Faculty Publications, 2016-19

2019

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Books

Back, M. P. & Zavala, V. (Eds.). (2019) Racialization and language: Interdisciplinary perspectives from Peru. Routledge. https://doi.org/10.4324/9781351062541 

Bernard, C., & Abramo, J. M. (2019). Teacher evaluation in music: A guide for music teachers in the U.S. Oxford University Press. https://doi.org/10.1093/oso/9780190867096.001.0001 

Burton, L., Kane, G., & Borland, J. (Eds.). (2019). Sport leadership in the 21st century (2nd ed.). Jones & Bartlett. https://www.jblearning.com/catalog/productdetails/9781284149586 

Cole, S., Rubenstein, L. D., Casa, T. M., Gilson, C. M., Bruce-Davis, M. N., Gubbins, E. J., Melendez, A., Brown, H. F., Vahidi, S., McAnallen, R. R., & Hayden, S. M. (2019). If aliens taught algebra: Multiplication and division would be out of this world! Student mathematician notebook. (3rd ed.). Renzulli Center for Creativity, Gifted Education, and Talent Development. 

Kaufman, J. C., & Sternberg, R. J. (Eds.) (2019). The Cambridge handbook of creativity. Cambridge University Press. https://doi.org/10.1017/9781316979839 

Maykel, C. & Bray, M. A. (Eds.) (2019). Promoting mind–body health in schools: Interventions for mental health professionals. American Psychological Association. https://doi.org/10.1037/0000157-001 

Merriam, S. B. & Grenier, R. S. (Eds.) (2019). Qualitative research in practice: examples for discussion and analysis (2nd ed.). Josey Bass. https://www.wiley.com/en-us/Qualitative+Research+in+Practice%3A+Examples+for+Discussion+and+Analysis%2C+2nd+Edition-p-9781119452027 

Sanetti, L. M., & Collier-Meek, M. C. (2019). Supporting Successful Interventions in Schools: Tools to plan, evaluate, and sustain effective implementation. Guilford Press. https://www.guilford.com/books/Supporting-Successful-Interventions-in-Schools/Sanetti-Collier-Meek/9781462537730/summary 

Scanlan, M., Hunter, C., & Howard, E. (Eds.) (2019). Culturally and linguistically responsive education: designing networks that transform schools. Harvard Education Press. https://www.hepg.org/hep-home/books/culturally-and-linguistically-responsive-education# 

Book Chapters

Back, M. P., & Zavala, V. (2019). The production of racialized discourses: An introduction. In M. P. Back & V. Zavala (Eds.), Racialization and language interdisciplinary perspectives from Perú (pp. 1–20). Routledge. https://doi.org/10.4324/9781351062541 

Back, M. P. (2019). Race and linguistic essentialism on Peruvian Twitter. In M. P. Back & V. Zavala (Eds.), Racialization and language: interdisciplinary perspectives from Perú (pp. 189–213). Routledge. https://doi.org/10.4324/9781351062541 

Back, M. P. (2019). World language teachers performing and positioning agency in classroom target language use. In H. Kayi-Aydar, X. Gao, E. R. Miller, M. Varghese, G. Vitanova, (Eds.), Theorizing and analyzing language teacher agency (pp. 101–120). Multilingual Matters/Channel View Publications. https://doi.org/10.21832/9781788923927-009 

Baer, J., & Kaufman, J. C. (2019). Assessing creativity with the consensual assessment technique. In I. Lebuda & V.P. Glăveanu, (Eds.), The Palgrave handbook of social creativity research (pp. 27–37). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95498-1 

Blanco, G. (2019). Decolonializing voice and localizing method in comparative education. In C. Manion, E. Anderson, S. Baily, M. Call-Cummings, R. Iyengar, P. Shah, & A. Witenstein, (Eds.), Interrogating and innovating comparative and international education research (pp. 67–71). Brill|Sense. https://doi.org/10.1163/9789004411470_006 

Bray, M. A. (2019). Introduction: Mind–body health in the schools. In C. Maykel & M. A. Bray (Eds.), Applying psychology in the schools. Promoting mind–body health in schools: Interventions for mental health professionals (pp. 3–7). American Psychological Association. https://doi.org/10.1037/0000157-001 

Bray, M.A., Maykel, C., & Tiarks, J. (2019). Stuttering. In George Bear (Ed.), Helping children at home and school: Handouts for families and educators (S4H10). National Association of School Psychologists. https://apps.nasponline.org/resources-and-publications/books-and-products/products/N1818/index.aspx 

Burton, L., (2019). Positive leadership theory: Transformational, transactional, and servant leadership. In L. Burton, P. Welty, J., Z. Damon (Eds.), Sport leadership in the 21st century (2nd ed., pp. 19–40). Jones & Bartlett Learning. https://www.jblearning.com/catalog/productdetails/9781284149586#productInfo. 

Burton, L. (2019). Underrepresentation of women in leadership roles in women's sport. In N. Lough & A. Geurin (Eds.), Handbook of the business of women’s sport (pp. 255–268). Routledge. https://doi.org/10.4324/9780203702635 

Campano, G., Ghiso, M. P., & Player, G. (2019). Braiding stories toward a common cause: Inquiry and activism beyond assimilation. In V. Kinloch, T. Burkhard, C. Penn (Eds.), Race, justice, and activism in literacy instruction (pp. 181200). Teachers College Press. https://www.tcpress.com/race-justice-and-activism-in-literacy-instruction-9780807763216 

Del Campo, M., Kehle, T.J., & Bray, M.A. (2019). Selective mutism. In George Bear (Ed.), Helping children at home and school: Handouts for families and educators (S3H12). Association of School Psychologists. https://apps.nasponline.org/resources-and-publications/books-and-products/products/N1818/index.aspx 

