eds.), Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof (pp. 287–297). Springer Champ. https://doi.org/10.1007/978-3-030- 80008-6_23

Filipiak, D. (2022). I love myself: Becoming designers of urban futures in production-centered contexts. In D. Hucks, Y. Sealey-Ruiz, V. Showunmi, S. Carothers, & C. Lewis (Eds.), Purposeful teaching and learning in diverse contexts: Implications for access, equity and achievement. Information Age Publishing. https://www.infoagepub.com/products/Purposeful-Teaching-and- Learning-in-Diverse-Contexts

Gabriel, R. & Kelley, S. (2022). Conclusion: Influence and Evidence in Reading-Related Policy. In R. Gabriel (Ed.), How Education Policy Shapes Literacy Instruction. (pp. 187–197). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-08510-9_8

Gabriel, R. (2022). How Literacy Policy Shapes Understandings of Teacher Quality: Coaching, Evaluation, and Measures of Teacher Effectiveness. In E. Gabriel (Ed.) How Education Policy Shapes Literacy Instruction (pp. 169–185). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-08510-9_7

Haynes, C., Stewart, S., Allen Moore, E., Joseph, N. M., & Patton L. D. (2022). Intersectionality Methodology and the Black Women Committed to “Write-Us” Resistance. In C. J. Porter, V. T. Sule, & N. N. Croom (Eds.), Black Feminist Epistemology, Research, and Praxis. Routledge. https://doi.org/10.4324/9781003184867

Kaufman, A. S., Choi, D., Kapoor, H., & Kaufman, J. C. (2022). A Brief History of IQ Testing: Fixed vs. Malleable Intelligence. In R. J. Sternberg & D. D. Preiss (Eds.), Intelligence in Context (pp. 59–92). Springer International Publishing. http://dx.doi.org/10.1007/978-3-030-92798-1

Kaufman, J. C. (2022). Creativity and mental illness: So many studies, so many scattered conclusions. In J. A. Plucker (Ed.), Creativity and Innovation: Theory, Research, and Practice (pp. 199–204). Routledge. https://doi.org/10.4324/9781003233923-7

Kaufman, J. C., Beghetto, R. A., & Roberts, A. M. (2022). Creativity in the schools: Creativity models and new directions. In K. Allen, M. J. Furlong, D. Vella-Brodrick, & S. Suldo (Eds.),Handbook of Positive Psychology in Schools: Supporting Process and Practice (3rd ed., pp. 335–346). New York: Routledge. https://doi.org/10.4324/9781003013778

Kearns, D. M., Lyon, C. P., & Kelley, S. A. (2022). Structured literacy interventions for reading long words. In L. Spear-Swerling (Ed.), Structured literacy interventions for children with reading difficulties. Guilford Press. https://www.guilford.com/books/Structured-Literacy- Interventions/Louise-Spear-Swerling/9781462548781

Little, C. A., O'Brien, R., & Kearney, K. L. (2022). Qualitative assessment tools for identification: Curriculum-based product/performance tasks. In S. K. Johnsen & J. VanTassel-Baska (Eds.), Handbook on assessments for gifted learners. Routledge. https://doi.org/10.4324/9781003285991

McCready, A. M., Rowan-Kenyon, H. T., Martinez Aleman, A. M., & Yarri, A. (2022). ^^KWIM? BRB: How do emerging adults communicate differently than previous generations? In T. A. Duncan & A. Buskirk-Cohen (Eds.), Cultivating success: A multi-faceted approach to working with emerging adults in higher education (pp. 68–81). Oxford University Press. https://global.oup.com/academic/product/cultivating-student-success- 9780197586693?cc=us&lang=en&#

McCoach, D. E., Newton, S., & Gambino, A. (2022). Multilevel Model Selection: Balancing Model Fit and Adequacy. In M.S. Khine (Ed.), Methodology for Multilevel Modeling in Educational Research: Concepts and Applications. (pp. 29–48). Springer. https://doi.org/10.1007/978-981-16-9142-3

Montrosse-Moorhead, B., & Weiner, J. M. (2022). Negotiating the complexity of context in evaluation. In K. J. Linfield & S. Kniffley, (Eds.) Designing and Implementing Effective Evaluations. Routledge. https://doi.org/10.4324/9780429277788

Player, G., & Irizarry, J. (2022). Dismantling the “Wall of Whiteness”: How Teacher Education Simultaneously Pursues Diversity and Reinscribes Whiteness. In C. Gist & T. Bristol (Eds.), AERA Handbook for Research on Teachers of Color (pp. 591–600). AERA. https://www.aera.net/Publications/Handbook-of-Research-on-Teachers-of-Color-and-Indigenous- Teachers

Raible, J., & Irizarry, J. G. (2022). Redirecting the Teacher’s Gaze. In P. Burch (Ed.) System Failure: Policy and Practice in the School-to-Prison Pipeline. Routledge. https://doi.org/10.4324/9781003262077

Robbie, K., Santiago-Rosario, M., Yanek, K., Kern, L., Meyer, B., Morris, K., & Simonsen, B. ( 2022). Creating a Classroom Teaching Matrix. Center on PBIS, University of Oregon. www.pbis.org

Siegle, D. (2022). Rispondere ai Bisogni Educativi degli studenti gifted in classe per prevenire ilsottorendimento e l’abbandono scolastico. In L. M. (Ed.). Lo sviluppo del talento e dell’altopotenziale. Modelli e buone pratiche per un approccio inclusivo alla promozione dellaplusdotazione (pp. 123-138). Italy: Erickson.

Simonsen, B., Robbie, K. Meyer, K., Freeman, J., Everett S. and Feinberg, A. (2022) Supporting Students’ Social, Emotional, and Behavior (WEB Growth Through Tier 2 and 3 Intervention within a Multi-Tiered System of Supports (MTSS) Framework. Handbook of Classroom Management: Research, Practice, and Issues, (3rd ed.) Routledge. https://doi.org/10.4324/9781003275312

Staples, M., & Conner, A. (2022). Introduction: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education. In. K.N. Bieda, A Conner, K. W. Kosko, & M. Staples (Eds.), Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Springer. https://doi.org/10.1007/978-3-030-80008-6

Staples, M. (2022). Overview of Middle Grades Data. In: K. N. Bieda, A. Conner, K. W. Kosko, & M. Staples (Eds.), Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof (pp. 75–78). Springer, Cham. https://doi.org/10.1007/978-3-030-80008-6_7

Strickland-Cohen, M. K., & Simonsen, B. (2022). Function-Based Support. Center on PBIS, University of Oregon. www.pbis.org.

Trudel, S., Winer, E. L. Winter, & Bray, M.A. (2022). Prevention Strategies for Classroom Management. In E. Sabornie & D. Espelage (Eds.), Handbook of Classroom Management: Research, Practice, and Issues, (3rd ed.) Routledge. https://doi.org/10.4324/9781003275312

Ward, N., Vines, N., Gabriel, R. (2022). Early Reading Instruction: Politics and Myths About Materials and Methods. In: R. Gabriel (Ed.), How Education Policy Shapes Literacy Instruction (pp. 89–119). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-08510-9_4

Winter, E.L., Maykel, C., Bray, M., Levine-Schmitt, M., Graves, M. (2022). Physical Health as a Foundation for Well-Being: Exploring the RICH Theory of Happiness. In: Deb, S., Gerrard, B.A. (Eds.) Handbook of Health and Well-Being. Springer. https://doi.org/10.1007/978-981-16-8263- 6_1

2022 Journal Articles

Abramo, J. M. (2022). Who’s aloud* to have fun?: On covers and identity crossing. Journal of Popular Music Education, 6(3), 329–348. https://doi.org/10.1386/jpme_00095_1. https://doi.org/10.1386/jpme_00095_1

Abramo, J. M. (2022). Music Education in Times of Darkness: The Possibility of Resistance. Philosophy of Music Education Review, 30(2), 111–118. https://www.muse.jhu.edu/article/867639. https://www.muse.jhu.edu/article/867639

Abramo, J. M. (2022). Re-sistance in the age of cooption by the political right. Philosophy of Music Education Review, 30(2) 119–125. https://doi.org/10.1386/jpme_00095_1. https://doi.org/10.1386/jpme_00095_1

Abramo, J. M. (2022). New beginnings for Visions. Visions of Research in Music Education, 39, 1-3.
Visions of Research in Music Education, 39, 1–3. https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1860&context=vrme

Aldemir, T., Davidesco, I., Kelly, S. M., Glaser, N., Kyle, A. M., Montrosse-Moorhead, B., & Lane, K. (2022). Investigating students’ learning experiences in a neural engineering integrated STEM high school curriculum. Education Sciences, 12(10), 705. https://doi.org/10.3390/educsci12100705

Allen, K. M., Nash, K. T., Thomas, K., & Everett, S. (2022). " An Oasis in the Sahara": Humanizing Professional Learning during the Pandemic and Beyond. Language Arts, 100(1), 8–20. https://www.proquest.com/openview/50bc0d9be12af766b552db38dcbf0487/1?pq- origsite=gscholar&cbl=41436

Anglin, K., Boguslav, A., & Hall, T. (2022). Improving the Science of Annotation for Natural Language Processing: The Use of the Single-Case Study for Piloting Annotation Projects. Journal of Data Science, 20(3), 339–357. https://doi.org/10.6339/22-JDS1054

Back, M. P., & Oulbeid, B. (2022). Examining Instructional Contexts and Student Beliefs in Arabic Teacher Recruitment. Second Language Research & Practice. 3(1), 62–80. http://hdl.handle.net/10125/69868

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McKee, S.L., Thorne, T., Koslouski, J.B., Chafouleas, S.M. & Schwartz, M.B. (2022), Assessing District Policy Alignment with the Whole School, Whole Community, Whole Child Model in Connecticut, 2019 to 2020*. Journal of School Health, 92, 594–604. https://doi.org/10.1111/josh.13183

McCoach, D. E. (2022). Achieving Equity Within Public Education. Gifted Child Quarterly, 66(2), 103–104. https://dialnet.unirioja.es/ejemplar/603828

Melissa, Z., Prescod, D., & Haynes-Thoby, L. (2022). The relationship between trauma symptoms, developmental work personality, and vocational identity. Journal of Counselor Preparation and Supervision, 13(1), 1–21. https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1323&context=jcps

Melville, W., Campbell, D. T., Verma, G., & Park, B.-Y. (2022). Challenging the hegemony of Western scientism in science teacher education. Journal of Science Teacher Education, 33(7) 703–709. https://doi.org/10.1080/1046560X.2022.2112130

Michna, G., Trudel, S. M., Bray, M. A., Theodore, L., Zhou, Z., Dirsmith, J., Reinhardt, J. S., Patel, I, & Gilbert, M. (2022). Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder. Psychology in the Schools, 60(20), 479–494. https://doi.org/10.1002/pits.22769

Miroshnik, K. G., Shcherbakova, O. V., & Kaufman, J. C. (2022). Kaufman Domains of Creativity Scale: Relationship to Occupation and Measurement Invariance across Gender. Creativity Research Journal, 34(2), 159–177. https://doi.org/10.1080/10400419.2021.1953823

Monahan, J., Lombardi, A., Madaus, J. W., Jennifer, F., & Gelbar, N. (2022). Developing and validating the College and Career Readiness Teacher Expectation Survey for students with disabilities. Career Development and Transition for Exceptional Individuals. 46(2), 83–93. https://doi.org/10.1177/21651434221116311

Moreno, O., Sosa, R., Hernandez, C., Nienhusser, H. Kenny, & Cadenas, G. (2022). Immigration status, mental health, and intent to persist among immigrant college students. Journal of Diversity in Higher Education. https://psycnet.apa.org/doi/10.1037/dhe0000456

Nienhusser, H. Kenny, & Romandia, O. (2022). Undocumented college students’ psychosocial well- being: A systematic review. Current Opinion in Psychology. 47, 101412. https://doi.org/10.1016/j.copsyc.2022.101412

Nneka, A., Max, K., Mala, J., & Evanovich, J. M. (2022). Developing Social Justice Outcomes Through Service-Learning Among Sport Management Students. Sport Management Education Journal, 16(1), 55–65. https://doi.org/10.1123/smej.2020-0092

Park, B.-Y., & Campbell, D. T. (2022). Science teaching and learning for productive disciplinary engagement (PDE) through model-based learning (MBL): Insights from relevant literature. Journal of the Korean Earth Science Society, 43(4), 490–497). https://doi.org/10.5467/JKESS.2022.43.4.490

Park, B.-Y., Campbell-Montalvo, R. A., Campbell, D. T., Cooke, H., Arnold, C., Volin, J., Chrysochoou, M., & Diplock, P. (2022). The Development of High Leverage Practices in Environmental Sustainability-Focused, Service Learning Courses: Applications for Higher Education.
Environmental Education Research, 28(11), 1635–1655. https://doi.org/10.1080/13504622.2022.2070603

Park, C., Kubzansky, L., Chafouleas, S. M., Davidson, R., Keltner, D., Parsafar, P., Conwell, Y., Martin, M., Hamer, J., & Wang, K. (2022). A Perfect Storm to Set the Stage for Ontological Exploration: Response to Commentaries on “Emotional Well-Being: What It Is and Why It Matters”. Affective Science, 4,52–58. https://doi.org/10.1007/s42761-022-00169-8

Park, C., Kubzansky, L., Chafouleas, S. M., Davidson, R., Keltner, D., Parsafar, P., Conwell, Y., Martin, M., Hanmer, J., & Wang, K. (2022). Emotional Well-Being: What It Is and Why It Matters. Affective Science, 4, 10–20. https://doi.org/10.1007/s42761-022-00163-0

Peers, D., Joseph, J., McGuire-Adams, T., Eales, L., Fawaz, N. V., Chen, C., Hamdon, E., & Kingsley, B. We become gardens: Intersectional methodologies for mutual flourishing. Leisure/Loisir, 47(1), 27–47. https://doi.org/10.1080/14927713.2022.2141836

Player, G. (2022). Girl of Color Embodied and Experiential Dreams for Education. Journal of Literacy Research, 54(4), 379–401. https://doi.org/10.1177/1086296X221140852

Player, G., Bachoo, G., & Lopez, C. (2022). “All the talks, all the bonding, all the love”: Women of color feminist multimodalities as interruptions to the whiteness of teacher education. Contemporary Issues in Technology and Teacher Education, 22(1). https://citejournal.org/volume-22/issue-1- 22/english-language-arts/all-the-talks-all-the-bonding-all-the-love-women-of-color-feminist- multimodalities-as-interruptions-to-the-whiteness-of-teacher-education

Reis, S., Gelbar, N., & Madaus, J. (2022). Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder. Gifted Education International, 39(3), 378–400. https://doi.org/10.1177/02614294221124197

Reis, S. M., Madaus, J. W., & Gelbar, N. (2022). Strength-based strategies for twice exceptional high school students with autism spectrum disorder. TEACHING Exceptional Children. 20(10), https://journals.sagepub.com/doi/pdf/10.1177/00400599221108899

Rifenbark, GG., Hicks, T. A., Burke, K. M., Swinburne Romine, R. E., Fleming, K. K., & Shogren, K. A. (2022). Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method. Career Development and Transition for Exceptional Individuals, 46(3), 133–
141. https://doi.org/10.1177/21651434221130295

Rodriguez, L., Campbell, D. T., Volin, J., & Moss, D. M. (2022). Authoring STEM Identities through Intergenerational Collaborative Partnerships. International Journal of Science Education: Part B Communication and Public Engagement,13, 40–58. https://doi.org/10.1080/21548455.2022.2120782

Roofe, C., Ferguson, T., Stewart, S. & Roberts, N. (2022) Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context, The Journal of Continuing Higher Education, https://doi.org/10.1080/07377363.2022.2087169

Sanetti, L. M., Pierce, A., Gammie, L., Dugan, A. G., & Cavallari, J. Scale-out of a Total Worker Health® approach for designing interventions to reduce teacher stress: Pilot implementation evaluation. BMC Public Health, 22, 814. https://doi.org/10.1186/s12889-022-13241-6

Savage, J. S., Hochgraf, A. K., Loken, E. O., Marini, M. E., Craig, S. J., Makova, K. D., Birch, L. L., & Paul,
I. M. (2022). INSIGHT responsive parenting educational intervention for firstborns is associated with growth of second-born siblings. Obesity, 30(1), 183–190. https://doi.org/10.1002/oby.23301

Secora, K., Wolbers, K., & Dostal, H. (2022). Writing Instruction as an Authentic Context for Targeting Speech and Language Therapy Goals for Deaf and Hard of Hearing Children. Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/2022_PERSP-22-00168

Settlage, J., & Williams, B. A. (2022). Equity-centered science education: The origin story of this special issue. Science Education, 106, 1013–1020. https://doi.org/10.1002/sce.21758

Shaw, R. D., & Bernard, C. (2022). School culture change through the Arts: A case study of the Turnaround Arts program. Arts Education Policy Review, 124(3), 171–186. https://doi.org/10.1080/10632913.2021.2023059

Siegle, D. (2022). Turning lemons into lemonade: Technology teaching tips learned during COVID-19.
Gifted Child Today 46(1),60–62. https://doi.org/10.1177/10762175221131066

Siegelman, N., Rueckl, J. G., Lo, J. C. M., Kearns, D. M., Morris, R. D., & Compton, D. L. (2022).
Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behavior. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48(6), 839–855. https://doi.org/10.1037/xlm0001109

Simmons, J., Campbell, D. T., & Moss, D. (2022). ‘Part of our DNA': intergenerational family learning in informal science. International Journal of Science Education: Part B Communication and Public Engagement, 360–373. https://doi.org/10.1080/21548455.2022.2099032

Simmons, J., Campbell, D. T., Moss, D. M., Volin, J. C., Arnold, C., Cisneros, L. M., Chadwick, C., Dickson, D., & Freidenfelds, N. (2022). Part of our DNA”: Intergenerational family learning in informal science. International Journal of STEM Education, Part B, 12(4), 360-373.

Simonsen, B., Freeman, J., Gambino, A., Sears, S. Meyer, K., and Hoselton, R., (2022). An Exploration of the Relationship Between PBIS and Discipline Outcomes for Students with Disabilities. Remedial and Special Education, 43(5), 287–300. https://doi.org/10.1177/07419325211063490

Singer, J. N., Agyemang, K., Chen, C., Walker, N., & Melton, N. (2022). What is Blackness to Sport Management? Manifestations of Anti-Blackness in the Field. Journal of Sport Management, 36(3), 215–227. https://doi.org/10.1123/jsm.2021-0232

Southerland, S. A. & Settlage, J. (2022). Humanistic science education: Updating our collective consciousness and offering fresh consideration. Science Education, 106, 479–481. https://doi.org/10.1002/sce.21715

Stone-Johnson, C., & Weiner, J. M. (2022). Theorizing school leadership as a profession: A qualitative exploration of the work of school leaders. Journal of Educational Administration. 60(4), 386–402, https://doi.org/10.1108/JEA-05-2021-0112

Sveinson, K., Taylor, E., Newton Keaton, A., Burton, L., Pegoraro, A., & Toffoletti, K. (2022). Addressing Gender Inequity in Sport through Women’s Invisible Labor. Journal of Sport Management, 36(3), 240–250. https://doi.org/10.1123/jsm.2021-0229

Thomas, L., Lee, M., Todd, C., Lynch, K., Loeb, S., McConnell, S., & Carlis, L. (2022). Navigating Remote Delivery of Assessments for Head Start Children During the COVID-19 Pandemic. Journal of Early Intervention. 44(2), 151–167. https://doi.org/10.1177/10538151221085942

Turner Kelly, B., Castillo-Montoya, M. I., Varghese, R., & Zuniga, X. (2022). Braids and Bridges: A critical collaborative autoethnography of racially minoritized women teaching intergroup dialogue. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000374

VanLone, J., Freeman, J., Simonsen, B., Everett, S., Sugai, G., & Whitcomb, S. (2022) "The Effects of a Video Self-Analysis Package on Pre-Service Teachers’ Use of Behavior-Specific Praise," The Journal of Special Education Apprenticeship, 11(1). https://files.eric.ed.gov/fulltext/EJ1329915.pdf

Verma, G., Campbell, D. T., Melville, W., & Parl, B.-Y. (2022). Science teacher education and a sociopolitical turn: The implications for democratic citizenship, and environmental and social justice. Journal of Science Teacher Education, 33(5), 459–465. https://doi.org/10.1080/1046560X.2022.2082639

Virella, P., & Cobb, C. D. (2022). Leader developers: Perspectives of mentor principals in an administrator preparation program. Journal of Educational Supervision, 5(3), 81–99. https://doi.org/10.31045/jes.5.3.4

Volpe, R., Chafouleas, S. M., Gonzalez, J., Ardoin, S., & Jimerson, S. (2022). The science of school psychologists: Developing a standard definition. Journal of School Psychology, 94, A1–A12. https://doi.org/10.1016/j.jsp.2022.06.006

Weiner, J. M., Garrett-Walker, W., & Strickland, T. (2022). Reifying discrimination on the path to school leadership: Black female principals’ experiences of district hiring/promotion practices. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.925510

Wexler, J., Kearns, D. M., Lemons, C. J., Shelton, A., Pollack, M. S., Stapleton, L. M., Clancy, E., Hogan,
E. K., & Lyon, C. (2022). Improving literacy instruction in co-taught middle school classrooms to support reading comprehension. Contemporary Educational Psychology, 68(102040), 1–14.

Wilson, S.M. & Kelley, S. L. (2022). Landscape of Teacher Preparation Programs and Teacher Candidates. Evaluating and Improving Teacher Preparation Programs. National Academy of Education. https://files.eric.ed.gov/fulltext/ED618996.pdf

Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., & Holcomb, L. (2022). Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial. Exceptional Children, 88(2), 185–
204. https://doi.org/10.1177/00144029211050849

Woulfin, S.L., & Gabriel, R. (2022). Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading. The Reading Teacher, 76, 326–332. https://doi.org/10.1002/trtr.2153

Woulfin, S.L., & Gabriel, R.E. (2022). Teacher Leadership for School Improvement. Routledge. https://doi.org/10.4324/9781138609877-REE91-1

Wright-Mair, R., & Castillo-Montoya, M. I. (2022). Sisterhood birthed through colonialism: A love letter approach to connection, healing, and transformation. Meridians: Feminism, Race, Transnationalism, 21(1) 265–292. https://doi.org/10.1215/15366936-9554178

Xu, T., Qian, X., Rifenbark, G., Shogren, K., & Hagiwara, M. (2022). Psychometric properties of Self- Determination Inventory: Student Report (SDI:SR) among Chinese students with and without intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 60(1) 41–
56. https://doi.org/10.1352/1934-9556-60.1.41

Young, S. R., Maddocks, D. L., & Caemmerer, J. (2022). Computer-enhanced practice: The benefits of computer-assisted assessment in applied clinical practice. Professional Psychology: Research and Practice, 53(4), 387–397. https://doi.org/10.1037/pro0000449

Youngs, P., Elreda, L., Anagnostopoulos, D. O., Cohen, J., Drake, C., & Konstantopoulos, S. (2022). The development of ambitious instruction: How beginning elementary teachers’ personal characteristics and preparation experiences are associated with their mathematics and reading practices. Teaching and Teacher Education. 110, 103576. https://doi.org/10.1016/j.tate.2021.103576

Yoshikawa, K., Kehle, T., Bray, M., del Campo, M., Tiarks, J., Winter, E., & Starling, N. (2022). Self- distancing to reduce anger in high school students. International Journal of School and Educational Psychology, 10(1), 63–76. https://doi.org/10.1080/21683603.2020.1804020

Yu, H., Lupas, K., Chafouleas, S. M., McCoach, D. E., Fabiano, G., & Riley-Tillman, C. (2022). Timing and frequency of screening in schools: A latent variable analysis of stability over time. Psychological Assessment, 34(10), 952–965. https://doi.org/10.1037/pas0001157

Silva-Enos, S., Howard, E., Feinauer, E., & Whiting, E. (2022). Tensions Between Equity and Elitism for Local Scholarship Students in an International School. Globalisation, Societies, and Education. https://doi.org/10.1080/14767724.2022.2155933

2021 Books

2021 Book Chapters

Beghetto, R. A., & Kaufman, J. C. (2021). Theories of creativity. In J. A. Plucker (Ed.), Creativity and innovation: Theory, research, and practice (pp. 35-47). Taylor and Francis. https://doi.org/10.4324/9781003233930-4

Burton, L., & Newton, A. (2021). Organisation level practices to support women in coaching. In L. Norman (Ed.), Women in sport coaching. Routledge. https://doi.org/10.4324/9781003028642

Choi, D., & Kaufman, J. C. (2021). Where does creativity come from? What is creativity? Where is creativity going in giftedness? In R. J. Sternberg & S. Ambrose (Eds.), Conceptions of giftedness (pp. 65-81). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56869-6

Cobb, C. D. (2021). Droppin' the mic': Framing the implications of policy-relevant research for maximum impact. In A. M. Urick, D. E. DeMatthews, T. G. Ford, (Eds.), Maximizing the policy- relevance of research for school improvement. Volume in the Leadership for School Improvement Series. https://www.infoagepub.com/products/Maximizing-the-Policy-Relevance- of-Research-for-School-Improvement

Corazza, G. E., Gl veanu, V. P., & Kaufman, J. C. (2021). Injecting creativity in society for possible futures of improved ethics and equity. In C. A. Mullen (Ed.), Handbook of social justice interventions in education (pp. 635--652). Springer. https://doi.org/10.1007/978-3-030-35858-7

DiGennaro Reed, F. D., Sanetti, L. M. H., & Codding, R. S. (2021). Teacher consultation in behavioral assessment and intervention. In W. Fisher, C. Piazza, & H. Roane (Eds.), Handbook of applied behavior analysis. Guilford Press. https://www.guilford.com/books/Handbook-of-Applied- Behavior-Analysis/Fisher-Piazza-Roane/9781462543755/contents

Dixon, M. A., McGarry, J. E., & Evanovich, J. M. (2021). Sport for all. In P. M. Pedersen & L. Thibault (Eds.), Contemporary Sport Management, 7th edition. Human Kinetics. https://us.humankinetics.com/products/contemporary-sport-management-7th-edition-with- hkpropel-access-loose-leaf-edition

Donaldson, M.L., Mavrogordato, & M. Dougherty, S. (2021). Appraising principal evaluation and development: Current research and future directions. In P. Youngs, J. Hyun, & M. Mavrogordato (Eds.), Exploring principal development and teacher outcomes: How principals can strengthen instruction, teacher retention, and student achievement. Routledge Press. https://doi.org/10.4324/9780429356247

Filipiak, D. (2021). Youth participatory action research. Routledge encyclopedia of education. Routledge.  https://education.routledgeresearchencyclopedias.com/multicultural-education

Gabriel, R. & Kelley, S. (2021). It's about time: Constructing dyslexia in higher education. In. J. N. Lester (Ed.), Discursive psychology and disability. Palgrave studies in discursive psychology. Palgrave Macmillan. (pp. 143-168). https://doi.org/10.1007/978-3-030-71760-5_6

Glveanu, V. P., & Kaufman, J. C. (2019). Creativity: A historical perspective. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 9-26). Cambridge University Press. https://doi.org/10.1017/9781316979839.003

Green III, P. R. (2021). Racial and ethnic equity in American public schools: Looking ahead. In K. L. Bowman (Ed.), The Oxford handbook of U.S. education law. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780190697402.013.44

Grenier, R. S. (2021). Chapter 32: Cultural Institutions. In L. Merriweather & T. Rocco (Eds.), The Handbook of adult and continuing education (2020 edition). AAACE. 2020 Adult and Continuing Education Handbook.

Grenier, R.S. (2021). Identifying and measuring expertise in organizations. In ML. Germain & R.S. Grenier (Eds.), Expertise at work. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 64371-3_4

Grenier, R.S., Germain, ML. (2021). An introduction to expertise at work: Current and emerging trends. In Germain, ML., Grenier, R.S. (Eds.), Expertise at work. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-64371-3_1

Grenier, R.S., Germain, ML. (2021). Conclusion. In ML. Germain & R.S. Grenier (Eds.), Expertise at work. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-64371-3_11

Irizarry, J. G., & Garcia, N. M. (2021). Listening to our antepasados: Toward a futurity of Chicanx/a/o and Puerto Rican studies. In E. G. Murillo, Jr., D. Delgado Bernal, S. Morales, L. Urrieta, Jr, E. Ruiz Bybee, J. Sánchez Muñoz, V. B. Saenz, D. Villanueva, M. Machado-Casas, K. Espinoza (Eds.), Handbook of Latinos and education (pp. 46-58). Routledge. https://doi.org/10.4324/9780429292026

Kapoor, H., & Kaufman, J. C. (2021). Basic concepts of creativity. In S. W. Russ, J. D. Hoffmann, & J.Kaufman (Eds.), Cambridge handbook of lifespan development of creativity (pp. 3-98). Cambridge University Press. https://doi.org/10.1017/9781108755726.002

Kaufman, J. C., & GI veanu, V. P. (2021). An overview of creativity theories. In J. C. Kaufman, & R. J. Sternberg (Eds.), Creativity: An introduction (pp. 17-30). Cambridge University Press. https://doi.org/10.1017/9781316979839.003

Kerwin, S., Li, M., & Burton, L. (2021). Managing and leading in sport organizations. In P. M. Pedersen & L. Thibault (Eds.), Contemporary sport management, 7th edition. Human Kinetics. https://us.humankinetics.com/products/contemporary-sport-management-7th-edition-with- hkpropel-access-loose-leaf-edition

McKay, A. S., Reiter-Palmon, R., & Kaufman, J. C. (2021). An interdisciplinary view on team creativity: Toward integration across fields. In A. S. McKay, R. Reiter-Palmon, & J. C. Kaufman (Eds.), Creative success in teams (pp. 231-241). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-819993-0.00012-6

Moss, D. M., Simmons, J., Izard, B., & Marx, H. (2021). Going global in teacher education: Lessons learned from scaling up. In L. Baecher (Ed.), Study Abroad in Teacher Education: Transformative learning at the global scale (pp. 44-57). Routledge. https://doi.org/10.4324/9781003004387

Myers, D., VanLone, J., Wilkinson, S., Freeman, J., & Simonsen-Gaines, B. M. (2021). Classroom PBIS. In L. M. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors (2nd ed.) (pp. pp. 56-77). Guilford Press. https://www.guilford.com/books/Individualized- Supports-for-Students-with-Problem-Behaviors/Bambara-Kern/9781462545810

O'Neil J. M. (2021) Foreword - Hidden in plain sight: How men's fears of women shape their intimate relationships. In A. Weiss, L. M. Tullier, L. M. Blacker, E. G. Regan (Eds.), hidden in plain sight: How men's fear of women shape their intimate relationships. Lasting Impact Press.

Prescod, D. (2021). Research critical incidents in counselor education. In J. M. Swank & C. A Barrio Minto (Eds.), Critical incidents in counselor education: Teaching, supervision, research, and leadership and advocacy. American Counseling Association. https://www.wiley.com/en- us/Critical+Incidents+in+Counselor+Education:+Teaching,+Supervision,+Scholarship,+Leadership,+and+Advocacy-p-9781119814252 

Reis Renzulli, S., & Renzulli, J. S. (2021). The Schoolwide Enrichment Model: A talent development approach that works for rural schools. In A. Price Azano & C. M. Callahan (Eds.), Gifted education in rural schools: Developing place-based interventions (pp. 98-107). Routledge. https://doi.org/10.4324/9781003017004

Roberts, A. M., Sternberg, R. J., Runco, M. A., Acar, S., Ward, T. B., Kolomyts, Y., & Kaufman, J. C. (2021). Creativity and cognition, divergent thinking, and intelligence. In J. C. Kaufman & R. J. Sternberg (Eds.), Creativity: An introduction. https://doi.org/10.1017/9781316979839

Russ, S. W., Hoffmann, J. D., & Kaufman, J. C. (2021). Epilogue: What Have We Learned? In S. W. Russ, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of lifespan development of creativity (pp. 552-558). Cambridge University Press. https://doi.org/10.1017/9781108755726.002

Russ, S. W., Hoffmann, J. D., & Kaufman, J. C. (2021). Introduction. In S. W. Russ, J. D. Hoffmann, & J.Kaufman (Eds.), The Cambridge handbook of lifespan development of creativity (pp. 1-2). Cambridge University Press. https://doi.org/10.1017/9781108755726.002

Siegle, D., McCoach, D. B., & Rubenstein, L. D. (2021). Understanding and addressing underachievement in gifted students. In T. L. Cross & J. R. Cross (Ed.), The handbook for counselors serving students with gifts and talents: Development, relationships, school issues, and counseling needs/interventions (pp. 605-626). Prufrock Academic Press. https://doi.org/10.4324/9781003235415

Tuitt, F. & Stewart, S. (2021). Decolonising academic spaces: Moving beyond diversity to promote racial equity in postsecondary education. In: Thomas, D.S.P., Arday, J. (Eds.) Doing Equity and Diversity for Success in Higher Education. Palgrave Studies in Race, Inequality and Social Justice in Education. (pp. 99-115). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030- 65668-3_8

Weiner, J. M. 2021. For everything there is a season. In R. Lowenhaupt & G. Theoharis (Eds.), Parenting in a Pandemic. Information Age Publishing. https://www.infoagepub.com/products/Parenting-in-the-Pandemic

2021 Journal Articles

Abramo, J.M. (2021). Whence culture and epistemology? Dialectical materialism and music education. Philosophy of Music Education Review 29(2), 155-173. https://www.muse.jhu.edu/article/813776

Anagnostopoulos, D. O., Wilson, S. M., & Charles-Harris, S. (2021). Contesting quality teaching: Teachers' pragmatic agency and the debate about teacher evaluation. Teaching and Teacher Education, 98, 103246. https://doi.org/10.1016/j.tate.2020.103246

Anglin, K., Wong, V., & Boguslav, A. (2021). A natural language processing approach to measuring treatment adherence and consistency using semantic similarity. AERA Open, 7(1), 1-18 https://doi.org/10.1177/23328584211028615

Arinze, N., & McGarry, J. E. (2021). Identities and relationships: Black and Latina adolescent girls in sport-based youth development programs. Child and Adolescent Social Work Journal, 4(38), 475-486. https://doi.org/10.1007/s10560-021-00775-8

Arnold, C., Barrett, J., Campbell, D. T., Chrysochoou, M., & Bompoti, N. M. The Environment Corps: combining classroom instruction, service learning, and extension outreach to create a new model of community engaged scholarship at the University of Connecticut. Journal of Higher Education Outreach and Engagement, 25(2), 1-18. https://openjournals.libs.uga.edu/jheoe/article/view/2076

Back, M. P., Gutierrez, A., Golembeski, K., Pelletier, D., Macko, T., & Miller, S. (2021). "We were told that the content we delivered was not as important:" Disconnect and disparities in world language student teaching during COVID-19. System, 103, 102679. https://doi.org/10.1016/j.system.2021.102679

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Madaus, J. W., Gelbar, N., Dukes, III, L. L., Taconet, A., & Faggella-Luby, M. N. (2021). Are there predictors of success for students with disabilities pursuing postsecondary education? Career Development and Transition for Exceptional Individuals, 44(4), 191-202. https://doi.org/10.1177/2165143420976526

Madaus, J. W., & Dukes, III, L. L. (2021). Introduction to the special issue - Postsecondary disability documentation: What have we learned ten years after the ADAAA? Learning Disabilities: A Multidisciplinary Journal, 26(2). https://doi.org/10.18666/LDMJ-2021-V26-I2-10860

Madaus, J. W., Gelbar, N., Faggella-Luby, M., & Dukes, III, L. (2021). Experiences of students with disabilities during the COVID-19 interruption of in-person instruction. Journal of Postsecondary Education and Disability, 34(1), 5-18. https://files.eric.ed.gov/fulltext/EJ1308647.pdf

Marcus, A. S. (2021) Reframing the purpose of museum visits, Theory & Research in Social Education, 49(4), 638-641, https://doi.org/10.1080/00933104.2021.1941616

Marcus, A. S., & Levine, T. H. (2021). Mapping the pandemic: Teaching critical map literacy with interactive COVID-19 maps. Social Studies Research and Practice, 16(2), 115-125. https://doi.org/10.1108/SSRP-08-2021-0021

Marcus, A. S., Maor, R., McGregor, I., Mills, G., Schweber, S., Stoddard, J., & Hicks, D. (2021). Holocaust education in transition from live to virtual survivor testimony: Pedagogical and ethical dilemmas. Holocaust Studies. 28(3), 279-301. https://doi.org/10.1080/17504902.2021.1979176

McCoach, D. B., Perez, J., & Reyna, K. (2021). Methodologists: You need us more than we need you! Research in the Schools, 27(1), 73-79.

McCready, A., Rowan-Kenyon, H. T., Martinez Aleman, A. M., & Barone, N. (2021). Students of color, mental health, and racialized aggressions on Social Media. Journal of Student Affairs Research and Practice, 58(2), 179-95. https://doi.org/10.1080/19496591.2020.1853555

Meyer, K. M., Sears, S., Putnam, R., Phelan, C., Burnett, A., Warden, S., & Simonsen-Gaines, B. M. (2021). Supporting students with disabilities with universal positive behavioral interventions and supports (PBIS): Lessons learned from research and practice. Beyond Behavior, 30(3), 169-178. https://doi.org/10.1177/10742956211021801

Miroshnik, K. G., Shcherbakova, O. V., & Kaufman, J. C. (2021). Kaufman Domains of Creativity Scale: Relationship to occupation and measurement invariance across gender. Creativity Research Journal, 34(2), 159-177. https://doi.org/10.1080/10400419.2021.1953823

Montrosse-Moorhead, B., Gambino, A., Yahn, L. M., Fan, M., & Vo, A. T. (2021). Evaluator education curriculum: What ought to be taught in master's and doctoral programs? American Journal of Evaluation. 43(2), 269-292. https://doi.org/10.1177%2F10982140211020326

Montrosse-Moorhead, B. (2021). If building trust is important, how do we teach novice evaluators to do it? Canadian Journal of Program Evaluation, 35(2), 384-394. https://doi.org/10.3138/cjpe.69797

Neugebaurer, S., Coyne, M., McCoach, D. B., & Ware, S, (2021). Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness. Early Childhood Research Quarterly, 56(3), 52-64. https://doi.org/10.1016/j.ecresq.2021.02.004

Neugebauer, S., & Howard, E. (2021). Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish-speakers in dual language and English medium programs. Journal of Immersion and Content-Based Language Education, 9(2), 252-278. https://doi.org/10.1075/jicb.20020.neu

Nienhusser, H. K., & Connery, C. (2021). Examining the undocumented college student policy implementation environment through a contextual interaction theory lens. Educational Evaluation and Policy Analysis, 43(4), 615-646. https://doi.org/10.3102%2F01623737211009240

O'Connor, K., Pavano, E., & Casa, T. M. (2021). Inquiry + math workshop model = success! Mathematics Teacher: Learning and Teaching Prek-12, 114(3), 187-195. https://doi.org/10.5951/MTLT.2020.0366

Park, B.-Y., Campbell, D. T., Kelly, M., Gary, R., Arnold, C., Chadwick, C., Cisneros, L. M., Dickson, D., Moss, D. M., Rodriguez, L., Volin, J. C., & Willig, M. (2021). Improving NGSS focused model- based learning curriculum through the examination of students' experiences and iterated models. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1978962

Patston, T., Kennedy, J. P., Jaeschke, W., Kapoor, H., Kaufman, J. C., Cropley, D. H., & Leonard, S. (2021). Secondary education in COVID lockdown: More anxious and less creative - maybe not? Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.613055

Patston, T. J., Kaufman, J. C., Cropley, A. J., & Marrone, R. (2021). What is creativity in education? A qualitative study of international curricula. Journal of Advanced Academics, 32(2), 207-230. https://doi.org/10.1177%2F1932202X20978356

Player, G. (2021). "People Get Mistaken": Asian American girls using multiple literacies to defy dominant imaginings of Asian American girlhood. Reading Research Quarterly. https://doi.org/10.1002/rrq.412

Player, G., & Gonzalez Ybarra, M. (2021). Re-imagining literacy and language education for girls of color. Urban Education. https://doi.org/10.1177/00420859211003924

Player, G., González Ybarra, M., Brochin, C., Brown, R. N., Butler, T., Cervantes-Soon, C., Gill, V., Kinloch, V., Price-Dennis, D., Saavedra, C., & Sealey-Ruiz, Y. (2021). "We are our only way forward": Dialogic Re-imaginings and the cultivation of homeplace for girls, women, and femmes of color. Urban Education. https://doi.org/10.1177/00420859211003931