Feinberg, A.B., & VanLone, J. (2019). Whole school PBIS rules and rewards systems. In K. Radley & E. Dart (Eds.), Handbook of behavioral interventions in schools: multi-tiered systems of support (pp.234–249). Oxford University Press. https://doi.org/10.1093/med-psych/9780190843229.003.0012 

Gavin, M. K., Firmender, J. M., & Casa, T. M. (2019). Recognizing and nurturing math talent in your child. In T. Ford Inman, J. Jolly, K. Nilles, (Eds.), Success strategies for parenting gifted kids: Expert advice from the National Association for Gifted Children (pp. 247–256). National Association for Gifted Children/Pufrock Press. https://www.prufrock.com/Success-Strategies-for-Parenting-Gifted-Kids-Expert-Advice-From-the-National-Association-for-Gifted-Children-P3354.aspx 

Kaufman, J. C., & Glăveanu, V. P. (2019). A review of creativity theories: What 

questions are we trying to answer? In J.C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 27–43). Cambridge University Press. http://doi.org/10.1017/9781316979839.003 

Kaufman, J. C., Glăveanu, V. P., & Sternberg, R. J. (2019). What is and what can be: The scope and possibilities of creativity and creativity research. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 732–743). Cambridge University Press. http://doi.org/10.1017/9781316979839.037 

Glăveanu, V. P., & Kaufman, J. C. (2019). Creativity: A historical perspective. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 9–26). Cambridge University Press. http://doi.org/10.1017/9781316979839.003 

Kearns, D. M. (2019). On the value of theory-driven research on dyslexia. In J. Washington, D. L. Compton, & P. McCardle (Eds.), Dyslexia: Revisiting etiology, diagnosis, treatment, and policy (pp.180-191). Brookes Publishing. https://brookespublishing.com/wp-content/uploads/2020/02/washington-excerpt.pdf 

Graham, C. O., & McGarry, J. E. (2019). Mid-career experiences of female faculty from African American, Latinx, Asian, and Native American diasporas. In A. Welch, J. Bolin, & D. Reardon, (Eds.), Mid-Career Faculty: Trends, Barriers, and Possibilities (pp. 61–85). Brill. https://doi.org/10.1163/9789004408180_005 

Grenier, R. S. (2019). Managing the burden and blessing of autoethnography. 

In S. B. Merriam, & R. S. Grenier, (Eds.), Qualitative research in practice: examples for discussion and analysis (2nd ed. pp. 182-188). Josey Bass. https://www.wiley.com/en-us/Qualitative+Research+in+Practice%3A+Examples+for+Discussion+and+Analysis%2C+2nd+Edition-p-9781119452027 

Grenier, R. S. (Eds.) (2019). A Sojourn Experience in the Land of Fire and Ice: Examining Cultural Competence and Employee Well-Being Through an Autoethnographic Exploration. In S. B. Merriam, & R. S. Grenier, (Eds.), Qualitative Research in Practice: Examples for Discussion and Analysis, (2nd ed. pp. 161-181). Josey Bass. https://www.wiley.com/en-us/Qualitative+Research+in+Practice%3A+Examples+for+Discussion+and+Analysis%2C+2nd+Edition-p-9781119452027 

Howard, E., & Lopez Velasquez, A. (2019). The challenges of recruiting and retaining dual language teachers. In D. DeMatthews & E. Izquierdo (Eds.), Dual language education: teaching and leading through two languages (pp. 195–207) Springer. https://doi.org/10.1007/978-3-030-10831-1 

Irizarry, J. (2019). Beginning with El Barrio: Learning from exemplary teachers of Latino students. In E. Murillo Jr. (Ed.), critical readings on Latinos and education: Tasks, themes, and solutions (pp. 271–287). Routledge. https://doi.org/10.4324/9780429021206 

Kaufman, J. C. & Chassell Toops, L. M. (2019). In V. P. Glăveanu (Ed.), The creativity reader (pp. 73–86). Oxford University Press. https://global.oup.com/academic/product/the-creativity-reader-9780190841706?cc=us&lang=en&# 

Kaufman, A. S., Schneider, W. J., & Kaufman, J. C. (2019). Psychometric approaches to intelligence. In R. J. Sternberg (Ed.), Human intelligence: An introduction (pp. 67–95). Cambridge University Press. https://assets.cambridge.org/97811087/03864/toc/9781108703864_toc.pdf 

Sternberg, R. J., Kaufman, J. C., & Roberts, A. M. (2019). The Relation of creativity to intelligence and wisdom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 337–352). Cambridge University Press. http://doi.org/10.1017/9781316979839.018 

Lynch, S. F., & Kaufman, J. C. (2019). Creativity, intelligence, and wisdom: Could versus should. In R. J. Sternberg & J. Gluck (Eds.), The Cambridge handbook of wisdom (pp. 455–464). Cambridge University Press. https://doi.org/10.1017/9781108568272 

Madden, M., & Blanco, G. (2019). Research and practice in comparative and international higher education. In A. Wiseman, (Ed.), Annual review of comparative and international education 2018 (pp. 73–81). Emerald Publishing Limited. http://dx.doi.org/10.1108/s1479-367920190000037008 

Maykel, C., Bray, M., & Theodore, L. (2019). Attention to task and work completion: Helping handout for school. In George Bear (Ed.), Helping children at home and school: Handouts for families and educators (S2H3). National Association of School Psychologists. https://apps.nasponline.org/resources-and-publications/books-and-products/products/N1818/index.aspx 

McGarry, J. E., Moreno, N., & Rosenbauer, B. (2019). Shepherding sport for development organizations. In L. Burton, G. Kane, J. Borland, (Eds.), Sport leadership in the 21st century (2nd ed., pp.223–242). https://www.jblearning.com/catalog/productdetails/9781284149586#productInfo 

McCready, A., & Radimer, S. (2019). Gender Performativity in College Social Fraternities and Sororities. In P. Sasso, J.P. Biddix, & M. Lee Miranda (Eds.), Supporting Fraternities and Sororities in the Contemporary Era: Advances in Practice. Stylus-Myers Publishing. https://styluspub.presswarehouse.com/browse/book/9781975502683/Supporting-Fraternities-and-Sororities-in-the-Contemporary-Era 

McKay, A. S., & Kaufman, J. C. (2019). The assessment of creative and innovative performance. In M. Mumford & E. M. Todd (Eds.), Creativity and innovation in organizations. Routledge. https://doi.org/10.4324/9781315192598 

Metcalfe, A. S., & Blanco, G. (2019). Visual research methods for the study of higher education organizations. In M. Paulsen & L. Perna (Eds), Higher education: Handbook of theory and research (pp. 153–202). Springer International Publishing. https://doi.org/10.1007/978-3-030-03457-3_4 

Montrosse-Moorhead, B., Bitar, K., Arévalo, J., & Rishko-Porcescu, A. (2019). Revolution in the making: Evaluation “done well” in the era of the SDGs with a youth participatory approach. In R. van den Berg, C. Magro, & S. Salina Mulder, (Eds.), Evaluation for transformational change: Opportunities and challenges for sustainable development goals (pp. 33–50). International Development Evaluation Association. https://ideas-global.org/wp-content/uploads//2019/09/new_ideas_evaluationfortransformationalchange.pdf 

Moss, D. M. (2019). Raising the bar: Landing your first academic position in U.S. higher education. In M. Mahat & J. Tatebe, (Eds.), Achieving academic promotion (pp. 57–76). Emerald Publishing Limited. http:// doi.org/10.1108/978-1-78756-899-020191006 

Orr, M., & Cobb, C. D. (2019). Epistemic drift: Theory-building and research in educational leadership. In A. Danzig & W. Black, (Eds.), Who controls the preparation of education administrators? (pp. 357–377). Information Age Publishing. https://www.infoagepub.com/products/Who-Controls-the-Preparation-of-Education-Administrators 

Peters, P., Gubbins, E. J., Hamilton, R., McCoach, D. B., Siegle, D., & Puryear, J. S. (2019). Identifying underrepresented students: A developmental process. In S. Smith (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 1–21). Springer International Handbooks of Education. https://doi.org/10.1007/978-981-13-3021-6 

Sassu, K., Gelbar, N., Bray, M., & Polk, T. (2019). Written emotional expression for mind-body health. In C. Maykel and M. Bray (Eds.), Promoting mind–body health in schools: interventions for mental health professionals (pp. 245–255). American Psychological Association. https://doi.org/10.1037/0000157-001 

Scanlan, M., Hunter, C., & Howard, E. (2019). Embracing the new mainstream through linguistically and culturally responsive schooling. In M. Scanlan, C. Hunter, & E. R. Howard, (Eds.), Culturally and linguistically responsive education: Designing networks that transform schools (pp. 3–10). Harvard Education Press. https://www.hepg.org/hep-home/books/culturally-and-linguistically-responsive-education 

Scanlan, M., Hunter, C., & Howard, E. (2019). Looking forward: Transformation across contexts. In M. Scanlan, C. Hunter, & E. R. Howard, (Eds.), Culturally and linguistically responsive education: Designing networks that transform schools (pp. 177–186). Harvard Education Press. https://www.hepg.org/hep-home/books/culturally-and-linguistically-responsive-education 

Scanlan, M., Melley, K., Hunter, C., & Howard, E. (2019). A theory of action. In M. Scanlan, C. Hunter, & E. R. Howard, (Eds.), Culturally and linguistically responsive education: Designing networks that transform schools (pp. 11–32). Harvard Education Press. https://www.hepg.org/hep-home/books/culturally-and-linguistically-responsive-education 

Scott, J., Dostal, H., & Ewen-Smith, T. (2019). Inclusion and exclusion: Challenges within deaf education. In B. M. Rice (Ed.) Global perspectives on inclusive teacher education (pp. 120–136). IGI-Global. DOI: 10.4018/978-1-5225-7703-4 

Siegle, D., & McCoach D. B. (2019). The “Do’s” and “Don’ts” for motivating your high-ability child. In J. Jolly, T. F. Inman, J. F. Smutney, & K. Nilles (Eds.), Success strategies for parenting gifted kids: Expert advice from the National Association for Gifted Children (pp.103–110). Prufrock Press. https://www.prufrock.com/Success-Strategies-for-Parenting-Gifted-Kids-Expert-Advice-From-the-National-Association-for-Gifted-Children-P3354.aspx 

Simonsen, B., & Sugai, G. (2019). School-wide positive behavior support: A systems-level application of behavioral principles. In A. Akin-Little & S. G. Little, (Eds.), Behavioral interventions in schools: evidence-based positive strategies (2nd ed.) American Psychological Association. https://www.apa.org/pubs/books/4317509 

Slota, S.T., & Ballestrini, K. (2019). Una vita: Exploring the relationship between play, learning science and cultural competency. In B. Natoli & S. Hunt (Eds.), Teaching classics with technology (pp. 81–90). Bloomsbury Academic. http://dx.doi.org/10.5040/9781350086289.ch-007 