Player, G. (2021). "My color of my name": Composing critical self-celebration with girls of color through a feminist of color writing pedagogy. Research in the Teaching of English. https://www.academia.edu/46646122/_My_Color_of_My_Name_Composing_Critical_Self_Cele bration_with_Girls_of_Color_through_a_Feminist_of_Color_Writing_Pedagogy

Neugebaurer, S., Coyne, M., McCoach, D. B., & Ware, S, (2021). Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness. Early Childhood Research Quarterly, 56(3), 52-64. https://doi.org/10.1016/j.ecresq.2021.02.004

Raley, S., Shogren, K., Rifenbark, G., Lane, K., & Pace, J. (2021). The impact of the self-determined learning model of instruction on student self-determination in inclusive, secondary classrooms. Remedial and Special Education, 42(6), 363-373. https://doi.org/10.1177/0741932520984842

Rathgeber, J., & Bernard, C. (2021). 'When I say "modern", you say "band"': A critical narrative of modern band and little kids rock as music education curriculum. Journal of Popular Music Education, 5(3), 337-358. https://doi.org/10.1386/jpme_00063_1

Reis Renzulli, S., Gelbar, N., & Madaus, J. W. (2021). Understanding the academic success of academically talented college students with autism spectrum disorders. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05290-4

Reis Renzulli, S., Renzulli, S., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts and creative productivity. Education Sciences, 11(1), 615. https://doi.org/10.3390/educsci11100615

Riccio, C.A., Maykel, C., Bray, M.A., Perdue, E., & Frye, S. (2021). School reintegration for youth with health-related conditions. Journal of Contemporary School Psychology, 26, 200-208. https://doi.org/10.1007/s40688-021-00376-3

Rifenbark, G., Lombardi, A., & Freeman, J. (2021). A confirmatory item factor analysis of a school climate measure for adolescents with and without disabilities. Educational Assessment, 26(1), 52-68. https://doi.org/10.1080/10627197.2020.1841625

Rodriguez, L., Campbell, D. T., Volin, J. C., Moss, D. M., Arnold, C., & Cisneros, L. M. (2021). Assessing STEM identities in intergenerational informal STEM programming. Contemporary Issues in Technology and Teacher Education -Science Education, 21(4), 680-712. https://citejournal.org/volume-21/issue-4-21/science/assessing-stem-identities-in- intergenerational-informal-stem-programming/

Rodriguez-Boerwinkle, R., Silvia, P., Kaufman, J. C., Reiter-Palmon, R., & Puryear, J. S. (2021, February 5). Taking Inventory of the Creative Behavior Inventory: An Item Response Theory Analysis of the CBI. https://doi.org/10.31234/osf.io/b7cfd

Rowan-Kenyon, H. K., McCready, A., Martinez Aleman, A. M., & Barone, N. (2021). How racist aggressions on social media affect college students of color: An instrument validation. Measurement and Evaluation in Counseling and Development, 54(3), 156-172. https://doi.org/10.1080/07481756.2020.1827437

Rowan-Kenyon, H. T., McCready, A. M., Martínez Alemán, A. M., & Barone, N. (2021). Does experiencing racialized aggressions on social media influence perceptions about the campus racial climate? Research in Higher Education. https://doi.org/10.1007/s11162-021-09662-8

Sanetti, L. M., Cook, B., & Cook, L. (2021). Treatment fidelity: What it is and why it matters. Learning Disability Research and Practice, 36(1), 5-11. https://doi.org/10.1111/ldrp.12238

Scott, J., Dostal, H., Gabriel, R., & Graham, S. (2021). The Science Writing of Deaf Developing Bilinguals. Journal of Adolescent & Adult Literacy, 65(2), 149-161. https://doi.org/10.1002/jaal.1189

Scott, J., Dostal, H., & Lane-Outlaw (2021). A call for diversity of perspective in deaf education research: A rejoinder to Mayer & Trezek. American Annals of the Deaf, 166. http://dx.doi.org/10.1353/aad.2021.0010

Shin, N., & Welty Peachey, J. (2021). Understanding the global-local nexus in the context of the Olympic Games: Implications for managing community development through sport mega- events. Journal of Sport Management, 36(1), 82-95. https://doi.org/10.1123/jsm.2020-0380

Shogren, K., Hicks, T., Raley, S., Pace, J., Rifenbark, G., & Lane, K. (2021). Student and teacher perceptions of goal attainment during intervention with the Self-Determined Learning Model of Instruction. Journal of Special Education, 55(2), 101-112. https://doi.org/10.1177/0022466920950264

Shogren, K., Raley, S., Rifenbark, G., Lane, K., Bojanek, E., Karpur, A., & Quirk, C. (2021). The Self- Determined Learning Model of Instruction: Promoting implementation fidelity. Inclusion, 9(1), 46-62. https://doi.org/10.1352/2326-6988-9.1.46

Shogren, K., Rifenbark, G., & Hagiwara, M. (2021). Self-determination assessment in adults with and without intellectual disability. Intellectual and Developmental Disabilities, 59(1), 55-69. The American Association on Intellectual and Developmental Disabilities. https://doi.org/10.1352/1934-9556-59.1.55

Siegle, D. (2021). When pictures are worth a 1000 words: Addressing global stereotypes with Dollar Street. Gifted Child Today, 44(2), 107-110. https://doi.org/10.1177/1076217520988776

Silvia, P. J., Rodriguez, R. M., Beaty, R. E., Frith, E., Kaufman, J. C., Loprinzi, P., & Reiter-Palmon, R. (2021). Measuring everyday creativity: A Rasch model analysis of the Biographical Inventory of Creative Behaviors (BICB) scale. Thinking Skills and Creativity, 29, 100797. https://doi.org/10.1016/j.tsc.2021.100797

Simonsen-Gaines, B. M., Freeman, J., Gambino, A. J., Sears, S., Meyer, K., & Hostelton, R. (2021). The relationship between PBIS and discipline outcomes for students with disabilities. Remedial and Special Education, 1-14. https://doi.org/10.1177/07419325211063490

Snyder, H. T., Sowden, P. T., Silvia, P. J., & Kaufman, J. C. (2021). The creative self: Do people distinguish creative self-perceptions, efficacy, and personal identity? Psychology of Aesthetics, Creativity, and the Arts, 15(4), 627-636. https://doi.org/10.1037/aca0000317

Staples, M. (2021). Student argumentation work samples sorting task and teachers' evaluations of arguments. Mathematics Teacher Educator, 9(2), 94-109. https://doi.org/10.5951/MTE.2020.0001

Sternberg, R. J., Gl veanu, V., Karami, S., Kaufman, J. C., Phillipson, S. N., & Preiss, D. D. (2021). Meta-intelligence: Understanding, control, and interactivity between creative, analytical, practical, and wisdom-based approaches in problem solving. Journal of Intelligence, 9(2), 19. https://doi.org/10.3390/jintelligence9020019

Tarconish, E., Lombardi, A., Madaus, J. W., Taconet, A., & Coelho, C. A. Available supports and resources for postsecondary students with Traumatic Brain Injury: A systematic review of the literature. Journal of Vocational Rehabilitation, 55(1), 15-26. https://doi.org/10.3233/JVR- 211143

Tarconish, E. J., Taconet, A., Madaus, J. W., Gelbar, N., Dukes, III, L. L., & Faggella-Luby, M. N. (2021). The spectrum of disability documentation requirements at twelve institutions: A thematic analysis. Learning Disabilities: A Multidisciplinary Journal, 26(2). https://doi.org/10.18666/LDMJ-2021-V26-I2-11121

Taylor, C. L., & Kaufman, J. C. Creative trait motivation scales. Thinking Skills and Creativity. 39, 100763. https://doi.org/10.1016/j.tsc.2020.100763

Virella, P. M., & Cobb, C. D. (2021). Leveraging the crisis for equity and access in the long term. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.618051

Weiner, J. M., Cyr, D., & Burton, L. (2021). A study of black female principals leading through twin pandemics. Journal of Education Human Resources, 40(3), 335-359. https://doi.org/10.3138/jehr-2021-0008

Weiner, J. M., Francois, C., Stone-Johnson, C., & Childs, J. (2021). Keep safe, keep learning: Principals' role in creating psychological safety and organizational learning during the COVID-19 pandemic. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.618483

Whiting, E., Feinauer, E., Beller, S., & Howard, E. (2021). Kindergarteners' perceptions of inclusion and belonging in a two-way immersion classroom. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1938714

Wilkinson, S., Freeman, J., Simonsen-Gaines, B. M., Sears, S., Byun, S., Xu, x., & Luh, H. (2021). Professional development for classroom management: A review of the literature. Educational Research and Evaluation, 26(3-4), 182-212. https://doi.org/10.1080/13803611.2021.1934034

Wilson, S. U., & Anagnostopolous, D. O. (2021). Methodological guidance paper: The craft of conducting a qualitative review. Review of Educational Research, 91(5), 651-670. https://doi.org/10.3102/00346543211012755

Wilson, S. M. & McKenna, T. J. (2021). Increasing the circle of light on professional development: The case of the next generation of science exemplar facilitator learning. BU Open Access. https://open.bu.edu/handle/2144/44271

Woulfin, S. L., & Jones, B. (2021). Special development: The nature, content, and structure of special education teachers' professional learning opportunities. Teaching and Teacher Education, 100, 103277. https://doi.org/10.1016/j.tate.2021.103277.

Ying, R., & Campbell, D. T. (2021). Appropriating the Next Generation Science Standards in Secondary Education Contexts in China. Southeast Asian Journal of STEM Education, 2(2), 229-240. https://seameo-stemed.org/journal/archives/86/Appropriating-the-Next-Generation- Science-Standards-in-Secondary-Science-and-Engineering-Education-Contexts-in-China

Zhou, X., Hofreiter, S., Tang, M., Werner, C. H., & Kaufman, J. C. COVID-19 lockdown and creativity: Exploring the role of emotions and motivation on creative activities from the Chinese and German perspectives. Frontiers in Psychology. 12. https://doi.org/10.3389/fpsyg.2021.617967

Zuk, E., Maksymiw, K., Evanovich, J. M., McGarry, J. E., Root, H., & DiStefano, L. (2021). Youth perceptions of sport-confidence. Journal of Strength and Conditioning Research, 35(11), 3232- 3235. https://doi.org/10.1519/JSC.0000000000004108 https://drive.google.com/file/d/1Oo3uUd5OLIoQekfYEkk_e3uCLRKgKkgu/view

2020 Books

Donaldson, M. L. (2020). Multidisciplinary perspectives on teacher evaluation. Understanding the research and theory. Routledge. https://doi.org/10.4324/9780429054068

Easterbrooks, S., & Dostal, H. (2020). The Oxford handbook on deaf studies and literacy. Oxford University Press. DOI:10.1093/oxfordhb/9780197508268.001.0001

Fasching-Varner, K.J., Bickmore, S.T., Hays, D.G., Schrader, P.G., Carlson, D. L., & Anagnostopoulos, D.(2020). Corona chronicles: Necessary narratives in uncertain times (Vol.1). Dio Press. https://www.diopress.com/product-page/the-corona-chronicles-necessary-narratives-in-uncertain-times

Fasching-Varner, K. J., Bickmore, S .T., Hays, D.G., Schrader, P.G., Carlson, D. L., & Anagnostopoulos, D. (2020). Corona chronicles: On leadership, processes, commitments, and hope (Vol. 2). Dio Press. https://www.diopress.com/product-page/the-corona-chronicles-on-processes-leadership-commitments-and-hope-uncertain

McKay, A., Reiter-Palmon, R., & Kaufman, J. C. (2020). Creative success in teams (1^st ed.). Academic Press. https://www.elsevier.com/books/creative-success-in-teams/mckay/978-0-12-819993-0

Myers, D., Simonsen, B., & Freeman, J. (2020). Implementing classwide PBIS: A guide for supporting teachers. The Guilford Press. https://www.guilford.com/books/Implementing-Classwide-PBIS/Myers-Simonsen-Freeman/9781462543328

Preiss, D. D., Cosmelli, D., & Kaufman, J. C. (2020). Creativity and the wandering mind: Spontaneous and controlled cognition. Academic Press. https://doi.org/10.1016/C2017-0-04080-6

Simpson, A., Pomerantz, F., Kaufman, D., & Ellis, S. (2020). Developing habits of noticing in literacy and language classrooms: Research and practice across professional cultures. Routledge. https://www.routledge.com/Developing-Habits-of-Noticing-in-Literacy-and-Language-Classrooms-Research/Simpson-Pomerantz-Kaufman-Ellis/p/book/9780367336141

Stevenson, I., & Weiner, J. M. (2020). The strategy playbook for educational leaders. Principles and processes. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9780429318276/strategy-playbook-educational-leaders-isobel-stevenson-jennie-weiner

Book Chapters

Abramo, J. M. (2020). Resonating bodies oniline: Social media, social justice, and music learning. In J. L. Waldron, S. Horsley & K. K. Veblen (Eds.), The Oxford handbook of social media and music learning(pp. 549-568). Oxford University Press. https://global.oup.com/academic/product/the-oxford-handbook-of-social-media-and-music-learning-9780190660772?cc=us&lang=en&

Back, M. P. (2020). Interlocutor differences and the role of social others in a Spanish peer tutoring context. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (100-123). John Benjamins. https://doi.org/10.1075/lllt.53.05bac

Barnett, P. J., & Kaufman, J. C. (2020). Mind wandering: framework of a lexicon and musings on creativity. In D. Preiss, D. Cosmelli & J. C. Kaufman (Eds.), Creativity and the wandering mind: spontaneous and controlled (pp.3-23). Academic Press. https://doi.org/10.1016/B978-0-12-816400-6.00001-8

Benson, N. F., Klingbeil, D. A., & Caemmerer, J. (2020). Enhancing skills in research methods and statistics. In R.G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology (1^st ed., pp. 319-336). Routledge. http://dx.doi.org/10.4324/9780429330964-29

Bray, M. A., Root, M., Howell, M., & Bilias, E. (2020). Asthma. In F. Worrell and T. Hughes (Eds.), Cambridge Handbook of Applied School Psychology (pp. 471-481). Cambridge University Press. https://doi.org/10.1017/9781108235532

Bray, M. A. (2020). An academic’s path. In C.S. Lidz (Ed.), Women leaders in school psychology. (pp. 17-35). Springer Link. https://link.springer.com/book/10.1007/978-3-030-43543-1?page=1#toc 

Campano, G., Nichols, T. P., & Player, G. D.  (2020). Multimodal critical inquiry: Nurturing decolonial imaginaries. In E.B. Moje, P.P. Afflerbach, P. Enciso & N.K. Lesaux, (Eds.), Handbook of reading research (Volume V, pp.137-152). Routledge. https://doi.org/10.4324/9781315676302

Campbell, D. T., McKenna, T. J., An, J., & Rodriguez, L. (1^st online 2020). A responsive methodological construct for supporting learners’ developing modeling competence in modeling-based learning environments. Towards a framework for model competence in science education (Vol 12). Springer, Cham. https://doi.org/10.1007/978-3-030-30255-9_12

Chafouleas, S.M., Hagermoser Sanetti, L.M., & Russell, B. (2020). Making the most of collaborative research projects. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology. https://doi.org/10.4324/9780429330964

Choi, D., & Kaufman, J. C. (2020 online). Where does creativity come from? What is creativity? Where is creativity going in giftedness? In: Sternberg R.J., Ambrose D. (Eds.) Conceptions of giftedness (pp. 65-81). https://doi.org/10.1007/978-3-030-56869-6_5

Cobb, C. D. (2020). Social justice leadership design: Reorienting university preparation programs. In C. A. Mullen (Ed.), Handbook of social justice interventions in education (pp. 1–24). Springer. https://doi.org/10.1007/978-3-030-29553-0_63-1

Cobb, C. D., & Irizarry, J. (2020). Private interests and the common good: Conflicting priorities in a school choice world. In R. Papa (Ed.) Handbook on promoting social justice in education (pp. 153–168). Springer. https://doi.org/10.1007/978-3-030-14625-2_123

Dixon, M. A., & McGarry, J. E. (2020). Sport for development in an educational setting: An analysis of Husky Sport. In J. Welty Peachy, B. C. Green, L. Chalip (Eds.), Partnerships and alliances in sport for development and peace: considerations, tensions, and strategies. Sagamore. https://www.sagamorepub.com/products/Partnerships-and-Alliances-in-Sport-for-Development-and-Peace

Donaldson, M., Movrogordato, M., Youngs, P., Dougherty, S. (2020). Appraising principal evaluation and development. Current research and future directions. In P. Youngs, J. Kim, & M. Mavrogordato (Eds.), Exploring principal development and teacher outcomes. How principals can strengthen instruction, teacher retention, and student achievement (pp.56-68). Routledge. https://doi.org/10.4324/9780429356247

Dostal, H., & Easterbrooks (2020). Progress by degrees: Where do we go from here? In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy (online). Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Dostal, H., & Graham (2020). The writing bridge: Investigating reading and writing reciprocity. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Dostal, H., & Lederberg. (2020). The design and impact of intervention research. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Dostal, H., & Lederberg, A. (2020). The development and valuations of literacy interventions for hard-of-hearing children. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197508268.001.0001

Dul, J., Karwowski, M., & Kaufman, J. C. (2020). Necessary condition analysis in creativity research. In V. Dorfler & M Stierand (Eds.), Handbook of research methods on creativity (pp.352-3680). Edward Elgar Publishing. DOI:https://doi.org/10.4337/9781786439659.00035

Esterbrooks, R., & Dostal, H (2020) Deaf studies in literacy. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Easterbrooks, & Dostal, H. (2020). Where Does the Compass Point Us? In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Eklund, K., Koriakin, T., Chafouleas, S. M., & Dodge, S. (2020). Trauma screening and assessment. In E. Rossen (Ed.), Supporting and educating traumatized students: A guide for school-based professionals (2nd ed., pp. 325–342). Oxford University Press. DOI: 10.1093/med-psych/9780190052737.001.0001

Francesca, P., & Kaufman, D. (2020). Reflections on "noticing" research and implications for the future. In A. Simpson, F. Pomerantz, D. Kaufman, S. Ellis, (Eds.), Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice Across Professional Cultures. Routledge. https://doi.org/10.4324/9780429320828

Grenier, R. S. (2020). Cultural Institutions. In L. Merriweather & T. Rocco (Eds.), The Handbook of adult and continuing education (1^st ed.). AAACCE/ Stylus Publishing. https://styluspub.presswarehouse.com/browse/book/9781620366844/The-Handbook-of-Adult-and-Continuing-Education

Kaufman, D. (2020). Challenges and transformations of noticing in a new culture: Preservice teachers teach in South Africa to learn to teach in the United States. In A. Simpson, F. Pomerantz, D. Kaufman, & S. Ellis (Eds.), Developing habits of noticing in literacy and language classrooms: Research and practice across professional cultures (pp.78–97). Routledge. https://www.routledge.com/Developing-Habits-of-Noticing-in-Literacy-and-Language-Classrooms-Research/Simpson-Pomerantz-Kaufman-Ellis/p/book/9780367336141

Kaufman, J., & Plucker, J. A. (2020). Intelligence and creativity. In R. Sternberg & S. Kaufman (Eds.), The Cambridge handbook of intelligence (2nd ed., pp. 771–783). Cambridge University Press. https://doi.org/10.1017/9781108770422

Kennedy, C. H., & May, M. E. (2020). Stereotypic movement disorder. In P. Sturmey (Ed.), Functional analysis in clinical treatment (2nd ed., pp. 227–243). Academic Press. https://www.elsevier.com/books/functional-analysis-in-clinical-treatment/sturmey/978-0-12-805469-7

Little, C. A., & Hayden, S. (2020). Instructional strategies to support low income gifted learners: The humanities. In T. Stambaugh & P. Olszewski-Kubilius (Eds.) Unlocking potential: Identifying and serving gifted students from low-income households (1st ed., pp. 127–160). Routledge. https://www.routledge.com/Unlocking-Potential-Identifying-and-Serving-Gifted-Students-From-Low-Income/author/p/book/9781646320806#toc

Lombardi, A., Monahan, J., & Morningstar, M. E., (2020). Integrating college and career readiness into transition education. In K. Shogren & M. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed., pp. 268–281). Routledge. https://doi.org/10.4324/9780429198342