Sugai, G., La Salle, T.P., Everett, S, & Feinberg, A.B. (2019). Multi-tiered systems of support and positive behavioral interventions and supports: The what, why, and how for school counseling. In E. Goodman-Scott, J. Betters-Bubon, & P. Donohue (Eds). The school counselor’s guide to multi-tiered systems of support (pp. 1–28) Routledge. https://www.routledge.com/The-School-Counselors-Guide-to-Multi-Tiered-Systems-of-Support-1st/Goodman-Scott-Betters-Bubon-Donohue/p/book/9781138501614 

Upright, J.J., Long, A.C. J., & La Salle, T.P. (2019). Treatment integrity in school-based interventions: Assessing and supporting teacher intervention implementation. In C. Maykel & M. A. Bray (Eds.), Applying psychology in the schools. Promoting mind–body health in schools: Interventions for mental health professionals (pp. 27–43). American Psychological Association. https://doi.org/10.1037/0000157-001 

VanDerHeyden, A., Briesch, A. M., Roach, A., Sullivan, A., Hoffman, J., Garbacz, A., Sanetti, L. M., & Codding, R. S. (2019). Future issues and controversies that will shape school psychology. In M.K. Burns (Ed.), Introduction to school psychology: Controversies and current practice. University Press. https://global.oup.com/academic/product/introduction-to-school-psychology-9780190619329?cc=us&lang=en&# 

Journal Articles

Abramo, J. M., & Campbell, M. R. (2019). What preservice music teachers say about educative mentoring before student teaching: A focus study research project. Bulletin of the Council for Research in Music Education, 219, 7–26. https://doi.org/10.5406/bulcouresmusedu.219.0007 

Abramo, J. M., & Campbell, M. R. (2019). What cooperating music teachers say about educative mentoring: A focus study research project. Research Studies in Music Education, (41)2, 171–188. https://doi.org/10.1177%2F1321103X18773106 

Abreu, J., Castillo-Montoya, M. I., & Kortz, K. (2019). Community college English instructors’ perceptions of learning and enacting culturally-sustaining teaching strategies. Journal on Excellence in College Teaching, 30(1), 27–50. http://www.celt.muohio.edu/ject/issue.php?v=30&n=1 

Avitia, M. J., Kaufman, A. S., Bray, M. A., & Kaufman, J. C. (2019) Relationship between reading and long-term storage and retrieval (Glr) in college students, Applied Neuropsychology: Adult, 26(2), 111–123. https://doi.org/10.1080/23279095.2017.1362562 

Back, M. P. (2019). Teacher leadership through advocacy: The world languages advocacy project. The Language Educator, 14(1), 50–52. https://secure.aacte.org/apps/rl/res_get.php?fid=4788&ref=rl 

Bernard, C. (2019). Arts policy at the street level in the New York City Department of Education. Arts Education Policy Review, 121(1) 30–41. https://doi.org/10.1080/10632913.2018.1530713 

Blanco, G., & Saunders, D. B. (2019). Giving account of our (mobile) selves: embodied and relational notions of academic privilege in the international classroom. Teaching in Higher Education, 24(5) 666–677. http://doi.org/10.1080/13562517.2019.1621281. 

Briesch, A. M., Chafouleas, S. M., Nissen, K., & Long, S. (2019). A Review of state-level procedural guidance for implementing Multi-Tiered Systems of Behavioral Support (MTSS-B). Journal of Positive Behavior Interventions, 22(3) 131–144. https://doi.org/10.1177/1098300719884707. 

Briesch, A.M., Cintron, D.W., Dineen, J.N., Chafouleas, S. M., McCoach, D. B., & Auerbach, E. (2019). Comparing stakeholders’ knowledge and beliefs about supporting students’ social, emotional, and behavioral health in schools. School Mental Health 12, 222–238. https://doi.org/10.1007/s12310-019-09355-9 

Briesch A. M., Chafouleas S. M., Cintron D.W., & McCoach D. B. (2019). Factorial invariance of the usage rating profile for supporting students' behavioral needs (URP-NEEDS) [published correction appears in Sch Psychol. 2020 Jan, 35(1):60]. School Psychology, 35(1),51–60. https://doi.org/10.1037/spq0000309 

Brown, A. W., Altman, D. G., Baranowski, T., Bland, J. M., Dawson, J. A., Dhurandhar, N. V., Dowla, S., Fontaine, K. R., Gelman, A., Heymsfield, S. B., Jayawardene, W., Keith, S. W., Kyle, T. K., Loken, E. O., Oakes, J. M., Stevens, J., Thomas, D. M., & Allison, D. B. (2019). Childhood obesity intervention studies: A narrative review and guide for investigators, authors, editors, reviewers, journalists, and readers to guard against exaggerated effectiveness claims. Obesity Reviews, 20(11), 1523–1541. https://doi.org/10.1111/obr.12923 

Byung-Yeol, P., Rodriguez, L., & Campbell, D. T. (2019). How can we use modeling in teaching science? The Science Teacher, 87(4), 8–11. https://www.questia.com/library/journal/1G1-605476621/using-models-to-teach-science 

Campbell, D. T., Gray, R., & Fazio, X. (2019). Representing scientific activity: affordances and constraints of central design and enactment features of a model-based inquiry unit. School Science and Mathematics, 119, 475–486. https://doi.org/10.1111/ssm.12375 

Campbell, D.T., Wenner, J., Brandon, L. & Waszkelewicz, M. (2019). A community of practice model as a theoretical perspective for teacher leadership. International Journal of Leadership in Education, 1–24. https://doi.org/10.1080/13603124.2019.1643500 

Campbell, D. T., Verma, G., Melville, W., & Park, B.-Y. (2019). JSTE as a forum for engaging in knowledge generation and discourses in science teacher education, equity and justice-focused science teacher education, and professional learning for science teacher education scholars. Journal of Science Teacher Education, 30(5) 429–433. https://doi.org/10.1080/1046560X.2019.1629220 