Luehmann, A., Campbell, T., Zhang, Y., Rodriguez, L., & Lundgren, L. (2020). Mentoring core practices. In D. Stroupe, K. Hammerness & S. McDonald (Eds.), Preparing science teachers through practice-based teacher education (pp. 187–204). Harvard Press. https://www.hepg.org/hep-home/books/preparing-science-teachers-through-practice-based

Madaus, J. W., Dukes, L., Fleming, A., Lindstrom, J., Lindstrom, W. & Marino, M. (2020). Promoting access to supports and accommodations in postsecondary education. In K.A. Shogren & M.L. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed., pp. 330–345). Routledge. https://doi.org/10.4324/9780429198342

Marcus, A. S., & Mills, G. (2020). The grey zone of holocaust education: Teaching the Holocaust with film. In A. Patt & L. Hilton (eds.), Understanding the teaching of the Holocaust. University of Wisconsin Press. https://uwpress.wisc.edu/books/5767.htm

McCoach, D.B., Dineen, J. N., Chafouleas, S. M., & Briesch, A. (2020) Reproducibility in the era of big data: lessons for developing robust data management and data analysis procedures. In C.A. Hill, P. P. Biemer, T. D. Buskirk, L. Japec, A. Kirchner, S. Kolenikov, & L. E. Lyberg (Eds.), Big data meets survey science: a collection of innovative methods (pp. 625–655). John Wiley and Sons. https://doi.org/10.1002/9781118976357.ch21

Mitoma, G. T., & Marcus, A. S. (2020). Teaching about genocide through film. In S. Totten (Ed.), Teaching about genocide: Advice from secondary level teachers and university professors (Vol. 3, pp. 203–212). Rowman & Littlefield. https://rowman.com/ISBN/9781475856002/Teaching-about-Genocide-Advice-and-Suggestions-from-Professors-High-School-Teachers-and-Staff-Developers-Volume-3

Mizell, J. (2020). Reflection literacy in pre-service language teacher education: Critical SFL praxis with multilingual youth. In L. Grujicic-Alatriste & C. Crosby Grundleger (Eds.), Second language writing in transitional spaces: Teaching and learning across educational contexts (pp. 93–118). Michigan. https://www.press.umich.edu/11306986/second_language_writing_in_transitional_spaces/?s=look_inside

Mizell, J. (2020). Testimonios: Developing relationships to nurture civic engagement and learning. In R. M. Harman & K. J. Burke (Eds.), Culturally sustaining systemic functional linguistics praxis: Embodied inquiry with multilingual youth (pp. 39–63). Routledge. https://www.routledge.com/Culturally-Sustaining-Systemic-Functional-Linguistics-Praxis-Embodied-Inquiry/Harman-Burke/p/book/9780367139827

Pomerantz, F. & Kaufman, D. (2020). Reflections on ‘noticing’ research and implications for the future. In A. Simpson, F. Pomerantz, D. Kaufman, & S. Ellis (Eds.), Developing habits of noticing in literacy and language classrooms: Research and practice across professional cultures. (pp.154–167). Routledge. https://www.routledge.com/Developing-Habits-of-Noticing-in-Literacy-and-Language-Classrooms-Research/Simpson-Pomerantz-Kaufman-Ellis/p/book/9780367336141

Radimer, S. & McCready, A. M. (2020) Gender and substance use in higher education. In N. S. Niemi & M. B. Weaver-Hightower (Eds.), The Wiley handbook of gender equity in higher education (pp.125–144). Wiley Online Library. DOI:10.1002/9781119257639

Reis Renzulli, S. (2020). Creative productive giftedness in women. In R. J. Sternberg & D. Ambrose (Ed.), Conceptions of giftedness and talent (pp. 317–334). Palgrave-Macmillan.  https://www.palgrave.com/gp/book/9783030568689#toc

Reis Renzulli, S. (2020). Intellectual roots and paths. In D. Y. Dai, & R. J. Sternberg (Eds.), Scientific inquiry into human potential (pp. 224–234). https://doi.org/10.4324/9780429291654

Reis Renzulli, S., & Renzulli, J. S. (2020). Giftedness. In V. P. Glăveanu (Ed.) The Palgrave encyclopedia of the possible. Palgrave McMillan. https://doi.org/10.1007/978-3-319-98390-5_54-1

Reis Renzulli, S., & Renzulli, J. S. (2020). Intellectual giftedness. In R. J. Sternberg (Ed.), The Cambridge handbook of intelligence (2nd ed., pp. 291–316). Cambridge University Press. https://doi.org/10.1017/9781108770422

Reis Renzulli, S., & Fogarty, E. A. (2020). Reading and talented readers. In J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: A survey of current research of giftedness and talent development, (pp. 361–376). Routledge. https://www.routledge.com/Critical-Issues-and-Practices-in-Gifted-Education-A-Survey-of-Current/author/p/book/9781646320516

Renzulli, J. S., & Reis Renzulli, S. (First Online 2020). The three-ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. In R.J. Sternberg. & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 335–356). Palgrave-Macmillan. https://doi.org/10.1007/978-3-030-56869-6_19

Renzulli, J. S., Reis Renzulli, S., & Brigandi, C. (2020). Examining enrichment theory, research, and practice. In J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: A survey of current research of giftedness and talent development (pp. 185–200). Routledge. https://www.routledge.com/Critical-Issues-and-Practices-in-Gifted-Education-A-Survey-of-Current/author/p/book/9781646320516

Sanetti L.M., & Luh H. J. (2020). Treatment fidelity in school-based intervention. In A. L. Reschly, A. J. Pohl. & S. L. Christenson, (Eds.), Student engagement: Effective academic, behavioral, cognitive, and affective interventions at school (pp. 77–87). Springer. https://doi.org/10.1007/978-3-030-37285-9_4

Siegle, D., & McCoach, D. E. (2020). Underachievers. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (3rd ed., pp. 521–534). Routledge. https://www.routledge.com/Critical-Issues-and-Practices-in-Gifted-Education-A-Survey-of-Current-Research/author/p/book/9781646320516

Siegle, D. (2020). Survival secrets for reversing underachievement among gifted students. In J. L. Robers & J. R. Boggess (Eds.), Teacher’s survival guide: Gifted education (2nd ed., pp. 223–225). Routledge. https://www.routledge.com/Teachers-Survival-Guide-Gifted-Education-A-First-Year-Teachers-Introduction/author/p/book/9781646320714

Upright, J. J., Long, A. C. J., & La Salle, T. P. (2020). Treatment integrity in school-based interventions: Assessing and supporting teacher intervention implementation. In C. Maykel & M. A. Bray(Eds.), Promoting mind–body health in schools: Interventions for mental health professionals (pp. 27–43). American Psychological Association. https://doi.org/10.1037/0000157-003

Virella, P., & Weiner, J. M. (2020). Ley de reforma educativa de Puerto Rico: A Freirean perspective. In J. D. Kirylo (Ed.), Reinventing Pedagogy of the Oppressed. Bloomsbury Publishing. https://www.bloomsbury.com/us/reinventing-pedagogy-of-the-oppressed-9781350117174

Woulfin, S. L., & Jones, B. (2020). Enactment of Reading Policy. In A. Swan Dagen & R. M. Bean (Eds.), Best practices of literacy leaders: Keys to school improvement. (pp. 366–384). Guilford Press. https://www.guilford.com/books/Best-Practices-of-Literacy-Leaders/Dagen-Bean/9781462542284

Young, M. F., Kulikowich, J. M. & Choi, B. (2020). Collaborative board games as authentic assessments of professional practices, including team cognition and other 21^st-century soft skills. In M. McNeese, E. Salas & M. R. Endsley (Eds.), Fields of practice and applied solutions within distributed team cognition (pp.37–68). CRC Press. https://www.routledge.com/Fields-of-Practice-and-Applied-Solutions-within-Distributed-Team-Cognition/McNeese-Salas-Endsley/p/book/9781138626003

Journal Articles

Baker, B.D., Srikanth, A., Cotto, R., & Green, III, P.C. (2020). School funding disparities and the plight of latinx children. Education Policy Analysis Archives, 28(135) 1–26. https://doi.org/10.14507/epaa.28.5282.

Abramo, J. M. (2020). The ‘Social justice plot’ in learning, consuming, and (re)creating music on social media. Journal of Popular Music Education, 4(2), 193–210. https://doi.org/10.1386/jpme_00025_1

Abramo, J. M. & Natale-Abramo, M.  (2020). Reexamining “gifted and talented” in music education. Music Educators Journal, 106(3), 38–46. https://doi.org/10.1177%2F0027432119895304

Abramo, J. M., & Bernard, C. (2020). Barriers to access and university schools of music: A collective case study of urban high school students of color and their teachers. Bulletin for the Council of Research in Music Education, 226, 7–26. https://doi.org/10.5406/bulcouresmusedu.226.0007

Anagnostopoulos, D. O., Cavanna, J., & Charles-Harris, S. (2020). Managing to teach ambitiously in the first year? The Elementary School Journal, 120(4), 667–691. https://doi.org/10.1086/708660

Auerbach, E., Chafouleas, S. M., Briesch, A., & Long, S. (2020). Exploring the alignment of behavior screening policies and practices in U.S. public school districts. Journal of School Health, 90(4), 264–270. https://doi.org/10.1111/josh.12872

Back, M. P., & Dean, J. (2020). ¡Profesores adelante! Recruiting teachers in the target language. Foreign Language Annals, 53(3), 619–633. https://doi.org/10.1111/flan.12482

Back, M. P., Han, M., & Weng, S.-C.A. (2020). Emotional scaffolding of emergent bilinguals through translanguaging strategies: Case stories. Language and Education, 34(5), 387–406.https://doi.org/10.1080/09500782.2020.1744638

Back, M. P. (2020). “It is a village:” Translanguaging pedagogies and collective responsibility in a rural K-8 school district, 54(4), 900–924. TESOL Quarterly. https://doi.org/10.1002/tesq.562

Banerjee, M., Lalor, A., Madaus, J. W., & Brinckerhoff, L. A (2020). A survey of postsecondary disability service websites post ADA AA: Recommendations for practitioners. Journal of Postsecondary Education and Disability, 33(3), 301–310. https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/JPED/JPED_Vol_33/33_issue_3/JPED_33_3__02.pdf

Barbot, B., & Kaufman, J. C. 2020, What makes immersive virtual reality the ultimate empathy machine? Discerning the underlying mechanisms of change. Computers in Human Behavior, 111, 106431. https://doi.org/10.1016/j.chb.2020.106431

Barone, J., Khairallah, P., Gabriel, R. (2020) Running records revisited: A tool for efficiency and focus. The Reading Teacher, 73(4), 525–530. https://doi.org/10.1002/trtr.1861

Bernard, C., & Churchill, W. (2020). Disability and the ideology of ability: How might music educators respond? Philosophy of Music Education Review, 28(1), 24–46. https://www.jstor.org/stable/10.2979/philmusieducrevi.28.1.03?seq=1

Bernard, C. F. (2020). Encouraging participatory music making through differentiation on the ukulele. General Music Today, 34(1) 29–36. https://journals.sagepub.com/eprint/IVAGNZDZDWANZSS9UKNZ/full. 1048371320926608.

Bernard, C. F. (2020). Ready for Primetime: edTPA, pre-service music educators, and the hyperreality of teaching. Visions of Research in Music Education, 35, 1-26. http://www-usr.rider.edu/%7Evrme/v35n1/visions/Bernard%20and%20McBride_Hyperreality%20Manuscript.pdf.

Bieda, K., & Staples, M. (2020). Justification as an equity practice. Mathematics Teacher: Learning and Teaching Prek-12, 113(2) 102–108. https://doi.org/10.5951/MTLT.2019.0148.

Bray, M.A., Winter, E., Bellara, A., Tiarks, J., Dirsmith, J., Bray, A.M., & Aravala, S. (2020). Mind body health interventions for preschoolers.  Perspectives on Early Childhood Psychology and Education,5(1), 231–250. https://cpb-us-w2.wpmucdn.com/blogs.pace.edu/dist/b/160/files/2016/06/PECPE-5.1-TOC.pdf

Bray, M.A., & Maykel, C. (2020). Positive development for preschooler well-being. 
Perspectives on Early Childhood Psychology and Education, 5(1), 67–72. https://cpb-us-w2.wpmucdn.com/blogs.pace.edu/dist/b/160/files/2016/06/PECPE-5.1-TOC.pdf

Kranzler, J.H., Floyd, R.G., Bray, M.A., & Demaray, M.K. (2020). Past, present, and future research in school psychology: The biopsychosocial ecological model as an overarching framework.  School Psychology, 35(6), 419–427. DOI:10.1037/spq0000401

Briesch, A. M., Chafouleas, S. M., Cintron, D. W., & McCoach, D. B. (2020). Factorial invariance of the usage rating profile for supporting students’ behavioral needs (URP-NEEDS). School Psychology,35(1), 51–60. https://doi.org/10.1037/spq0000309

Briesch, A.M, Chafouleas, S.M., Nissen, K., & Long, S. (2020) A review of state-level procedural guidance for implementing multitiered systems of support for behavior (MTSS-B). Journal of Positive Behavior Interventions, 22(3), 131–144. https://journals.sagepub.com/doi/pdf/10.1177/1098300719884707

Burgos-Lopez, L., Robinson, A., Ives, J., & Castillo-Montoya, M. I. (2020). [Review or the book Race on campus: Debunking myths with data by J. J. Park (2018). Journal of Student Affairs Research and Practice, (online). https://doi.org/10.1080/19496591.2020.1796692

Burton, L., Cyr, D., & Weiner, J. M. (2020). “Unbroken, but Bent”: gendered racism in school leadership. Frontiers in Education, 52(5). https://doi.org/10.3389/feduc.2020.00052

Bromley, K., Murray, C., Rochelle, J., & Lombardi, A. (2020). Social support among college students with disabilities: Structural patterns and satisfaction. Journal of Student Affairs Research and Practice, 1–14. https://doi.org/10.1080/19496591.2020.1778485.

Byron, J., Sanetti, L. M., & Charbonneau, S. (2020). Increasing teacher treatment fidelity to cover, copy, compare through consultation and computer-guided implementation planning. Contemporary School Psychology, 1–15. https://doi.org/10.1080/21683603.2020.1753605

Cadenas, G. A. & Nienhusser, H.K. (2020) Immigration status and college students’ psychosocial well-being. Educational Researcher, 50(3) 197–200. DOI: 10.3102/0013189X20962470

Caemmerer, J., Keith, T. Z., & Reynolds, M. R. (2020). Beyond individual intelligence tests: Application of Cattell-Horn-Carroll theory. Intelligence, 79, 101499. https://doi.org/10.1016/j.intell.2020.101433

Campbell, T., Fazio, X. (2020). Epistemic Frames as an Analytical Framework for Understanding the Representation of Scientific Activity in a Modeling-Based Learning Unit. Research in Science Education, 50, 2283–2304. https://doi.org/10.1007/s11165-018-9779-7

Campbell, D. T., & Lee, O. (2020). What science and STEM teachers can learn from COVID-19: Harnessing data science and computer science through the convergence of multiple STEM subjects. Journal of Science Teacher Education, 31(8), 932­–944. https://doi.org/10.1080/1046560X.2020.1814980

Caraballo, L., & Filipiak, D. (2020). Building Futures: Youth researchers and critical college-going literacies. Review of Education, Pedagogy, and Cultural Studies, 5(42), 427–450. https://doi.org/10.1080/10714413.2021.1874852

Casa, T. M., Cardetti, F.  & Gilson, C. (2020). An exploration of conferences between a preservice and inservice teacher about mathematical discourse, The Teacher Educator, 55(1), 66–87. DOI: 10.1080/08878730.2019.1672228

Casa, T. M., Gubbins, E. J., & Hayden, S. M. (2020). Support your child’s mathematical thinking at home. Parenting for High Potential, 9(3) 23­–24. www.proquest.com/openview/9999dbf0c26e963e52e9aff6624d8b91/1?pq-origsite=gscholar&cbl=27741

Castillo-Montoya, M. I. (2020). Learning assessment, evaluation, and research: “the wild card” in student affairs. Journal of Student Affairs Research and Practice, 58(1), 79–93. https://doi.org/10.1080/19496591.2019.1707090

Castillo-Montoya, M. & Verduzco Reyes, D. (2020). Learning Latinidad: The role of a Latino cultural center service-learning course in Latino identity inquiry and sociopolitical capacity. Journal of Latinos and Education, 19(2), 132–147. https://doi.org/10.1080/15348431.2018.1480374

Castillo-Montoya, M. & Ives, J. (2020). A liberating education: Integrating funds of knowledge and disciplinary knowledge to create tools for students’ lives. New Directions for Teaching and Learning 2020, 164, 39–48. https://doi.org/10.1002/tl.20422

Castillo-Montoya, M. (2020). The challenges and tensions of equity-minded teaching. Change: The Magazine of Higher Learning, 52(2), 74–78. https://doi.org/10.1080/00091383.2020.1732791

Chafouleas, S. M., Iovino, E., & Koriakin, T. Caregivers of children with developmental disabilities: Exploring perceptions of health-promoting self-care. Journal of Developmental and Physical Disabilities, 32, 893–913. https://doi.org/10.1007/s10882-019-09724-x.

Challenger, C. D., Duquette, K., Pascascio, D. (2020) “Black boys: Invisible to visible”: A psychoeducational group fostering self-efficacy, empowerment, and sense of belonging for African American boys. The Journal for Specialists in Group Work, 45(3). https://doi.org/10.1080/01933922.2020.1797444

Cobb, C. D. (2020). Geospatial analysis: A new window into educational equity, access, and opportunity. Review of Research in Education, 44(1), 97–129. American Educational Research Association. https://doi.org/10.3102/0091732X20907362

Collier-Meek, M., Sanetti, L. M. H., Gould, K., Pereira, B. (2020). An Exploratory comparison of three treatment fidelity assessment methods: Time sampling, event recording, and post-observation checklist. Journal of Educational and Psychological Consultation, (online).https://doi.org/10.1080/10474412.2020.1777874

Collier-Meek, M., Sanetti, L. M., Gould, K., & Pereira, B. (2020). Comparing the utility of three direct treatment fidelity assessment methods: Time sampling, event recording, and post-observation rating scale. Journal of Educational and Psychological Consultation, (online). https://doi.org/10.1080/10474412.2020.1777874

Collier-Meek, M. A., Sanetti, L. M., Fallon, L. M., & Chafouleas, S. M. (2020). Exploring the influences of assessment method, intervention steps, intervention sessions, and observation timing on treatment fidelity estimates. Assessment for Effective Intervention, 46(1) 3–13. https://doi.org/10.1177/1534508419857228

Compton, D. L., Gilbert, J. K. Kearns, D. M., Olson, R. K. (2020). Using an item-specific predictor to test the dimensionality of the orthographic choice task. Annals of Dyslexia, 70, 243–258. https://doi.org/10.1007/s11881-020-00202-0

Connery, C., & Weiner, J. M. (2020). Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective. Teaching and Teacher Education, 98, 103232. https://doi.org/10.1016/j.tate.2020.103232

Cooper, J. N., & McGarry, J. E., Dougherty, S., Davis, T. J. (2020). Race, sport type, and divisional classification matters: an examination of female athletes’ experiences at National Collegiate Athletic Association (NCAA) institutions. Journal of Issues in Intercollegiate Athletics, 13, 227–251. http://csri-jiia.org/wp-content/uploads/2020/07/RA_2020_11.pdf

Davidesco, I. & Tanner, K. (2020). Cross-disciplinary research in biology education: Challenges and opportunities. CBE—Life Sciences Education 19(3). https://doi.org/10.1187/cbe.20-07-0150

Davidesco, I. (2020). Brain-to-brain synchrony in the STEM classroom. CBE–Life Sciences Education,19(3). https://doi.org/10.1187/cbe.19-11-0258

Davison, C., Joseph, N., Patton Davis, L., Stewart, S., & Allen, E. (2020). Toward an understanding of intersectionality methodology: A 30-year literature synthesis of Black women’s experiences in higher education. Review of Educational Research, 20(10), 1–37. https://doi.org/10.3102%2F0034654320946822

Dikker, S., Haegens, S., Bevilcqua, D., Davdidesco, I., Wan, L., Kaggen, L., McClintock, J., Chaloner, K., Ding, M., West, T., & Poepple, D. (2020) Morning brain: real-world neural evidence that high school class times matter. Social Cognitive and Affective Neuroscience, 15(11), 1193–1202. https://doi.org/10.1093/scan/nsaa142