Campbell, D. T., McKenna, T. J., Fazio, X., Hettherington-Coy, A., & Pierce, P. (2019). Negotiating coherent science teacher professional learning experiences across a university and partner school settings. Journal of Science Teacher Education, 30(2), 179–199. https://doi.org/10.1080/1046560X.2018.1547033 

Cargas, S., & Mitoma, G. T. (2019). Introduction to the special issue on human rights in higher education. Journal of Human Rights, 18(3), 275–280. https://doi.org/10.1080/14754835.2019.1617122 

Casa, T. M., MacSwan, J., LaMonica, K. E., Colonnese, M. M., & Firmender, J. M. (2019). An analysis of the amount and characteristics of writing prompts in grade 3 mathematics student books. School Science and Mathematics, 119(4), 176–189. https://doi.org/10.1111/ssm.12333 

Casa, T. M., Cardetti, F. A., & Gilson, C. (2019). An exploration of conferences between a preservice and inservice teacher about mathematical discourse. The Teacher Educator, 55(1), 66–87. http://dx.doi.org/10.1080/08878730.2019.1672228 

Castillo-Montoya, M. I., Abreu, J., & Abad, A. (2019). Racially liberatory pedagogy: A Black Lives Matter approach to education. International Journal of Qualitative Studies in Education, 32(9), 1125–1145. https://doi.org/10.1080/09518398.2019.1645904 

Castillo-Montoya, M.I. (2019). Professors' pedagogical strategies for teaching through diversity. The Review of Higher Education, 42(5), 199–226. https://doi.org/10.1353/rhe.2019.0050 

Chafouleas, S. M., Koriakin, T. A., Roundfield, K. D., & Overstreet, S. (2019). Addressing childhood trauma in school settings: A framework for evidence-based practice. School Mental Health, 11, 40–53. https://doi.org/10.1007/s12310-018-9256-5 

Coates, D.M. & Abramo, J. M. (2019). “Nothing without joy”: A high school chorus teacher’s use of aphorisms to create identity, told in sonata form. Qualitative Research in Music Education, 1(1), 29–57. https://vpa.uncg.edu/wp-content/uploads/2019/06/qrme_v1_i1_2019_Abramo_Coates.pdf 

Cobb, C. D. (2019). A geographic account of economic, health, and educational disparities in Hartford’s Sheff region. Humboldt Journal of Social Relations, 41(1), 84–100. https://digitalcommons.humboldt.edu/hjsr/vol1/iss41/7/ 

Cobb, C. D., & Virella, P. (2019). The Legitimization of improvement science in academe. Journal of Systemics, Cybernetics and Informatics, 17(1), 287–296. http://www.iiisci.org/Journal/SCI/FullText.asp?var=&id=JS653UP05. 

Cochrane, W. S., Sanetti, L. M. H., & Minster, M. C. (2019). School psychologists’ beliefs and practices about treatment integrity in 2008 and 2017. Psychology in the Schools, 56(3), 295–305. doi:10.1002/pits.22177 

Coleman, A., O'Neil, J. M., Caldwell, C. H., & Ferris, A. M. (2019). Black Fathers matter: The role of paternal closeness on adolescent male obesity. Psychology of Men & Masculinities, 20(2), 174–181. https://psycnet.apa.org/doi/10.1037/men0000183 

Coleman, A., O’Neil, J.M., Ferris, A.M. (2019). The mediation effect between everyday discrimination, gender role conflict, emotional eating, and obesity in African American fathers and sons. Psychology of Men and Masculinity, 20(2), 182–193. https://psycnet.apa.org/doi/10.1037/men0000201 

Collier-Meek, M. A., Johnson, A., Sanetti, L. M. H., Minami, T. (2019). Identifying critical components of classroom management implementation. School Psychology Review, 48(4), 384–361. http://dx.doi.org/10.17105/SPR-2018-0026.V48-4 

Collier-Meek, M. A. & Sanetti, L. M. (2019). Treatment integrity of a homework intervention: Evaluating parent and student adherence, exposure, and program differentiation. International Journal of School and Educational Psychology, 7(1), 56–58. https://doi.org/10.1080/21683603.2017.1376726 

Collier-Meek, M. A., Sanetti, L. M., Fallon, L., & Chafouleas, S. (2019). Exploring the influences of assessment method, intervention steps, intervention sessions, and observation timing on treatment fidelity estimates. Assessment for Effective Intervention. https://doi.org/10.1177/1534508419857228 

Collier-Meek, M. A., Sanetti, L. M., & Boyle, A. M. (2019). Barriers to implementation of classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools, 56(1), 5–17. https://doi.org/10.1002/pits.22127 

Collier-Meek, M. A., Sanetti, L. M., Levin, J. R., Kratochwill, T. R., & Boyle, A. M. (2019). Evaluating implementation supports delivered within problem-solving consultation. Journal of School Psychology, 72, 91–111. https://doi.org/10.1016/j.jsp.2018.12.002 

Conley, K., Everett, S., & Pinkelman, S. (2019). Strengthening progress monitoring procedures for individual student behavior support. Beyond Behavior, 28 (3), 124–133. https://doi.org/10.1177%2F1074295619852333 

Coyne, M. D., McCoach, D. B., Ware, S., Austin, C. R., Loftus-Rattan, S. M., & Baker, D. L., (2019). Racing against the vocabulary gap: Matthew effects in early vocabulary instruction and intervention. Exceptional Children, 85(2), 163–179. https://doi.org/10.1177%2F0014402918789162 

Cropley, D. H., & Kaufman, J. C. (2019). The siren song of aesthetics? Domain differences and creativity in engineering and design. Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science, 233(2), 451–464. https://doi.org/10.1177/0954406218778311 