Drew, S.V., Olinghouse, N.G., Faggella-Luby, M. (2020). Reconceptualizing instruction for writing in science using the WiS co-planning tool. Teaching Exceptional Children, 52(4) 210–221. https://doi.org/10.1177%2F0040059919878669

Eason, C.M., Singe Mazerolle, S., Pitney, W., Denegar, C., McGarry, J. E. (2020). An individual and organizational level examination of male and female collegiate athletic trainer’s work-life interface outcomes: Job satisfaction and career intentions. Athletic Training and Sports Health Care, 12(1) 21–32. https://doi.org/10.3928/19425864-20190207-01

Edwards, A. A., Steachy, L. M., Seigelman, N., Rigobon, V. M., Kearns, D. M., Ruecki, J. G., & Compton, D. L., (2020). Unpacking the unique relationship between set for variability and word reading development: Examining work- and child-level predictors of performance, (online). https://psyarxiv.com/hzs5p/      

Fallon, L. M., Cathcart, S. C., & Sanetti, L. M. (2020). Assessing parents' treatment fidelity: A survey of practitioners in home settings. Focus on Autism and Other Developmental Disabilities, 35(1), 15–25. https://journals.sagepub.com/toc/foab/35/1

Fogarty, M., Coyne, M. D., Simmons, L. E., Simmons, D. C., Henri, M. Kwok, O., Ware, S. M., Dalton, K., Williams, K. A., & Wang, W. (2020). Effects of technology-mediated vocabulary intervention for third-grade students with reading difficulties. Journal of Research on Educational Effectiveness, 13(2), 271–297. https://doi.org/10.1080/19345747.2019.1698086

Forzani, E., Leu, D. J., Li, Y., Rhoads, C. H., Guthrie, J., & McCoach, B. (2020). Characteristics and validity of an instrument for assessing motivations for online reading to learn. Reading Research Quarterly. https://doi.org/10.1002/rrq.337

Freidenfelds, N. A., Cisneros, L. M., Rodriguez, L., Park, B.-Y., Campbell, D. T., Arnold, C., Chadwick, C., Dickson, D., Moss, D. M., Volin, J. C., & Willig, M. (2020). Investigating human impact on local water resources & exploring solutions. The American Biology Teacher, 82(9) 619–­623.  https://doi.org/10.1525/abt.2020.82.9.619

Gabriel, R., (2020). Converting to privatization: a discourse analysis of dyslexia policy narratives. American Educational Research Journal, 57(1), 305–338. https://doi.org/10.3102%2F0002831219861945

Gabriel, R. (2020). The future of the science of reading. The Reading Teacher, 74(1), 11–18. https://doi.org/10.1002/trtr.1924

Gabriel, R., (2020). Leadership for Literacy. Educational Leadership, 77(5), 68–72. http://www.ascd.org/publications/educational-leadership/feb20/vol77/num05/Leadership-for-Literacy.aspx

Garcia, N. M., Irizarry, J. G., & Ruiz, Y. (2020). Al esconder, hide and seek: RicanStructing college choice for Puerto Rican students in urban schools. Race Ethnicity and Education, 23(1), 1–20, https://doi.org/10.1080/13613324.2019.1631779

Garwood, J., Peltier, C., Sinclair, T., Eisel, H., McKenna, J., Vannest, K. (2020). A quantitative synthesis of intervention research published in flagship EBD journals: 2010 to 2019. Behavioral Disorders. 1–14. https://doi.org/10.1177%2F0198742920961341

Gelbar, N., & Madaus, J. W. (2020). Factors related to extended time use by college students with disabilities. Remedial and Special Education, 1–10. https://doi.org/10.1177%2F074193252097278

Gelbar, N., Madaus, J.W., Dukes, L., Fagella-Luby, M., Volk, D., Monahan, J., (2020). Self-determination and college students with disabilities: Research trends and construct measurement. Journal of Student Affairs Research and Practice, 57(2), 163–181. https://doi.org/10.1080/19496591.2019.1631835

Gilfillan, B., Kim, S. R., & Prescod, D. (2020). International college options: Professional development influence. Journal of School Counseling, 18(3), 1–23. http://www.jsc.montana.edu/articles/v18n3.pdf

Glăveanu, V.P., & Kaufman, J. C. (2020). The creativity matrix: Spotlights and blind spots in our understanding of the phenomenon. The Journal of Creative Behavior, 54(4), pp. 884–896. https://doi.org/10.1002/jocb.417

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Snyder, H. T., Sowden, P. T., Silvia, P. J., & Kaufman, J. C. (2020). The creative self: Do people distinguish creative self-perceptions, efficacy, and personal identity? Psychology of Aesthetics, Creativity, and the Arts. Advance online publication.  https://doi.org/10.1037/aca0000317

Sugai, G. M., & Simonsen-Gaines, B. M. (2020). Reinforcement foundations of a function-based behavioral approach for students with challenging behavior. 29(2) 78–85. Beyond Behavior.https://doi.org/10.1177/1074295620902444

Taylor, C. L., Kaufman, J. C., & Barbot, B. (2020). Measuring creative writing with the storyboard task: The role of effort and story length. Journal of Creative Behavior, (1st online publication). https://doi.org/10.1002/jocb.467

Taylor, C. L., & Kaufman, J. C. Values across creative domains. Journal of Creative Behavior, 55(2), 501­–516. https://doi.org/10.1002/jocb.470

Taylor, C. L., Zaghi, A. E., Kaufman, J. C., Reis, S. M., Renzulli, J. S. (2020) Characteristics of ADHD related to executive function: Differential predictions for creativity-related traits. Journal of Creative Behavior, 54(2), 350­–362. https://doi.org/10.1002/jocb.370

Taylor, C. L., Esmaili Zaghi, A., Kaufman, J. C., Reis Renzulli, S., & Renzulli, J. S. (2020). Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering. Journal of Engineering Education, 109(2), 213–229. https://doi.org/10.1002/jee.20310

Theodore, L. A., & Bray, M. A. (2020). Thomas John Kehle (1943–2018). American Psychologist, 75(5), 735. https://doi.org/10.1037/amp0000640

Thompson Dorsey, D. N., Domina, T., Ahn, J., McEachin, A., Woulfin, S. (2020). A letter from the editors: Reflections on generative, cross-cutting transformative, and timely education research. Educational Researcher, 49(6), 395–397. https://doi.org/10.3102%2F0013189X20949196

Tubb, A. L., Cropley, D. H., Marrone, R. L., Patston, T. J., & Kaufman, J. C. (2020). The development of mathematical creativity across high school: Increasing, decreasing, or both? Thinking Skills and Creativity, 35, 10634. https://doi.org/10.1016/j.tsc.2020.100634

Travis Jr, R. M., Young, M. F., Ballestrini, K., Slota, S., & Zook, K. (2020). Project ARKHAIA and beyond: An RPG wrapped in an ARG and shrouded in situated learning. (online). https://www.academia.edu/1202018/Project_ARKHAIA_and_beyond_An_RPG_wrapped_in_an_ARG_and_shrouded_in_situated_learning

Truxaw, M. (2020). Dialogic discourse in linguistically diverse elementary classrooms. Teacher Education Quarterly, 47(3), 120–144. https://files.eric.ed.gov/fulltext/EJ1263271.pdf

Tu, C., Guo, J., Hatcher, R. C., & Kaufman, J. C. (2020). The relationship between emotional intelligence and domain-specific and domain-general creativity. The Journal of Creative Behavior, 54(2), 337–349. https://onlinelibrary.wiley.com/toc/21626057/2020/54/2

Valdovinos, M. G., Aguilar, M., Piersma, D., Wilkinson, A., & Kennedy, C. H. (2020). Changes in stereotypical behavior following chlorpromazine termination: Polypharmacy effects on response class membership. Advances in Neurodevelopmental Disorders, 4(2) 247–252.

Virella, P. M., & Weiner, J. M. (2020). The Network Runs the Schools: From a Loose to a Tightly Coupled School District. Journal of Cases in Educational Leadership, 23(4), 47–61. SAGE Publications.https://doi.org/10.1177%2F1555458920943247

Weiner, J. M., & Lamb, A. (2020). Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework. Journal of Educational Change, 21(2), 267–297. https://doi.org/10.1007/s10833-020-09378-z

Weiner, J. M. (2020). From new to nuanced: (Re)Considering educator professionalism and its impacts. Journal of Educational Change, 21(3), 443­–454. https://doi.org/10.1007/s10833-020-09371-6

Wexler, J., Kearns, D.M., Hogarn, E. K., Clancy, E. & Shelton, A. (2020). Preparing to implement evidence-based literacy practices in the co-taught classroom. Intervention in School and Clinic, (First Online). https://doi.org/10.1177%2F1053451220944369

Wolbers, Dostal, H., Chiak, & Holcomb (2020). Written language outcomes of deaf elementary students engaged in authentic writing. Journal of Deaf Studies and Deaf Education, 25(2), 224–238. https://doi.org/10.1093/deafed/enz047

Woulfin, S. L. (2020). Coach professional development in the urban emergent context. Urban Education, 55(10), 1355–1384. https://doi.org/10.1177%2F0042085917714513

Woulfin, S. L., & Gabriel, R. (2020). Interconnected Infrastructure for Improving Reading Instruction. Reading Research Quarterly, 55(S1), S109­–S117. https://doi.org/10.1002/rrq.339

Woulfin, S. L. (2020). Crystallizing Coaching: An examination of the institutionalization of instructional coaching in three educational systems. Teachers College Record, 122(10). https://www.tcrecord.org/AuthorDisplay.asp?aid=22889

Zeligman, M., Prescod, D., & Haynes-Thoby, L. (2020). The relationship between trauma symptoms, developmental work personality, and vocational identity. Journal of Counselor Preparation and Supervision, 13(1). https://www.tcrecord.org/Content.asp?ContentId=23416

Other

Technical Publications/Briefs/White Papers/Task Force Reports

Campbell, D. T., Hall, J., McLaren, P., Greig, J., Elkins, S., Duffy, J., & Hollander, H. (2020). Using 3D interim assessments to support coherence, equity, and a shared understanding of learning. Stem Teaching Tools, Practice Brief 65. http://stemteachingtools.org/brief/65 

Casa, T. M., Choppin, J., & Moschkovich, J. N. (2020). Crafting a research agenda for writing to reason mathematically. Retrieved from s.uconn.edu/WritingInMath

Chafouleas, S. M., & Marcy, H. (2020, June). Engaging a Whole School Approach in Re-Opening Schools. Storrs, Connecticut: University of Connecticut Collaboratory on School and Child Health. Available from http://csch.uconn.edu/

Chafouleas, S. M., & Iovino, E. (2020, July). Initial Impact of COVID-19 on the Well-being of Caregivers of Children with and without Disabilities. Storrs, CT: UConn Collaboratory on School and Child Health. Available from: http://csch.uconn.edu/

Chafouleas, S. M., & Marcy, H. (2020, June). Responding to Covid-19: Planning for Trauma-Informed Assessment in Schools. Storrs, Connecticut: University of Connecticut Collaboratory on School and Child Health. Available from http://csch.uconn.edu/

Chafouleas, S. M., Koriakin, T., Iovino, E., Bracey, J., & Marcy, H. (2020, July). Responding to Covid-19: Simple Strategies Anyone Can Use to Foster an Emotionally Safe School Environment. Storrs, Connecticut: University of Connecticut Collaboratory on School and Child Health. Available from http://csch.uconn.edu/

Chafouleas, S. M. (2020, December 28). Here’s Why Silver Linings Are Important to Education in 2021 How to frame our expectations as education uncertainty continues. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/promoting-student-well-being/202012/here-s-why-silver-linings-are-important-education-in-2021

Chafouleas, S. M., & Iovino, E. (2020, December 16). COVID-19 means a lot more work for families of children with disabilities, but schools can help. Retrieved from https://theconversation.com/covid-19-means-a-lot-more-work-for-families-of-children-with-disabilities-but-schools-can-help-150918

Chafouleas, S. M. (2020, October 1). Talking to Kids About the Dysfunctional Presidential Debate. What the debate tells us about the need for social-emotional learning. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/promoting-student-well-being/202010/talking-kids-about-the-dysfunctional-presidential-debate

Chafouleas, S. M. (2020, September 4). America Is Facing a Teen Suicide Pandemic. New data confirm the urgency of confronting it now. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/promoting-student-well-being/202009/america-is-facing-teen-suicide-pandemic

Chafouleas, S. M. (2020, August 20). 4 Questions to Ask Now in Preparing Your Child for School. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/promoting-student-well-being/202008/4-questions-ask-now-in-preparing-your-child-school

Chafouleas, S. M. (2020, July 29). How to Help Children Navigate Back-to-School Debates. Psychology Today Blog on Promoting Student Well-Being. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/promoting-student-well-being/202007/how-help-children-navigate-back-school-debates

Francois, C., & Weiner, J. M. (2020). Accountability during school closures: moving from external to internal. CPRE Policy Briefs. Retrieved from https://repository.upenn.edu/cpre_policybriefs/91

Freeman, J., La Salle, T., Ferrick, M., Derian-Toth, M., Bouckaert, J., Feinberg, A. (2020). Building Momentum for PBIS Implementation in High Need Districts. Technical Assistance Center on Positive Behavioral Interventions and Supports. Retrieved from Center on PBIS | Resource: Building Momentum for PBIS Implementation in High Need Districts

Freeman, J., Flannery, B., Sugai, G., Goodman, S., Simonsen, B., & Barrett, S. (2020). Improving Attendance in a Remote Learning Environment. Retrieved from https://www.pbis.org/resource/improving-attendance-in-a-remote-learning-environment

Iovino, E. A., & Chafouleas, S. M. (2020, August). Back to School Resources: Aligning Re-Opening Guidance with the WSCC Model. Available from http://csch.uconn.edu/

Iovino, E., Chafouleas, S. M., Bunyea, A., & Perry, H. Iovino, E.A., (2020, August). Caregiver Voices: The initial impact of COVID-19 on caregivers of children with and without disabilities. Storrs, CT: UConn Collaboratory on School and Child Health. Available from: http://csch.uconn.edu/

Iovino, E., & Chafouleas, S. M. (2020). Family engagement strategies: Aligning the CT SDE framework and CSCH evidence-informed strategies. UConn Collaboratory on School and Child Health. Storrs, Connecticut: University of Connecticut. University of Connecticut Collaboratory on School and Child Health. Available from http://csch.uconn.edu/

Kearns, D. M., & Hoeft, F. (2020). What is dyslexia? Task force to analyze the implementation of laws governing dyslexia instruction and training: Special Act 19-8 (pp. 17–22). State of Connecticut, The Connecticut General Assembly.

La Salle, T. P. (2020). How are Schools Using the School Climate Surveys? Retrieved from Center on PBIS | Resource: How are Schools Using the School Climate Surveys

McIntosh, K., Sugai, G., & Simonsen, B. (2020). Ditch the Clip! Why Clip Charts Are Not a PBIS Practice and What to Do Instead. Retrieved from https://www.pbis.org/resource/ditch-the-clip-why-clip-charts-are-not-a-pbis-practice-and-what-to-do-instead

Nienhusser, H. K., Reyna Rivarola, A. R., Salazar, C. (2020). Association for the Study of Higher Education (ASHE) & ACPA: College student educators international joint response to the supreme court of the united states decision on the deferred action for childhood arrivals (DACA) program and position statement on undocumented college students. 1-22. ASHE and ACPA.

https://www.ashe.ws/Files/Position%20Taking/ASHE%20&%20ACPA%20Response%20to%20SCOTUS%20DACA%20Decision%20and%20Position%20Statement%20on%20Undocumented%20College%20Students.pdf

Roberts, A. M., & Gubbins, E. J. (2020). Project Transform Evaluation Report. Hartford, CT: Hartford Stage.

Simonsen, B., Putnam, R. F., Yanek, K., Evanovich, L. L., Shaw, S. K. G., Shuttleton, C., Morris, K., & Mitchell, B. S. (2020). Supporting students with disabilities in the classroom within a PBIS framework. Retrieved from https://www.pbis.org/resource/supporting-students-with-disabilities-in-the-classroom-within-a-pbis-framework

Book Cover Image

2020 Book Chapters

Abramo, J. M. (2020). Resonating bodies oniline: Social media, social justice, and music learning. In J. L. Waldron, S. Horsley & K. K. Veblen (Eds.), The Oxford handbook of social media and music learning(pp. 549-568). Oxford University Press. https://global.oup.com/academic/product/the-oxford-handbook-of-social-media-and-music-learning-9780190660772?cc=us&lang=en&

Back, M. P. (2020). Interlocutor differences and the role of social others in a Spanish peer tutoring context. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (100-123). John Benjamins. https://doi.org/10.1075/lllt.53.05bac

Barnett, P. J., & Kaufman, J. C. (2020). Mind wandering: framework of a lexicon and musings on creativity. In D. Preiss, D. Cosmelli & J. C. Kaufman (Eds.), Creativity and the wandering mind: spontaneous and controlled (pp.3-23). Academic Press. https://doi.org/10.1016/B978-0-12-816400-6.00001-8

Benson, N. F., Klingbeil, D. A., & Caemmerer, J. (2020). Enhancing skills in research methods and statistics. In R.G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology (1^st ed., pp. 319-336). Routledge. http://dx.doi.org/10.4324/9780429330964-29

Bray, M. A., Root, M., Howell, M., & Bilias, E. (2020). Asthma. In F. Worrell and T. Hughes (Eds.), Cambridge Handbook of Applied School Psychology (pp. 471-481). Cambridge University Press. https://doi.org/10.1017/9781108235532

Bray, M. A. (2020). An academic’s path. In C.S. Lidz (Ed.), Women leaders in school psychology. (pp. 17-35). Springer Link. https://link.springer.com/book/10.1007/978-3-030-43543-1?page=1#toc 

Campano, G., Nichols, T. P., & Player, G. D.  (2020). Multimodal critical inquiry: Nurturing decolonial imaginaries. In E.B. Moje, P.P. Afflerbach, P. Enciso & N.K. Lesaux, (Eds.), Handbook of reading research (Volume V, pp.137-152). Routledge. https://doi.org/10.4324/9781315676302

Campbell, D. T., McKenna, T. J., An, J., & Rodriguez, L. (1^st online 2020). A responsive methodological construct for supporting learners’ developing modeling competence in modeling-based learning environments. Towards a framework for model competence in science education (Vol 12). Springer, Cham. https://doi.org/10.1007/978-3-030-30255-9_12

Chafouleas, S.M., Hagermoser Sanetti, L.M., & Russell, B. (2020). Making the most of collaborative research projects. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology. https://doi.org/10.4324/9780429330964

Choi, D., & Kaufman, J. C. (2020 online). Where does creativity come from? What is creativity? Where is creativity going in giftedness? In: Sternberg R.J., Ambrose D. (Eds.) Conceptions of giftedness (pp. 65-81). https://doi.org/10.1007/978-3-030-56869-6_5

Cobb, C. D. (2020). Social justice leadership design: Reorienting university preparation programs. In C. A. Mullen (Ed.), Handbook of social justice interventions in education (pp. 1–24). Springer. https://doi.org/10.1007/978-3-030-29553-0_63-1

Cobb, C. D., & Irizarry, J. (2020). Private interests and the common good: Conflicting priorities in a school choice world. In R. Papa (Ed.) Handbook on promoting social justice in education (pp. 153–168). Springer. https://doi.org/10.1007/978-3-030-14625-2_123

Dixon, M. A., & McGarry, J. E. (2020). Sport for development in an educational setting: An analysis of Husky Sport. In J. Welty Peachy, B. C. Green, L. Chalip (Eds.), Partnerships and alliances in sport for development and peace: considerations, tensions, and strategies. Sagamore. https://www.sagamorepub.com/products/Partnerships-and-Alliances-in-Sport-for-Development-and-Peace

Donaldson, M., Movrogordato, M., Youngs, P., Dougherty, S. (2020). Appraising principal evaluation and development. Current research and future directions. In P. Youngs, J. Kim, & M. Mavrogordato (Eds.), Exploring principal development and teacher outcomes. How principals can strengthen instruction, teacher retention, and student achievement (pp.56-68). Routledge. https://doi.org/10.4324/9780429356247

Dostal, H., & Easterbrooks (2020). Progress by degrees: Where do we go from here? In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy (online). Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Dostal, H., & Graham (2020). The writing bridge: Investigating reading and writing reciprocity. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Dostal, H., & Lederberg. (2020). The design and impact of intervention research. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Dostal, H., & Lederberg, A. (2020). The development and valuations of literacy interventions for hard-of-hearing children. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197508268.001.0001

Dul, J., Karwowski, M., & Kaufman, J. C. (2020). Necessary condition analysis in creativity research. In V. Dorfler & M Stierand (Eds.), Handbook of research methods on creativity (pp.352-3680). Edward Elgar Publishing. DOI:https://doi.org/10.4337/9781786439659.00035

Esterbrooks, R., & Dostal, H (2020) Deaf studies in literacy. In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Easterbrooks, & Dostal, H. (2020). Where Does the Compass Point Us? In S. Easterbrooks & H. Dostal (Eds.), The Oxford handbook of deaf studies in literacy. Oxford University Press. DOI: 10.1093/oxfordhb/9780197508268.001.0001

Eklund, K., Koriakin, T., Chafouleas, S. M., & Dodge, S. (2020). Trauma screening and assessment. In E. Rossen (Ed.), Supporting and educating traumatized students: A guide for school-based professionals (2nd ed., pp. 325–342). Oxford University Press. DOI: 10.1093/med-psych/9780190052737.001.0001

Francesca, P., & Kaufman, D. (2020). Reflections on "noticing" research and implications for the future. In A. Simpson, F. Pomerantz, D. Kaufman, S. Ellis, (Eds.), Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice Across Professional Cultures. Routledge. https://doi.org/10.4324/9780429320828

Grenier, R. S. (2020). Cultural Institutions. In L. Merriweather & T. Rocco (Eds.), The Handbook of adult and continuing education (1^st ed.). AAACCE/ Stylus Publishing. https://styluspub.presswarehouse.com/browse/book/9781620366844/The-Handbook-of-Adult-and-Continuing-Education

Kaufman, D. (2020). Challenges and transformations of noticing in a new culture: Preservice teachers teach in South Africa to learn to teach in the United States. In A. Simpson, F. Pomerantz, D. Kaufman, & S. Ellis (Eds.), Developing habits of noticing in literacy and language classrooms: Research and practice across professional cultures (pp.78–97). Routledge. https://www.routledge.com/Developing-Habits-of-Noticing-in-Literacy-and-Language-Classrooms-Research/Simpson-Pomerantz-Kaufman-Ellis/p/book/9780367336141

Kaufman, J., & Plucker, J. A. (2020). Intelligence and creativity. In R. Sternberg & S. Kaufman (Eds.), The Cambridge handbook of intelligence (2nd ed., pp. 771–783). Cambridge University Press. https://doi.org/10.1017/9781108770422

Kennedy, C. H., & May, M. E. (2020). Stereotypic movement disorder. In P. Sturmey (Ed.), Functional analysis in clinical treatment (2nd ed., pp. 227–243). Academic Press. https://www.elsevier.com/books/functional-analysis-in-clinical-treatment/sturmey/978-0-12-805469-7

Little, C. A., & Hayden, S. (2020). Instructional strategies to support low income gifted learners: The humanities. In T. Stambaugh & P. Olszewski-Kubilius (Eds.) Unlocking potential: Identifying and serving gifted students from low-income households (1st ed., pp. 127–160). Routledge. https://www.routledge.com/Unlocking-Potential-Identifying-and-Serving-Gifted-Students-From-Low-Income/author/p/book/9781646320806#toc

Lombardi, A., Monahan, J., & Morningstar, M. E., (2020). Integrating college and career readiness into transition education. In K. Shogren & M. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed., pp. 268–281). Routledge. https://doi.org/10.4324/9780429198342

Luehmann, A., Campbell, T., Zhang, Y., Rodriguez, L., & Lundgren, L. (2020). Mentoring core practices. In D. Stroupe, K. Hammerness & S. McDonald (Eds.), Preparing science teachers through practice-based teacher education (pp. 187–204). Harvard Press. https://www.hepg.org/hep-home/books/preparing-science-teachers-through-practice-based

Madaus, J. W., Dukes, L., Fleming, A., Lindstrom, J., Lindstrom, W. & Marino, M. (2020). Promoting access to supports and accommodations in postsecondary education. In K.A. Shogren & M.L. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed., pp. 330–345). Routledge. https://doi.org/10.4324/9780429198342

Marcus, A. S., & Mills, G. (2020). The grey zone of holocaust education: Teaching the Holocaust with film. In A. Patt & L. Hilton (eds.), Understanding the teaching of the Holocaust. University of Wisconsin Press. https://uwpress.wisc.edu/books/5767.htm

McCoach, D.B., Dineen, J. N., Chafouleas, S. M., & Briesch, A. (2020) Reproducibility in the era of big data: lessons for developing robust data management and data analysis procedures. In C.A. Hill, P. P. Biemer, T. D. Buskirk, L. Japec, A. Kirchner, S. Kolenikov, & L. E. Lyberg (Eds.), Big data meets survey science: a collection of innovative methods (pp. 625–655). John Wiley and Sons. https://doi.org/10.1002/9781118976357.ch21

Mitoma, G. T., & Marcus, A. S. (2020). Teaching about genocide through film. In S. Totten (Ed.), Teaching about genocide: Advice from secondary level teachers and university professors (Vol. 3, pp. 203–212). Rowman & Littlefield. https://rowman.com/ISBN/9781475856002/Teaching-about-Genocide-Advice-and-Suggestions-from-Professors-High-School-Teachers-and-Staff-Developers-Volume-3

Mizell, J. (2020). Reflection literacy in pre-service language teacher education: Critical SFL praxis with multilingual youth. In L. Grujicic-Alatriste & C. Crosby Grundleger (Eds.), Second language writing in transitional spaces: Teaching and learning across educational contexts (pp. 93–118). Michigan. https://www.press.umich.edu/11306986/second_language_writing_in_transitional_spaces/?s=look_inside

Mizell, J. (2020). Testimonios: Developing relationships to nurture civic engagement and learning. In R. M. Harman & K. J. Burke (Eds.), Culturally sustaining systemic functional linguistics praxis: Embodied inquiry with multilingual youth (pp. 39–63). Routledge. https://www.routledge.com/Culturally-Sustaining-Systemic-Functional-Linguistics-Praxis-Embodied-Inquiry/Harman-Burke/p/book/9780367139827

Pomerantz, F. & Kaufman, D. (2020). Reflections on ‘noticing’ research and implications for the future. In A. Simpson, F. Pomerantz, D. Kaufman, & S. Ellis (Eds.), Developing habits of noticing in literacy and language classrooms: Research and practice across professional cultures. (pp.154–167). Routledge. https://www.routledge.com/Developing-Habits-of-Noticing-in-Literacy-and-Language-Classrooms-Research/Simpson-Pomerantz-Kaufman-Ellis/p/book/9780367336141

Radimer, S. & McCready, A. M. (2020) Gender and substance use in higher education. In N. S. Niemi & M. B. Weaver-Hightower (Eds.), The Wiley handbook of gender equity in higher education (pp.125–144). Wiley Online Library. DOI:10.1002/9781119257639

Reis Renzulli, S. (2020). Creative productive giftedness in women. In R. J. Sternberg & D. Ambrose (Ed.), Conceptions of giftedness and talent (pp. 317–334). Palgrave-Macmillan.  https://www.palgrave.com/gp/book/9783030568689#toc

Reis Renzulli, S. (2020). Intellectual roots and paths. In D. Y. Dai, & R. J. Sternberg (Eds.), Scientific inquiry into human potential (pp. 224–234). https://doi.org/10.4324/9780429291654

Reis Renzulli, S., & Renzulli, J. S. (2020). Giftedness. In V. P. Glăveanu (Ed.) The Palgrave encyclopedia of the possible. Palgrave McMillan. https://doi.org/10.1007/978-3-319-98390-5_54-1

Reis Renzulli, S., & Renzulli, J. S. (2020). Intellectual giftedness. In R. J. Sternberg (Ed.), The Cambridge handbook of intelligence (2nd ed., pp. 291–316). Cambridge University Press. https://doi.org/10.1017/9781108770422

Reis Renzulli, S., & Fogarty, E. A. (2020). Reading and talented readers. In J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: A survey of current research of giftedness and talent development, (pp. 361–376). Routledge. https://www.routledge.com/Critical-Issues-and-Practices-in-Gifted-Education-A-Survey-of-Current/author/p/book/9781646320516

Renzulli, J. S., & Reis Renzulli, S. (First Online 2020). The three-ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. In R.J. Sternberg. & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 335–356). Palgrave-Macmillan. https://doi.org/10.1007/978-3-030-56869-6_19

Renzulli, J. S., Reis Renzulli, S., & Brigandi, C. (2020). Examining enrichment theory, research, and practice. In J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: A survey of current research of giftedness and talent development (pp. 185–200). Routledge. https://www.routledge.com/Critical-Issues-and-Practices-in-Gifted-Education-A-Survey-of-Current/author/p/book/9781646320516

Sanetti L.M., & Luh H. J. (2020). Treatment fidelity in school-based intervention. In A. L. Reschly, A. J. Pohl. & S. L. Christenson, (Eds.), Student engagement: Effective academic, behavioral, cognitive, and affective interventions at school (pp. 77–87). Springer. https://doi.org/10.1007/978-3-030-37285-9_4

Siegle, D., & McCoach, D. E. (2020). Underachievers. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (3rd ed., pp. 521–534). Routledge. https://www.routledge.com/Critical-Issues-and-Practices-in-Gifted-Education-A-Survey-of-Current-Research/author/p/book/9781646320516

Siegle, D. (2020). Survival secrets for reversing underachievement among gifted students. In J. L. Robers & J. R. Boggess (Eds.), Teacher’s survival guide: Gifted education (2nd ed., pp. 223–225). Routledge. https://www.routledge.com/Teachers-Survival-Guide-Gifted-Education-A-First-Year-Teachers-Introduction/author/p/book/9781646320714

Upright, J. J., Long, A. C. J., & La Salle, T. P. (2020). Treatment integrity in school-based interventions: Assessing and supporting teacher intervention implementation. In C. Maykel & M. A. Bray(Eds.), Promoting mind–body health in schools: Interventions for mental health professionals (pp. 27–43). American Psychological Association. https://doi.org/10.1037/0000157-003

Virella, P., & Weiner, J. M. (2020). Ley de reforma educativa de Puerto Rico: A Freirean perspective. In J. D. Kirylo (Ed.), Reinventing Pedagogy of the Oppressed. Bloomsbury Publishing. https://www.bloomsbury.com/us/reinventing-pedagogy-of-the-oppressed-9781350117174

Woulfin, S. L., & Jones, B. (2020). Enactment of Reading Policy. In A. Swan Dagen & R. M. Bean (Eds.), Best practices of literacy leaders: Keys to school improvement. (pp. 366–384). Guilford Press. https://www.guilford.com/books/Best-Practices-of-Literacy-Leaders/Dagen-Bean/9781462542284

Young, M. F., Kulikowich, J. M. & Choi, B. (2020). Collaborative board games as authentic assessments of professional practices, including team cognition and other 21^st-century soft skills. In M. McNeese, E. Salas & M. R. Endsley (Eds.), Fields of practice and applied solutions within distributed team cognition (pp.37–68). CRC Press. https://www.routledge.com/Fields-of-Practice-and-Applied-Solutions-within-Distributed-Team-Cognition/McNeese-Salas-Endsley/p/book/9781138626003

Journal Articles

Baker, B.D., Srikanth, A., Cotto, R., & Green, III, P.C. (2020). School funding disparities and the plight of latinx children. Education Policy Analysis Archives, 28(135) 1–26. https://doi.org/10.14507/epaa.28.5282.

Abramo, J. M. (2020). The ‘Social justice plot’ in learning, consuming, and (re)creating music on social media. Journal of Popular Music Education, 4(2), 193–210. https://doi.org/10.1386/jpme_00025_1

Abramo, J. M. & Natale-Abramo, M.  (2020). Reexamining “gifted and talented” in music education. Music Educators Journal, 106(3), 38–46. https://doi.org/10.1177%2F0027432119895304

Abramo, J. M., & Bernard, C. (2020). Barriers to access and university schools of music: A collective case study of urban high school students of color and their teachers. Bulletin for the Council of Research in Music Education, 226, 7–26. https://doi.org/10.5406/bulcouresmusedu.226.0007

Anagnostopoulos, D. O., Cavanna, J., & Charles-Harris, S. (2020). Managing to teach ambitiously in the first year? The Elementary School Journal, 120(4), 667–691. https://doi.org/10.1086/708660

Auerbach, E., Chafouleas, S. M., Briesch, A., & Long, S. (2020). Exploring the alignment of behavior screening policies and practices in U.S. public school districts. Journal of School Health, 90(4), 264–270. https://doi.org/10.1111/josh.12872

Back, M. P., & Dean, J. (2020). ¡Profesores adelante! Recruiting teachers in the target language. Foreign Language Annals, 53(3), 619–633. https://doi.org/10.1111/flan.12482

Back, M. P., Han, M., & Weng, S.-C.A. (2020). Emotional scaffolding of emergent bilinguals through translanguaging strategies: Case stories. Language and Education, 34(5), 387–406.https://doi.org/10.1080/09500782.2020.1744638

Back, M. P. (2020). “It is a village:” Translanguaging pedagogies and collective responsibility in a rural K-8 school district, 54(4), 900–924. TESOL Quarterly. https://doi.org/10.1002/tesq.562

Banerjee, M., Lalor, A., Madaus, J. W., & Brinckerhoff, L. A (2020). A survey of postsecondary disability service websites post ADA AA: Recommendations for practitioners. Journal of Postsecondary Education and Disability, 33(3), 301–310. https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/JPED/JPED_Vol_33/33_issue_3/JPED_33_3__02.pdf

Barbot, B., & Kaufman, J. C. 2020, What makes immersive virtual reality the ultimate empathy machine? Discerning the underlying mechanisms of change. Computers in Human Behavior, 111, 106431. https://doi.org/10.1016/j.chb.2020.106431

Barone, J., Khairallah, P., Gabriel, R. (2020) Running records revisited: A tool for efficiency and focus. The Reading Teacher, 73(4), 525–530. https://doi.org/10.1002/trtr.1861

Bernard, C., & Churchill, W. (2020). Disability and the ideology of ability: How might music educators respond? Philosophy of Music Education Review, 28(1), 24–46. https://www.jstor.org/stable/10.2979/philmusieducrevi.28.1.03?seq=1

Bernard, C. F. (2020). Encouraging participatory music making through differentiation on the ukulele. General Music Today, 34(1) 29–36. https://journals.sagepub.com/eprint/IVAGNZDZDWANZSS9UKNZ/full. 1048371320926608.

Bernard, C. F. (2020). Ready for Primetime: edTPA, pre-service music educators, and the hyperreality of teaching. Visions of Research in Music Education, 35, 1-26. http://www-usr.rider.edu/%7Evrme/v35n1/visions/Bernard%20and%20McBride_Hyperreality%20Manuscript.pdf.

Bieda, K., & Staples, M. (2020). Justification as an equity practice. Mathematics Teacher: Learning and Teaching Prek-12, 113(2) 102–108. https://doi.org/10.5951/MTLT.2019.0148.

Bray, M.A., Winter, E., Bellara, A., Tiarks, J., Dirsmith, J., Bray, A.M., & Aravala, S. (2020). Mind body health interventions for preschoolers.  Perspectives on Early Childhood Psychology and Education,5(1), 231–250. https://cpb-us-w2.wpmucdn.com/blogs.pace.edu/dist/b/160/files/2016/06/PECPE-5.1-TOC.pdf

Bray, M.A., & Maykel, C. (2020). Positive development for preschooler well-being. 
Perspectives on Early Childhood Psychology and Education, 5(1), 67–72. https://cpb-us-w2.wpmucdn.com/blogs.pace.edu/dist/b/160/files/2016/06/PECPE-5.1-TOC.pdf

Kranzler, J.H., Floyd, R.G., Bray, M.A., & Demaray, M.K. (2020). Past, present, and future research in school psychology: The biopsychosocial ecological model as an overarching framework.  School Psychology, 35(6), 419–427. DOI:10.1037/spq0000401

Briesch, A. M., Chafouleas, S. M., Cintron, D. W., & McCoach, D. B. (2020). Factorial invariance of the usage rating profile for supporting students’ behavioral needs (URP-NEEDS). School Psychology,35(1), 51–60. https://doi.org/10.1037/spq0000309

Briesch, A.M, Chafouleas, S.M., Nissen, K., & Long, S. (2020) A review of state-level procedural guidance for implementing multitiered systems of support for behavior (MTSS-B). Journal of Positive Behavior Interventions, 22(3), 131–144. https://journals.sagepub.com/doi/pdf/10.1177/1098300719884707

Burgos-Lopez, L., Robinson, A., Ives, J., & Castillo-Montoya, M. I. (2020). [Review or the book Race on campus: Debunking myths with data by J. J. Park (2018). Journal of Student Affairs Research and Practice, (online). https://doi.org/10.1080/19496591.2020.1796692

Burton, L., Cyr, D., & Weiner, J. M. (2020). “Unbroken, but Bent”: gendered racism in school leadership. Frontiers in Education, 52(5). https://doi.org/10.3389/feduc.2020.00052

Bromley, K., Murray, C., Rochelle, J., & Lombardi, A. (2020). Social support among college students with disabilities: Structural patterns and satisfaction. Journal of Student Affairs Research and Practice, 1–14. https://doi.org/10.1080/19496591.2020.1778485.

Byron, J., Sanetti, L. M., & Charbonneau, S. (2020). Increasing teacher treatment fidelity to cover, copy, compare through consultation and computer-guided implementation planning. Contemporary School Psychology, 1–15. https://doi.org/10.1080/21683603.2020.1753605

Cadenas, G. A. & Nienhusser, H.K. (2020) Immigration status and college students’ psychosocial well-being. Educational Researcher, 50(3) 197–200. DOI: 10.3102/0013189X20962470

Caemmerer, J., Keith, T. Z., & Reynolds, M. R. (2020). Beyond individual intelligence tests: Application of Cattell-Horn-Carroll theory. Intelligence, 79, 101499. https://doi.org/10.1016/j.intell.2020.101433

Campbell, T., Fazio, X. (2020). Epistemic Frames as an Analytical Framework for Understanding the Representation of Scientific Activity in a Modeling-Based Learning Unit. Research in Science Education, 50, 2283–2304. https://doi.org/10.1007/s11165-018-9779-7

Campbell, D. T., & Lee, O. (2020). What science and STEM teachers can learn from COVID-19: Harnessing data science and computer science through the convergence of multiple STEM subjects. Journal of Science Teacher Education, 31(8), 932­–944. https://doi.org/10.1080/1046560X.2020.1814980

Caraballo, L., & Filipiak, D. (2020). Building Futures: Youth researchers and critical college-going literacies. Review of Education, Pedagogy, and Cultural Studies, 5(42), 427–450. https://doi.org/10.1080/10714413.2021.1874852

Casa, T. M., Cardetti, F.  & Gilson, C. (2020). An exploration of conferences between a preservice and inservice teacher about mathematical discourse, The Teacher Educator, 55(1), 66–87. DOI: 10.1080/08878730.2019.1672228

Casa, T. M., Gubbins, E. J., & Hayden, S. M. (2020). Support your child’s mathematical thinking at home. Parenting for High Potential, 9(3) 23­–24. www.proquest.com/openview/9999dbf0c26e963e52e9aff6624d8b91/1?pq-origsite=gscholar&cbl=27741

Castillo-Montoya, M. I. (2020). Learning assessment, evaluation, and research: “the wild card” in student affairs. Journal of Student Affairs Research and Practice, 58(1), 79–93. https://doi.org/10.1080/19496591.2019.1707090

Castillo-Montoya, M. & Verduzco Reyes, D. (2020). Learning Latinidad: The role of a Latino cultural center service-learning course in Latino identity inquiry and sociopolitical capacity. Journal of Latinos and Education, 19(2), 132–147. https://doi.org/10.1080/15348431.2018.1480374

Castillo-Montoya, M. & Ives, J. (2020). A liberating education: Integrating funds of knowledge and disciplinary knowledge to create tools for students’ lives. New Directions for Teaching and Learning 2020, 164, 39–48. https://doi.org/10.1002/tl.20422

Castillo-Montoya, M. (2020). The challenges and tensions of equity-minded teaching. Change: The Magazine of Higher Learning, 52(2), 74–78. https://doi.org/10.1080/00091383.2020.1732791

Chafouleas, S. M., Iovino, E., & Koriakin, T. Caregivers of children with developmental disabilities: Exploring perceptions of health-promoting self-care. Journal of Developmental and Physical Disabilities, 32, 893–913. https://doi.org/10.1007/s10882-019-09724-x.