Cropley, D. H., Patston, T., Marrone, R. L., & Kaufman, J. C. (2019). Essential, unexceptional and universal: Teacher implicit beliefs of creativity. Thinking Skills and Creativity, 34, Article 100604. https://doi.org/10.1016/j.tsc.2019.100604 

Dougherty, S. M., & Weiner, J. M. (2019). The Rhode to turnaround: The impact of waivers to no child left behind on school performance. Educational Policy, 33(4), 555–586. https://doi.org/10.1177/0895904817719520 

Dostal, H., Wolbers, K. & Kilpatrick, J. (2019). The Language Zone: Differentiating writing instruction for students who are deaf and hard of hearing. Writing & Pedagogy, 11(1), 1–22. http://dx.doi.org/10.1558/wap.30045 

Faggella-Luby, M., Gelbar, N., Lyman, D., Madaus, J. W., Lalor, A., & Lombardi, A. (2019). Learning strategy interventions for college students with disabilities: A synthesis of the literature. Journal of Postsecondary Education and Disability, 32(1), 63–81. https://www.ahead.org/professional-resources/publications/jped/archived-jped/jped-volume-32 

Fallon, L. M., Cathcart, S. C., & Feinberg, A. B. (2019). Understanding home-based treatment fidelity assessment and promotion: Implications for school psychologists. Contemporary School Psychology, 23(4), 455–465. http://dx.doi.org/10.1007/s40688-018-00211-2 

Filipiak, D., & Caraballo, L. (2019) Growing together: Literacy and agency in an early-college research collaborative. Journal of Adolescent & Adult Literacy, 63 (3) 337–341. https://doi.org/10.1002/jaal.1006 

Firestone, W., & Donaldson, M. (2019). Teacher evaluation as high stakes data use: What recent research suggests. Educational Assessment, Evaluation and Accountability, 31(3), 289–314. https://doi.org/10.1007/s11092-019-09300-z 

Foster, J., Grenier, R. S., Taylor, E., & Mobley, A. R. (2019). Discourse analysis: A novel analytical technique for qualitative nutrition research. Journal of Nutrition Education and Behavior, 51(7), 904–911. https://doi.org/10.1016/j.jneb.2019.04.006 

Freeman, J., Kern, L., Gambino, A., Lombardi, A., & Kowitt, J. (2019). Assessing the relations between the PBIS framework and student outcomes in high schools. Journal of At-Risk Issues, 22(2), 111. https://files.eric.ed.gov/fulltext/EJ1231342.pdf 

Freeman, J., Wilkenson, S., Kowitt, J., Kittleman, A., & Flannery, B. (2019). Research supported practices for improving attendance in high schools: A review of the literature. Educational Research and Evaluation, 24(8), 481–503, https://doi.org/10.1080/13803611.2019.1602546 

Freeman, J., Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2019). Federal policy on improving outcomes for students with emotional and behavioral disorders: Past, present, and future. Behavioral Disorders, 44(2), 97–106. https://doi.org/10.1177/0198742918814423 

Gelbar, N.W., & Bray, M. (2019). School psychologists’ perceptions of neuropsychological assessment: A pilot survey. International Journal of School and Educational Psychology, 7(Supp1), 137-144. https://doi.org/10.1080/21683603.2018.1457581 

Gelbar, N., Madaus, J. W., Dukes, III, L. L., Faggella-Luby, M., Volk, D. T., & Monahan, J. (2019). Self-determination and college students with disabilities. Journal of Student Affairs Research and Practice, 57(2), 163–181. https://doi.org/10.1080/19496591.2019.1631835 

Glăveanu, V. P., & Kaufman, J. C. (2019). The creativity matrix: Spotlights and blind spots in our understanding of the phenomenon. The Journal of Creative Behavior, 0(0), 1–13. 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 (2019). Advancing creativity theory and research: A socio-cultural manifesto. The Journal of Creative Behavior, 0(0), 1–5. https://doi.org/10.1002/jocb.395 

Glăveanu, V.P. & Hanchett Hanson, M. Baer, J. Barbot, B., Clapp, E., Corazza, G., Hennessey, B., Kaufman, J.C., & others (2019). Avances en la teoría e investigación de la creatividad: Un Manifiesto Sociocultural, UNI-PLURI/VERSIDAD, 19(1), 97–106. https://doi.org/10.17533/udea.unipluri.19.1.07 

Green III, P. C., & Connery, C. E. (2019). Charter schools, academy schools, and related-party transactions: Same scams, different countries. Arkansas Law Review, 72(2), 409–44. https://scholarworks.uark.edu/alr/vol72/iss2/5 

Green III, P. C., Connery, C., & Kaufman, J. C. (2019). The underrepresentation of CLD students in gifted and talented programs: Implications for law and practice. University of Maryland Journal of Race, Religion, Gender and Class, 19(1), 81–101. https://digitalcommons.law.umaryland.edu/rrgc/vol19/iss1/5 

Green III, P. C. & Oluwole, J. O. (2019). Riding the Plessy train: Reviving Brown for a new civil rights era for micro-desegregation. Chicana/o Latina/o Law Review, 36(1), 1–66. https://escholarship.org/uc/item/11x9d6m6 

Grenier, R. S. (2019). Speaking truth to power through social movements and learning. Sage, 21(2), 143149. https://doi.org/10.1177%2F1523422319827902 

Jensen, B., Wallace, T. L., Steinberg, M., Gabriel, R., Dietiker, L., Davis, D., Minor, E. C., Haplin, P., & Rui, N. (2019). Complexity and scale in teaching effectiveness research: Reflections from the MET Study. Educational Policy Analysis Archives, 27(7), 1–21. https://doi.org/10.14507/epaa.27.3923 

Kandemir, M. A., & Kaufman, J. C. (2019). The Kaufman domains of creativity scale: Turkish validation and relationship to academic major. The Journal of Creative Behavior, 0(0), 1–11. https://doi.org/10.1002/jocb.428 

Kaufman, J. C. (2019). Self-assessments of creativity: Not ideal, but better than you think. Psychology of Aesthetics, Creativity, and the Arts, 13, 187–192. https://psycnet.apa.org/doi/10.1037/aca0000217 

Kaufman, J.C. (2019) The Mystery of Edwin Drood: A case study in creativity theories / El Misterio de Edwin Drood: estudio de un caso en las teorías de la creatividad. Studies in Psychology, 40(3), 526–539. https://doi.org/10.1080/02109395.2019.1655219 

Kearns, D. M., & Whaley, V. M. (2019). Helping students with dyslexia read long words: Using syllables and morphemes. TEACHING Exceptional Children, 51(3), 212–225. https://doi.org/10.1177/0040059918810010 

Kearns, D. M., Hoeft, F., Hancock, R., Pugh, K. R., & Frost, S. J. (2019). Neurobiology of dyslexia. TEACHING Exceptional Children, 51(3), 175–188. https://doi.org/10.1177%2F0040059918810010 

Kearns, D. M., & Al Ghanem, R. (2019). The role of semantic information in children’s word reading: Does meaning affect ability to say polysyllabic words aloud? Journal of Educational Psychology, 111(6), 933–956. https://doi.org/10.1037/edu0000316 

Keenan, W., Madaus, J. W., Lombardi, A., & Dukes, L. (2019). The impact of the Americans with Disabilities Act Amendments Act on documentation for students with disabilities in transition to college: Implications for practitioners. Career Development and Transition for Exceptional Individuals, 42(1), 56–63. https://doi.org/10.1177/2165143418809691 

Kennedy, C. H. (2019). Preventing challenging behavior in people with neurodevelopmental disabilities. Current Developmental Disorders Reports, 6(4), 188–194. https://doi.org/10.1007/s40474-019-00177-7 

Kershen, J., Weiner, J. M., & Torres, C. (2019). Control as care: How teachers in “No Excuses” charter schools position their students and themselves. Excellence & Equity in Education, 51(3-4), 265–283. https://doi.org/10.1080/10665684.2018.1539359 

Kim, S., Choe, I., & Kaufman, J. C. (2019). The development and evaluation of the effect of creative problem-solving program on young children’s creativity and character. Thinking Skills and Creativity, 33,100590. https://doi.org/10.1016/j.tsc.2019.100590 

Kooken, J., McCoach, D. B., & Chafouleas, S. M. (2019). The impact and interpretation of residual non-invariance in growth mixture modeling. Journal of Experimental Education, 87(2), 214–237. https://doi.org/10.1080/10705511.2017.1374187 

Koriakin, T., Connolly, K., Auerbach, E., & Chafouleas, S. M. (2019). Summary of state policies related to school readiness assessment practices. Perspectives on Early Childhood Psychology and Education, 4(2), 39–66. https://doi.org/10.1002/ets2.12242 

Kowlek, H., Bray, M. A., Kwolek, H., Tiarks, J., Gammie, L. & Root, M. (2019) Video self-modeling: Research to practice for school psychologists. Communique, 47(8), 4,6,8. https://www.nasponline.org/publications/periodicals/communique/issues/volume-47-issue-8 

Kuntz, E. W., Santos, A., & Kennedy, C. H. (2019). Functional analysis and intervention of perseverative speech maintained by social attention in students with autism and other neurodevelopmental disabilities. Journal of Applied Behavior Analysis, 9999(0), 1–8. https://doi.org/10.1002/jaba.669 

La Salle, T. P., Rocha Neves, J., Freeman, J., & Sugai, G. (2019). Perceptions of school climate among students that self-identify as heterosexual and lesbian, gay, or bisexual. Remedial and Special Education, 40(2), 74–82. https://doi.org/10.1177/0741932518800795 

La Salle, T. P., Wang. C., Wu, C., & Rocha Neves, J. (2019). Racial mismatch among minoritized students and white teachers: Implications and recommendations for moving forward. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2019.1673759 

LaVoi, N.M., McGarry, J.E., & Fisher, L.A. (2019). Final thoughts on women in sport coaching: Fighting the war. Women in Sport and Physical Activity, 27(2), 136–140. https://doi.org/10.1123/wspaj.2019-0030 

LeChasseur, K., Donaldson, M. L., & Landa, J. (2019). Role negotiation and compromise: The micropolitics of expanding principal roles. Educational Management Administration & Leadership, 121. https://doi.org/10.1177/1741143219864947 

Lederman, N., Lederman, J., Melville, W., Verma, G., & Campbell, D. T. (2019). Passing the torch; and, a word from the incoming co-editors-in-chief. Journal of Science Teacher Education, 30(1), 15. https://doi.org/10.1080/1046560X.2019.1570766 

Leonard, K.M., Coyne, M.D., Oldham, A.C., Burns, D. and Gillis, M.B. (2019). Implementing MTSS in beginning reading: Tools and systems to support schools and teachers. Learning Disabilities Research & Practice, 34(2), 110-117. doi:10.1111/ldrp.12192 

Levine, T. H. (2019). Overcome five PLC challenges. The Learning Professional, 40(3), 6468. https://learningforward.org/journal/learning-better-by-learning-together/overcome-5-plc-challenges/ 

Lombardi, A., Rifenbark, G., Freeman, J., & Harvey, M. (2019). Measuring grit in adolescents with and without disabilities. Journal of Disability Policy Studies, 30(2), 6777. https://doi.org/10.1177/1044207319863635 