Challenger, C. D., Duquette, K., Pascascio, D. (2020) “Black boys: Invisible to visible”: A psychoeducational group fostering self-efficacy, empowerment, and sense of belonging for African American boys. The Journal for Specialists in Group Work, 45(3). https://doi.org/10.1080/01933922.2020.1797444

Cobb, C. D. (2020). Geospatial analysis: A new window into educational equity, access, and opportunity. Review of Research in Education, 44(1), 97–129. American Educational Research Association. https://doi.org/10.3102/0091732X20907362

Collier-Meek, M., Sanetti, L. M. H., Gould, K., Pereira, B. (2020). An Exploratory comparison of three treatment fidelity assessment methods: Time sampling, event recording, and post-observation checklist. Journal of Educational and Psychological Consultation, (online).https://doi.org/10.1080/10474412.2020.1777874

Collier-Meek, M., Sanetti, L. M., Gould, K., & Pereira, B. (2020). Comparing the utility of three direct treatment fidelity assessment methods: Time sampling, event recording, and post-observation rating scale. Journal of Educational and Psychological Consultation, (online). https://doi.org/10.1080/10474412.2020.1777874

Collier-Meek, M. A., Sanetti, L. M., Fallon, L. M., & Chafouleas, S. M. (2020). Exploring the influences of assessment method, intervention steps, intervention sessions, and observation timing on treatment fidelity estimates. Assessment for Effective Intervention, 46(1) 3–13. https://doi.org/10.1177/1534508419857228

Compton, D. L., Gilbert, J. K. Kearns, D. M., Olson, R. K. (2020). Using an item-specific predictor to test the dimensionality of the orthographic choice task. Annals of Dyslexia, 70, 243–258. https://doi.org/10.1007/s11881-020-00202-0

Connery, C., & Weiner, J. M. (2020). Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective. Teaching and Teacher Education, 98, 103232. https://doi.org/10.1016/j.tate.2020.103232

Cooper, J. N., & McGarry, J. E., Dougherty, S., Davis, T. J. (2020). Race, sport type, and divisional classification matters: an examination of female athletes’ experiences at National Collegiate Athletic Association (NCAA) institutions. Journal of Issues in Intercollegiate Athletics, 13, 227–251. http://csri-jiia.org/wp-content/uploads/2020/07/RA_2020_11.pdf

Davidesco, I. & Tanner, K. (2020). Cross-disciplinary research in biology education: Challenges and opportunities. CBE—Life Sciences Education 19(3). https://doi.org/10.1187/cbe.20-07-0150

Davidesco, I. (2020). Brain-to-brain synchrony in the STEM classroom. CBE–Life Sciences Education,19(3). https://doi.org/10.1187/cbe.19-11-0258

Davison, C., Joseph, N., Patton Davis, L., Stewart, S., & Allen, E. (2020). Toward an understanding of intersectionality methodology: A 30-year literature synthesis of Black women’s experiences in higher education. Review of Educational Research, 20(10), 1–37. https://doi.org/10.3102%2F0034654320946822

Dikker, S., Haegens, S., Bevilcqua, D., Davdidesco, I., Wan, L., Kaggen, L., McClintock, J., Chaloner, K., Ding, M., West, T., & Poepple, D. (2020) Morning brain: real-world neural evidence that high school class times matter. Social Cognitive and Affective Neuroscience, 15(11), 1193–1202. https://doi.org/10.1093/scan/nsaa142

Drew, S.V., Olinghouse, N.G., Faggella-Luby, M. (2020). Reconceptualizing instruction for writing in science using the WiS co-planning tool. Teaching Exceptional Children, 52(4) 210–221. https://doi.org/10.1177%2F0040059919878669

Eason, C.M., Singe Mazerolle, S., Pitney, W., Denegar, C., McGarry, J. E. (2020). An individual and organizational level examination of male and female collegiate athletic trainer’s work-life interface outcomes: Job satisfaction and career intentions. Athletic Training and Sports Health Care, 12(1) 21–32. https://doi.org/10.3928/19425864-20190207-01

Edwards, A. A., Steachy, L. M., Seigelman, N., Rigobon, V. M., Kearns, D. M., Ruecki, J. G., & Compton, D. L., (2020). Unpacking the unique relationship between set for variability and word reading development: Examining work- and child-level predictors of performance, (online). https://psyarxiv.com/hzs5p/      

Fallon, L. M., Cathcart, S. C., & Sanetti, L. M. (2020). Assessing parents' treatment fidelity: A survey of practitioners in home settings. Focus on Autism and Other Developmental Disabilities, 35(1), 15–25. https://journals.sagepub.com/toc/foab/35/1

Fogarty, M., Coyne, M. D., Simmons, L. E., Simmons, D. C., Henri, M. Kwok, O., Ware, S. M., Dalton, K., Williams, K. A., & Wang, W. (2020). Effects of technology-mediated vocabulary intervention for third-grade students with reading difficulties. Journal of Research on Educational Effectiveness, 13(2), 271–297. https://doi.org/10.1080/19345747.2019.1698086

Forzani, E., Leu, D. J., Li, Y., Rhoads, C. H., Guthrie, J., & McCoach, B. (2020). Characteristics and validity of an instrument for assessing motivations for online reading to learn. Reading Research Quarterly. https://doi.org/10.1002/rrq.337

Freidenfelds, N. A., Cisneros, L. M., Rodriguez, L., Park, B.-Y., Campbell, D. T., Arnold, C., Chadwick, C., Dickson, D., Moss, D. M., Volin, J. C., & Willig, M. (2020). Investigating human impact on local water resources & exploring solutions. The American Biology Teacher, 82(9) 619–­623.  https://doi.org/10.1525/abt.2020.82.9.619

Gabriel, R., (2020). Converting to privatization: a discourse analysis of dyslexia policy narratives. American Educational Research Journal, 57(1), 305–338. https://doi.org/10.3102%2F0002831219861945

Gabriel, R. (2020). The future of the science of reading. The Reading Teacher, 74(1), 11–18. https://doi.org/10.1002/trtr.1924

Gabriel, R., (2020). Leadership for Literacy. Educational Leadership, 77(5), 68–72. http://www.ascd.org/publications/educational-leadership/feb20/vol77/num05/Leadership-for-Literacy.aspx

Garcia, N. M., Irizarry, J. G., & Ruiz, Y. (2020). Al esconder, hide and seek: RicanStructing college choice for Puerto Rican students in urban schools. Race Ethnicity and Education, 23(1), 1–20, https://doi.org/10.1080/13613324.2019.1631779

Garwood, J., Peltier, C., Sinclair, T., Eisel, H., McKenna, J., Vannest, K. (2020). A quantitative synthesis of intervention research published in flagship EBD journals: 2010 to 2019. Behavioral Disorders. 1–14. https://doi.org/10.1177%2F0198742920961341

Gelbar, N., & Madaus, J. W. (2020). Factors related to extended time use by college students with disabilities. Remedial and Special Education, 1–10. https://doi.org/10.1177%2F074193252097278

Gelbar, N., Madaus, J.W., Dukes, L., Fagella-Luby, M., Volk, D., Monahan, J., (2020). Self-determination and college students with disabilities: Research trends and construct measurement. Journal of Student Affairs Research and Practice, 57(2), 163–181. https://doi.org/10.1080/19496591.2019.1631835

Gilfillan, B., Kim, S. R., & Prescod, D. (2020). International college options: Professional development influence. Journal of School Counseling, 18(3), 1–23. http://www.jsc.montana.edu/articles/v18n3.pdf

Glăveanu, V.P., & Kaufman, J. C. (2020). The creativity matrix: Spotlights and blind spots in our understanding of the phenomenon. The Journal of Creative Behavior, 54(4), pp. 884–896. https://doi.org/10.1002/jocb.417

Glăveanu, V. P., Hanchett Hanson, M., Baer, J., Barbot, B., Clapp, E. P., Corazza, G. E., Hennessey, B., Kaufman, J. C., Lebuda, I., Lubart, T., & others (2020). Advancing creativity theory and research: A socio-cultural manifesto. The Journal of Creative Behavior, 54(3), 741­–745. https://doi.org/10.1002/jocb.395

Gubbins, E. J., Siegle, D., Peters, P., Carpenter, A. Y., Hamilton, R., McCoach, D. E., Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving identification of English learners for gifted and talented programs. Journal for the Education of the Gifted, 43(4) 336–369. https://doi.org/10.1177%2F0162353220955241

Gubbins, E. J. (2020). Sally M. Reis: Colleague, friend, leader, and advocate. International Journal for Talent Development and Creativity, 8(1&2), pp. 261–262. http://www.ijtdc.net/index.php/e-copies/ijtdc-1-1-2020

Hajovsky, D. B., Villeneuve, E. F., Schneider, W. J., & Caemmerer, J. (2020). An alternative approach to cognitive and achievement relations research: An Introduction to quantile regression. Journal of Pediatric Neuropsychology, 6(2), 83–95. http://doi.org/10.1007/s40817-020-00086-3

Hamilton, R., Long, D., McCoach, D. E., Hemmler, V., Siegle, D., Newton, S., Gubbins, E. J., & Callahan, C. (2020). Proficiency and giftedness: The role of language comprehension in gifted identification and achievement. Journal for the Education of the Gifted, 43(4) 370–404. https://doi.org/10.1177%2F0162353220955225

Hardy, I., & Campbell, D. T. (2020). Developing and supporting the next generation
science standards: The role of policy entrepreneurs. Science Education, 104(3), 479–499. https://doi.org/10.1002/sce.21566

Harvey, M., Rowe, D., Test, D., Imperatore, C., & Lombardi, A. (2020). Partnering to improve career and technical education for students with disabilities: A position paper of the division on career development and transition. Career Development and Transition for Exceptional Individuals, 43(2), 67–77. https://doi.org/10.1177%2F2165143419887839

Hemmler, V. L., Kenney, A., Langley, S. D., Callahan, C. M., Gubbins, E. J., & Holder, S. (2020). Beyond a coefficient: An interactive process for achieving inter-rater consistency in qualitative coding. Qualitative Research, 1–26. https://doi.org.10.1177/468795120976072

Hettiarachichi, T., Schilling, V., Campbell, D. T., O'Donnell, J., & Caira, J. N. (2020). Army ants and their guests: Learning from the miniature societies of army ants as a model for understanding group behavior and natural selection. Science Scope, 43(8), pp. 44–53.  https://www.proquest.com/scholarly-journals/army-ants-their-guests/docview/2500510692/se-2?accountid=41947

Higgins, M., Dobrow, S. R., Weiner, J. M., & Liu, H. (2020). When is psychological safety helpful? A longitudinal study. Academy of Management Discoveries, (online). https://doi.org/10.5465/amd.2018.0242

Hill, H., Lynch, K., Gonzalez, K., & Pollard, C. (2020). Professional development that improves STEM outcomes. Phi Delta Kappan, 101(5), 50–56. https://doi.org/10.1177%2F0031721720903829

Hodge, E. M., Gabriel, R., & Chenelle, S. (2020). Beyond fact-checking: An examination of research use in the appendix to the common core state standards. The Elementary School Journal, 121(1), 75–99. https://doi.org/10.1086/709982

Ives, J., & Castillo-Montoya, M. I. (2020). First-generation college students as academic learners: A systematic review. Review of Educational Research, 90(2), 139–178. https://doi.org/10.3102/0034654319899707

Jagaiah, T., Olinghouse, N.G., Kearns, D. M. (2020). Syntactic complexity measures: Variation by genre, grade-level, students’ writing abilities, and writing quality. Reading and Writing, 33, 2577–2638. https://doi.org/10.1007/s11145-020-10057-x

Kaeppel, K., Grenier, R. S., & Björngard-Basayne, E. (2020). The F word: The role of women’s friendships in navigating the gendered workplace of academia. Human Resource Development Review, 19(4), 362–383. https://doi.org/10.1177%2F1534484320962256

Kaufman, J. C., & Glăveanu, V. P. (2020). Making the CASE for shadow creativity. Psychology of Aesthetics, Creativity, and the Arts, (advance online publication). https://doi.org/10.1037/aca0000313

Kandemir, M. A., & Kaufman, J. C. (2020). The Kaufman Domains of Creativity Scale: Turkish validation and relationship to academic major. The Journal of Creative Behavior, 54(4), 1002–1012. https://doi.org/10.1002/jocb.428

Kapoor, H., & Kaufman, J.C. (2020). Are cheaters common or creative? Person-situation interactions of resistance in learning contexts. Journal of Academic Ethics, 1–18. https://doi.org/10.1007/s10805-020-09379-w

Kapoor, H., & Kaufman, J. C. (2020). Meaning-making through creativity during COVID-19. Frontiers in psychology, 11, 595990. https://doi.org/10.3389/fpsyg.2020.595990

Karwowski, M., Czerwonka, M., & Kaufman, J. C. (2020). Does intelligence strengthen creative metacognition? Psychology of Aesthetics, Creativity, and the Arts, 14(3), 353–360. https://doi.org/10.1037/aca0000208

Kern, L., Simonsen, B. & Wilkinson, S. (2020). A review of behavior-based interventions that address bullying, aggressive, and inappropriate student behavior during recess. Education and Treatment of Children, 43(4), 377–391. https://link.springer.com/article/10.1007/s43494-020-00018-y#citeas

Kearns, D. M. (2020). Does English have useful syllable division patterns? Reading Research Quarterly,55(S1), S145–S160. https://doi.org/10.1002/rrq.342

Kearns, D. M., & Hoeft, F. (2020). Choosing programs for students with dyslexia: How do I know which programs are best for students with dyslexia? Principles to help you decide which instructional programs and interventions are evidence-based. IDA Examiner, 9(2) 22–35.

Kearns, D. M., Lyon, C. P., & Pollack, M. S. (2020). How co-teachers provide world knowledge and word knowledge to help secondary-age students comprehend new texts. Intervention in School and Clinic,(advance online publication). https://doi.org/10.1177/1053451220944371

Keller, A., Davidesco, I., & Tanner, K. (2020). Attention matters: How orchestrating attention relates to classroom learning. CBE–Life Sciences Education, 19(3). https://doi.org/10.1187/cbe.20-05-0106

Kearns, D. M. (2020). Does English have useful syllable division patterns? Reading Research Quarterly, 55(S1), S145–S160. https://doi.org/10.1002/rrq.342

Koriakin, T., McKee, S., Schwartz, M. B., & Chafouleas, S. M. (2020). Development of a comprehensive tool for school health policy evaluation: The WellSAT WSCC. Journal of School Health, 12 (90), 923–939. https://doi.org/10.1111/josh.12956

Kranzler, J., Floyd, R., Bray, M., & Demaray, M. K. (2020). Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework. School Psychology, 35(6), 419–427.  http://dx.doi.org/10.1037/spq0000401

Kuntz, E. W., Santos, A., & Kennedy, C. H. (2020). Functional analysis and intervention of perseverative speech in students with high‐functioning autism and related neurodevelopmental disabilities. Journal of applied behavior analysis, 53(4), 2421–2428. https://doi.org/10.1002/jaba.669

La Salle, T. P., Wang, C., Wu, C. Neves, J. R., (2020). Racial mismatch among minoritized students and white teachers: implications and recommendations for moving forward. Journal of Educational and Psychological Consultation, 30(3), 314–343, https://doi.org/10.1080/10474412.2019.1673759

Lalor, A., Madaus, J. W., & Newman, L. (2020). Leveraging campus collaboration to better serve all students with disabilities. Journal of Postsecondary Education and Disability, 33(3), 249–255.

https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/JPED/JPED_Vol_33/33_issue_3/JPED_33_3__02.pdf

Lalor, A., Madaus, J. W., & Dukes, L. (2020). Disability-related competencies for student affairs generalists: A delphi study. College Student Affairs Journal, 38(2), 198–214. http://doi.org/10.1353/csj.2020.0014

Landa, J., & Donaldson, M. (2020). Teacher leadership roles and teacher collaboration: Evidence from green public schools pay-for-performance system. Leadership and Policy in Schools, 1–26. https://doi.org/10.1080/15700763.2020.1759648

LeChasseur, K., Donaldson, M., & Landa, J. (2020). District micropolitics during principal professional learning. Educational Management Administration & Leadership, 48(5), 935–955. https://doi.org/10.1177%2F1741143219864947

Li, Y., & Rhoads, C. H. (2020). Applying inverse propensity of participation weights to multilevel models for the purpose of generalizing large-scale cluster randomized trials in education. Testing Psychometrics and Methodology in Applied Psychology, 27, 453–476, DOI: 10.4473/TPM27.3.8

Liu, Y., Cochrane, W., Fox, D., & Sanetti, L. M. (2020). Treatment integrity of intervention studies in the Professional School Counseling from 1997 to 2018: A systematic review. Professional School Counseling, 23(1).  https://doi.org/10.1177/2156759X20907068

Lombardi, A., Rifenbark, G., Tarconish, E., Volk, D., Monahan, J., Buck, A., Izzo, M., & Murray, A. (2020). Main and moderating effects of an online transition curriculum on career readiness. Career Development and Transition for Exceptional Individuals, 43(3),146–156.https://doi.org/10.1177%2F2165143419900952

Lombardi, A., Rifenbark, G., Monahan, J., Tarconish, E., & Rhoads, C. H. (2020). Aided by extant data: The effect of peer mentoring on achievement for college students with disabilities. Journal of Postsecondary Education and Disability, 33(2) 143–154. https://files.eric.ed.gov/fulltext/EJ1273703.pdf

Lyon, C. P., Kearns, D. M., & Hogan, E. K. (2020). Individualizing literacy instruction in co-taught classrooms through a station teaching model. Intervention in School and Clinic, (advance online publication). https://doi.org/10.1177/1053451220944376

Madaus, J.W., Gelbar, N., Dukes, III, L., Taconet, A., Fagella-Luby, M. (2020). Are there predictors of success for students with disabilities pursuing postsecondary education? Career Development and Transition for Exceptional Individuals. https://doi.org/10.1177%2F2165143420976526

Madaus, J. W., Dukes, III, L. L., Lalor, A., Aqunio, K., Faggella-Luby, M., Newman, L., Papay, C., Petcu, S., Scott, S., & Wessel, R. (2020). Research guidelines for higher education and disability. Journal of Postsecondary Education and Disability, 33(4), 319–338. https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/JPED/JPED_Vol_33/33_Issue_4/JPED_34_4_FullDoc.pdf

Madaus, J. W., Gelbar, N., Faggella-Luby, M., Dukes III, L. L., Mills, D., & Taconet, A. (2020). Using the APP tool to promote self-determination skills in higher education. Journal of Postsecondary Education and Disability, 33(3), 265–273. https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/JPED/JPED_Vol_33/33_issue_3/JPED_33_3__02.pdf

Major, L. E., & Weiner, J. M. (2020). Rethinking social mobility in education: looking through the lens of professional capital. Journal of Professional Capital and Community. Emerald Publishing Limited. https://doi.org/10.1108/JPCC-09-2020-0070

Mala, J., McGarry, J. E., Lee, E., & Distefano, L. (2020). The relationship between physical activity and executive functions among youth in low income urban school in the Northeast and Southwest United States. Journal of Sport and Exercise Science, 42(4), 292–306. DOI: https://doi.org/10.1123/jsep.2019-0111

Mala, J., Corral, M.D., McGarry, J. E., Macauley, C.D.T., Arinze, N.A., Ebron, K. (2020). Positive Impacts of a Sport Intervention on Male Students of Color and School Climate. Research Quarterly for Exercise and Sport, 1–17. https://doi.org/10.1080/02701367.2020.1789039.

Marcus, A. S., & Woodward, W. (2020). Monuments ‘expire’ – but offensive monuments can become powerful history lessons. The Conversation. https://theconversation.com/monuments-expire-but-offensive-monuments-can-become-powerful-history-lessons-143318.

McCoach, D. E., Siegle, D., & Rubenstein, L. (2020). Pay attention to inattention: Exploring ADHD symptoms in a sample of underachieving gifted students. Gifted Child Quarterly, 64(2), 100–116. https://doi.org/10.1177/0016986219901320

McCready, A. M. (2020) Fraternity Chapter Masculine Norm Climates as Predictors of Social Dominance Hazing Motivations, Journal of Student Affairs Research and Practice, 57(5), 532–545, DOI: 10.1080/19496591.2019.1669455

McGarry, J. E. (2020). Enact, Discard, Transform: An Impact Agenda. Journal of Sport Management,34(1), 1–8. https://doi.org/10.1123/jsm.2019-0391

McGloin, R., Embacher-Martin, K., Gilbert, C., & VanHeest, J. (2020). Gearing up for the future of exercise. Simulation & Gaming. 51(6) 819–829. https://doi.org/10.1177%2F1046878120943253

Melville, W., Verma, G., Campbell, T. (2020). The journal of science teacher education in 2019: A year in review. 31(4), 359–361. https://doi.org/10.1080/1046560X.2020.1756589

Milan, L. & Reis Renzulli, S. M., (2020). The implementation of the schoolwide enrichment model in Italian schools. International Journal for Talent Development and Creativity. 8(1&2), 69–78. http://www.ijtdc.net/images/pdf/IJTDC_812_2020.pdf

Miroshnik, K. G., Shcherbakova, O. V., & Kaufman, J. C. (2020). Kaufman Domains of Creativity Scale: Relationship to Occupation and Measurement Invariance across Gender. Creativity Research Journal. https://doi.org/10.31234/osf.io/p6xja

Mitoma, G. T., & Marcus, A. S. (2020). Human rights before and after Covid-19: Getting human rights education out of quarantine. The Journal of International Social Studies, 10(2),127–140. https://www.iajiss.org/index.php/iajiss/issue/view/29

Mizell, J. (2020). Toward an antiracist genre pedagogy: Considerations for a North American context. TESOL Journal, 4(11) e554. https://doi.org/10.1002/tesj.554

Mizell, J. (2020). Apprenticeship of pre-service teachers through culturally sustaining systemic functional linguistics. Language and Education. 35(2),123–139. https://doi.org/10.1080/09500782.2020.1797770

Monahan, J., Lombardi, A., Madaus, J. W., Carlson, S., Freeman, J., & Gelbar, N. (2020). A systematic literature review of college and career readiness frameworks for students with disabilities. Journal of Disability Policy Studies, 31(3), 131–140. https://doi.org/10.1177%2F1044207320906816

Montrosse-Moorhead, B., Dougherty, S. M., La Salle, T. P., Weiner, J. M., & Dostal, H. (2020). Datasets from an impact evaluation of a targeted prekindergarten program. Data in Brief, 28, 104881. https://doi.org/10.1016/j.dib.2019.104881

Mun, R. U., Hemmler, V., Langley, S. D., Ware, S. M., Gubbins, E. J., Callahan, C. M., McCoach, D. E., & Siegle, D. (2020). Identifying and serving English learners in gifted education: Looking back and moving forward. Journal for the Education of the Gifted, 43(4) 297–335. https://doi.org/10.1177%2F0162353220955230

Nagrotsky, K. & Franjul Grullon, A. (2020). Writing that counts: Grounding a critique of the common core English language arts standards in classroom memories. Democracy and Education, 28(2), Article 9. Democracy and Education. https://democracyeducationjournal.org/home/vol28/iss2/9/

Nazzal, L., & Kaufman, J. C. (2020). The relationship of the quality of creative problem solving stages to overall creativity in engineering students. Thinking Skills and Creativity, 38,100734. https://doi.org/10.1016/j.tsc.2020.100734

Neugebauer, S., Sandilos, L., Coyne, M., McCoach, D. B., Ware, S., (2020). Highly potent and vastly conditional instructional practices: Variations in use and utility of language interactions for kindergarten. Early Education and Development, 31(4), 541–560. https://doi.org/10.1080/10409289.2019.1686928

Newman, L., Madaus, J. W., Javitz, H., & Lalor, A. R. (2020). Effect of support receipt on postsecondary success of students with disabilities. Journal of Diversity in Higher Education, (Advance online publication). https://psycnet.apa.org/doi/10.1037/dhe0000170

Newman, L., Madaus, J. W., Javitz, H., & Lalor, A. R., Javitz, H., (2020). Effect of accessing supports on higher education persistence of students with disabilities. Journal of Diversity in Higher Education, (Advance online publication). http://dx.doi.org/10.1037/dhe0000170

Nienhusser, H. K., & Oshio, T. (2020). Postsecondary education access (im)possibilities for undocu/DACAmented youth living with the potential elimination of DACA. Educational Studies, 56(4), 366­–388. https://doi.org/10.1080/00131946.2020.1757448

Nienhusser, H. K., & Ives, J. (2020). Examining an urban district’s college-going culture: The role of magnet school designation. The Urban Review, 52, 730–758. https://doi.org/10.1080/00131946.2020.1757448

Pallanck, J. L., Castro, G. O., Colonnese, M. W., & Casa, T. M. (2020). Improving written mathematical arguments. Mathematics Teacher: Learning and Teaching Pre-K–12, 113(11) 910–917. https://doi.org/10.5951/MTLT.2019.0112

Peng, P., Fuchs, D., Fuchs, L., Cho, E., Elleman, A. M., Kearns, D. M., Patton, III, S., Compton, D. L. (2020). Is “Response/no response” too simple a notion for RTI frameworks? Exploring multiple response types with latent profile analysis. Journal of Learning Disabilities, 53(6) 454–468. https://doi.org/10.1177%2F0022219420931818

Player, G., Coles, J., & Gonzalez Ybarra, M. (2020). Enacting educational fugitivity with youth of color: A statement/love letter from the fugitive literacies collective. The High School Journal, 103(3), 140­–156. https://doi.org/10.1353/hsj.2020.0009

Prescod, D., Haynes-Thoby, L., Belser, C., & Nadermann, K. (2020). Including Gottfredson’s career theory in STEM initiatives geared towards students of color. Journal of Negro Education, 89(2), 158–168. https://www.jstor.org/stable/10.7709/jnegroeducation.89.2.0158

Prescod, D., Zeligman, M., Greene, J., & Hall, K. (2020). Navigating the therapeutic waters: How practitioners develop theoretical orientation. Journal of Counselor Practice, 11(1). 55–84. https://doi.org/10.22229/ntt1112020

Puvirajah, A., Verma, G., & Campbell, D. T. (2020). Advancing minoritized learners’ STEM oriented communication competency through a science center-based summer program. Journal of Museum Education, 45(4), 437–449. https://doi.org/10.1080/10598650.2020.1820812

Reis Renzulli, S., & Peters, P. M. (2020). Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution. Gifted Education International, 37(2), 109–141. https://doi.org/10.1177/0261429420963987

Reis Renzulli, S., & Renzulli, J. S. (2020). Parenting for strengths: Embracing the challenges of raising children identified as twice exceptional. Gifted Education International, 37(1), 1–12. https://doi.org/10.1177/0261429420934435

Renzulli, J. S. (2020). The catch-a-wave theory of adaptability: Core competencies for developing gifted behaviors in the second machine age of technology. International Journal for Talent Development and Creativity, 8(1&2), 79–91. http://www.ijtdc.net/images/pdf/IJTDC_812_2020.pdf

Renzulli, S. J. & Gelbar, N. (2020). Leadership roles for school counselors in identifying and supporting twice-exceptional (2E) students. Professional School Counseling, 23(1) 1–11. https://doi.org/10.1177%2F2156759X20940636

Rifenbark, G., Lombardi, A., & Freeman, J. (2020). A confirmatory item factor analysis of a school climate measure for adolescents with and without disabilities. Educational Assessment, 26(1), 52­68.https://doi.org/10.1080/10627197.2020.1841625

Rodriguez, L. S., Morzillo, A. T., Volin, J. C., & Campbell, D. T. (2020). Conservation science and technology identity instrument: empirically measuring STEM identities in informal science learning programs. School Science Mathematics, 120(4) 244–257. https://doi.org/10.1111/ssm.12401

Rowan-Kenyon, H. K., McCready, A. M., Martinez Aleman, A. M., & Barone, N.I. (2020). Measuring racist aggressions on social media and the effects on U.S. college students of color: An instrument validation. Measurement and Evaluation in Counseling and Development.https://doi.org/10.1080/07481756.2020.1827437

Sanetti, L. M., Charbonneau, S., Knight, A., Wendy, C., Kulyk, M., & Kraus, K. (2020). Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016. Psychology in the Schools, 57(6) 901–922. https://doi.org/10.1002/pits.22364

Sanetti, L. M., Boyle, A., Magrath, E., Cascio, A., & Moore, E. (2020). Intervening to decrease teacher stress: A review of current research and new directions. Contemporary School Psychology.  https://doi.org/10.1007/s40688-020-00285-x

Seidenberg, M. S., Borkerhagen, M.C., Kearns, D.M. (2020). Lost in translation? Challenges in connecting reading science and educational practice, Reading Research Quarterly, 55(S1), S119–S130. https://doi.org/10.1002/rrq.341

Siegelman, N., Kearns, D. M., & Rueckl, J. G. (2020). Using information-theoretic measures to characterize the structure of the writing system: The case of orthographic-phonological regularities. Behavior Research Methods, 52, 1292–1312. https://doi.org/10.3758/s13428-019-01317-y

Siegle, D., Rubenstein, L. D., & McCoach, D. B. (2020). Do you know what I’m thinking? A comparison of teacher and parent perspectives of underachieving gifted students’ attitudes. Psychology in the Schools, 57(10), 1596–1614. https://doi.org/10.1002/pits.22345

Siegle, D. (2020). Introduction to English language special issue. Journal for the Education of the Gifted, 43(4) pp. 295–296. https://doi.org/10.1177/0162353220955163

Siegle, D. (2020). I have an idea I need to share: Using technology to enhance brainstorming. Gifted Child Today, 43(3), 205–211. https://doi.org/10.1177%2F1076217520919967

Siegle, D. (2020). There’s an app for that and I made it. Gifted Child Today, 43(1) 64–71. http://doi.org/10.1177/1076217519880587

Simonsen, B., Freeman, J., Kooken, J., Dooley, K., Gambino, A. J., Wilkinson, S., VanLone, J., Walters, S., Byun, S. G., Xu, X., Lupo, K., & Kern, L. (2020). Initial validation of the classroom management observation tool (CMOT). School Psychology, 35(3), 179–192. https://doi.org/10.1037/spq0000357

Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L.& Byun, S. (2020). The effects of targeted professional development on teachers’ use of empirically supported classroom management practices. Journal of Positive Behavior Interventions, 22(1), 3–14. https://doi.org/10.1177%2F1098300719859615

Skvoretz, J., Kersaint, G., Campbell-Montalvo, R., Jonathan, W., & Smith, C. A. (2020). Pursuing an engineering major: Social capital of women and underrepresented minorities. Studies in Higher Education, 45(3), 592–607. https://doi.org/10.1080/03075079.2019.1609923

Snyder, H. T., Sowden, P. T., Silvia, P. J., & Kaufman, J. C. (2020). The creative self: Do people distinguish creative self-perceptions, efficacy, and personal identity? Psychology of Aesthetics, Creativity, and the Arts. Advance online publication.  https://doi.org/10.1037/aca0000317

Spear-Swerling, Wei, Dostal, H., & Hernandez (2020). The print exposure of teacher candidates: How different measures relate to writing as well as reading achievement. Reading and Writing, 33(8), 2097–2119. https://doi.org/10.1007/s11145-020-10035-3

Staples, M., & Lesseig, K. (2020). Advancing a Teacher-Centered Perspective on Support-for-Claims Terminology. For the Learning of Mathematics, 40(1), 28–35. https://eric.ed.gov/?id=EJ1249929

Staples, M., Truxaw, M., & Cruz, V. (2020). Developing and Writing Language Objectives. Math Teacher: Learning and Teaching PreK-12, 113(10), 828–834. DOI: https://doi.org/10.5951/MTLT.2019.0219

Steacy, L. M., Fuchs, D., Gilbert, J. K., Kearns, D. M., Elleman, A. M., Edwards, A. A., (2020). Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery. Annals of Dyslexia, 70, 259­274. https://doi.org/10.1007/s11881-020-00198-7

Stemler, S. E., & Kaufman, J. C. (2020). Are creative people better than others at recognizing creative work? Thinking Skills and Creativity, 38, 100727. https://doi.org/10.1016/j.tsc.2020.100727

Sternberg, R. J., & Kaufman, J. C. (2020). Humans as natural creators and Innovators: Review of the runaway species, by Anthony Brandt, David Eagleman. The American Journal of Psychology, 133(2), 271–274. https://doi.org/10.5406/amerjpsyc.133.2.0271

Stone-Johnson, C., & Weiner, J. M. (2020). Principal professionalism in the time of COVID-19. Journal of Professional Capital and Community, 5(3&4), 367­–374. Emerald Publishing Limited. https://doi.org/10.1108/JPCC-05-2020-0020

Snyder, H. T., Sowden, P. T., Silvia, P. J., & Kaufman, J. C. (2020). The creative self: Do people distinguish creative self-perceptions, efficacy, and personal identity? Psychology of Aesthetics, Creativity, and the Arts. Advance online publication.  https://doi.org/10.1037/aca0000317

Sugai, G. M., & Simonsen-Gaines, B. M. (2020). Reinforcement foundations of a function-based behavioral approach for students with challenging behavior. 29(2) 78–85. Beyond Behavior.https://doi.org/10.1177/1074295620902444

Taylor, C. L., Kaufman, J. C., & Barbot, B. (2020). Measuring creative writing with the storyboard task: The role of effort and story length. Journal of Creative Behavior, (1st online publication). https://doi.org/10.1002/jocb.467

Taylor, C. L., & Kaufman, J. C. Values across creative domains. Journal of Creative Behavior, 55(2), 501­–516. https://doi.org/10.1002/jocb.470

Taylor, C. L., Zaghi, A. E., Kaufman, J. C., Reis, S. M., Renzulli, J. S. (2020) Characteristics of ADHD related to executive function: Differential predictions for creativity-related traits. Journal of Creative Behavior, 54(2), 350­–362. https://doi.org/10.1002/jocb.370

Taylor, C. L., Esmaili Zaghi, A., Kaufman, J. C., Reis Renzulli, S., & Renzulli, J. S. (2020). Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering. Journal of Engineering Education, 109(2), 213–229. https://doi.org/10.1002/jee.20310

Theodore, L. A., & Bray, M. A. (2020). Thomas John Kehle (1943–2018). American Psychologist, 75(5), 735. https://doi.org/10.1037/amp0000640

Thompson Dorsey, D. N., Domina, T., Ahn, J., McEachin, A., Woulfin, S. (2020). A letter from the editors: Reflections on generative, cross-cutting transformative, and timely education research. Educational Researcher, 49(6), 395–397. https://doi.org/10.3102%2F0013189X20949196

Tubb, A. L., Cropley, D. H., Marrone, R. L., Patston, T. J., & Kaufman, J. C. (2020). The development of mathematical creativity across high school: Increasing, decreasing, or both? Thinking Skills and Creativity, 35, 10634. https://doi.org/10.1016/j.tsc.2020.100634

Travis Jr, R. M., Young, M. F., Ballestrini, K., Slota, S., & Zook, K. (2020). Project ARKHAIA and beyond: An RPG wrapped in an ARG and shrouded in situated learning. (online). https://www.academia.edu/1202018/Project_ARKHAIA_and_beyond_An_RPG_wrapped_in_an_ARG_and_shrouded_in_situated_learning

Truxaw, M. (2020). Dialogic discourse in linguistically diverse elementary classrooms. Teacher Education Quarterly, 47(3), 120–144. https://files.eric.ed.gov/fulltext/EJ1263271.pdf

Tu, C., Guo, J., Hatcher, R. C., & Kaufman, J. C. (2020). The relationship between emotional intelligence and domain-specific and domain-general creativity. The Journal of Creative Behavior, 54(2), 337–349. https://onlinelibrary.wiley.com/toc/21626057/2020/54/2

Valdovinos, M. G., Aguilar, M., Piersma, D., Wilkinson, A., & Kennedy, C. H. (2020). Changes in stereotypical behavior following chlorpromazine termination: Polypharmacy effects on response class membership. Advances in Neurodevelopmental Disorders, 4(2) 247–252.

Virella, P. M., & Weiner, J. M. (2020). The Network Runs the Schools: From a Loose to a Tightly Coupled School District. Journal of Cases in Educational Leadership, 23(4), 47–61. SAGE Publications.https://doi.org/10.1177%2F1555458920943247

Weiner, J. M., & Lamb, A. (2020). Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework. Journal of Educational Change, 21(2), 267–297. https://doi.org/10.1007/s10833-020-09378-z

Weiner, J. M. (2020). From new to nuanced: (Re)Considering educator professionalism and its impacts. Journal of Educational Change, 21(3), 443­–454. https://doi.org/10.1007/s10833-020-09371-6

Wexler, J., Kearns, D.M., Hogarn, E. K., Clancy, E. & Shelton, A. (2020). Preparing to implement evidence-based literacy practices in the co-taught classroom. Intervention in School and Clinic, (First Online). https://doi.org/10.1177%2F1053451220944369

Wolbers, Dostal, H., Chiak, & Holcomb (2020). Written language outcomes of deaf elementary students engaged in authentic writing. Journal of Deaf Studies and Deaf Education, 25(2), 224–238. https://doi.org/10.1093/deafed/enz047

Woulfin, S. L. (2020). Coach professional development in the urban emergent context. Urban Education, 55(10), 1355–1384. https://doi.org/10.1177%2F0042085917714513

Woulfin, S. L., & Gabriel, R. (2020). Interconnected Infrastructure for Improving Reading Instruction. Reading Research Quarterly, 55(S1), S109­–S117. https://doi.org/10.1002/rrq.339

Woulfin, S. L. (2020). Crystallizing Coaching: An examination of the institutionalization of instructional coaching in three educational systems. Teachers College Record, 122(10). https://www.tcrecord.org/AuthorDisplay.asp?aid=22889

Zeligman, M., Prescod, D., & Haynes-Thoby, L. (2020). The relationship between trauma symptoms, developmental work personality, and vocational identity. Journal of Counselor Preparation and Supervision, 13(1). https://www.tcrecord.org/Content.asp?ContentId=23416

Other

Technical Publications/Briefs/White Papers/Task Force Reports

Campbell, D. T., Hall, J., McLaren, P., Greig, J., Elkins, S., Duffy, J., & Hollander, H. (2020). Using 3D interim assessments to support coherence, equity, and a shared understanding of learning. Stem Teaching Tools, Practice Brief 65. http://stemteachingtools.org/brief/65 

Casa, T. M., Choppin, J., & Moschkovich, J. N. (2020). Crafting a research agenda for writing to reason mathematically. Retrieved from s.uconn.edu/WritingInMath

Chafouleas, S. M., & Marcy, H. (2020, June). Engaging a Whole School Approach in Re-Opening Schools. Storrs, Connecticut: University of Connecticut Collaboratory on School and Child Health. Available from http://csch.uconn.edu/

Chafouleas, S. M., & Iovino, E. (2020, July). Initial Impact of COVID-19 on the Well-being of Caregivers of Children with and without Disabilities. Storrs, CT: UConn Collaboratory on School and Child Health. Available from: http://csch.uconn.edu/

Chafouleas, S. M., & Marcy, H. (2020, June). Responding to Covid-19: Planning for Trauma-Informed Assessment in Schools. Storrs, Connecticut: University of Connecticut Collaboratory on School and Child Health. Available from http://csch.uconn.edu/

Chafouleas, S. M., Koriakin, T., Iovino, E., Bracey, J., & Marcy, H. (2020, July). Responding to Covid-19: Simple Strategies Anyone Can Use to Foster an Emotionally Safe School Environment. Storrs, Connecticut: University of Connecticut Collaboratory on School and Child Health. Available from http://csch.uconn.edu/

Chafouleas, S. M. (2020, December 28). Here’s Why Silver Linings Are Important to Education in 2021 How to frame our expectations as education uncertainty continues. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/promoting-student-well-being/202012/here-s-why-silver-linings-are-important-education-in-2021

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Chafouleas, S. M. (2020, October 1). Talking to Kids About the Dysfunctional Presidential Debate. What the debate tells us about the need for social-emotional learning. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/promoting-student-well-being/202010/talking-kids-about-the-dysfunctional-presidential-debate

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https://www.ashe.ws/Files/Position%20Taking/ASHE%20&%20ACPA%20Response%20to%20SCOTUS%20DACA%20Decision%20and%20Position%20Statement%20on%20Undocumented%20College%20Students.pdf

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