Luu, D. H., & Blanco, G. (2019) Exploring us federal policy discourse on refugee access to post-secondary education. Higher Education Policy. http://dx.doi.org/10.1057/s41307-019-00144-2 

Madaus, J. W., Gelbar, N., Dukes, III, L. L., Faggella-Luby, M., Glavey-Labedz, E., & Romualdo, A. (2019). Students with disabilities in the community college professional literature: A systematic review. Community College Journal of Research and Practice. 111. https://doi.org/10.1080/10668926.2019.1639568 

Martinez, A., Castillo-Montoya, M. I., & Bolitzer, L. A. (2019). Learning within teaching: Insights faculty gain from their interactions with students around subject matter. Journal on Excellence in College Teaching, 30(1) 526. http://www.celt.muohio.edu/ject/issue.php?v=30&n=1 

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McCready, A. (2019). Fraternity chapter masculine norm climates as predictors of social dominance hazing motivations. Journal of Student Affairs Research and Practice, 0(0) ,114. https://doi.org/10.1080/19496591.2019.1669455 

McCready, A. (2019). Relationships between collective fraternity chapter masculine norm climates and the alcohol consumption of fraternity men. Psychology of Men & Masculinities, 20(4), 478490. https://psycnet.apa.org/doi/10.1037/men0000180 

McGregor, I.M.; Marcus, A. S., & Moss, D.M. (2019). Promoting intercultural competence in professional spaces: Education abroad experiences in England for social studies preservice teachers. Global Education Review, 6(4) 31-49. https://ger.mercy.edu/index.php/ger/issue/view/39 

Miller, F., Chafouleas, S. M., Welsh, M., Riley-Tillman, T.C., & Fabiano, G. A. (2019). Examining the stability of social, emotional, and behavioral risk status: Implications for screening frequency. School Psychology Quarterly, 34(1), 43–53. https://psycnet.apa.org/doi/10.1037/spq0000252 

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Montrosse-Moorhead, B., Dougherty, S. M., La Salle, T. S., Weiner, J. M., & Dostal, H. (2019). The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut. Early Childhood Research Quarterly, 48(3), 134145. https://doi.org/10.1016/j.ecresq.2019.02.006 

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Nienhusser, H. K., & Oshio, T. (2019). Awakened hatred and heightened fears: “The Trump effect” on the lives of mixed-status families. Cultural Studies Critical Methodologies, 19(3), 173–183. https://doi.org/10.1177/1532708618817872 

Ottone-Cross, K., Gelbar, N.W., Dulong-Langle, S., Avitia, M., Bray, M., Courville, T., & Pan, X. (2019). Gifted and learning disabled: a study of strengths and weaknesses in higher order processing. International Journal of School and Educational Psychology, 7(sup1), 173–181. http://dx.doi.org/10.1080/21683603.2018.1509034 

Peng, P., Fuchs, D., Elleman, A. M., Fuchs, L. S., Kearns, D. M., Gibert, J. K., Compton, D. L., Cho, E., & Patton III, S. (2019). A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers. Journal of Learning Disabilities, 52(3), 195–208. https://doi.org/10.1177/0022219418809080. 

Player, G. (2019). “Put it here, in the play”: Creating a context for girl of color ways of knowing through feminist of color playwriting. LEARNing Landscapes, 12(1), 223–238. https://doi.org/10.36510/learnland.v12i1 

Renzulli, J. S., & Reis, S. (2019). George Betts: Scholar, leader, and advocate for the social and emotional development of gifted and talented students. Gifted Child Quarterly, 63(4), 203–204. https://doi.org/10.1177/0016986219875007 

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Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2019). Effects of targeted professional development on teachers’ implementation of key classroom management skills. Journal of Positive Behavior Interventions 0(0), 1–14. https://doi.org/10.1177%2F1098300719859615 

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Toliver, S. R., Jones, S. P., Jiménez, L., Player, G., Rumenapp, J. C., & Munoz, J. (2019). “This meeting at this tree”: Reimagining the town hall session. Literacy Research: Theory, Method, and Practice, 68(1), 45–63. https://doi.org/10.1177/2381336919869021 

Upshur, C., Wenz-Gross, M., Rhoads, C., Heyman, M., Yoo, Y. and Sawosik, G. (2019). A randomized efficacy trial of the second step early learning (SSEL) curriculum. Journal of Applied Developmental Psychology, 62, 145159. https://psycnet.apa.org/doi/10.1016/j.appdev.2019.02.008 

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Bernard, C. (2019). Curriculum and Policy. National Association for Music Education. 

Bernard, C. (2019). Music Teacher Evaluation and Policy. National Association for Music Education. 

Bernard, C., & Abramo, J. M. (2019). “But that doesn’t work in music!”: A guide for productive dialogue in teacher evaluation. Connecticut Music Educators Association. 

Byun, S., Freeman, J., & Sugai, G. (March 2019). PBIS forum 18 practice brief: Preventing & responding to violent behavior in schools. Eugene, OR: OSEP TA Center on PBIS, (pp University of Oregon. https://www.pbis.org/resource/preventing-responding-to-violent-behavior-in-schools 

Connolly, K., Marcy, H.M., Chafouleas, S.M., Briesch, A.M., McCoach, B., Dineen, J.N. (2019). School building administrator reports of screening practices across academic, health, and behavioral domains (Issue Brief No. 2018-5). needs2.education.uconn.edu 

Feinberg, A., Everett, S., Freeman, J., & Simonsen, B. (2019). Massachusetts Department of Elementary and Secondary Education MTSS PBIS Academy 2017-2018 Evaluation Executive Summary. 

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Loken, E. (2019). The replication crisis is good for science. The Conversation. https://theconversation.com/the-replication-crisis-is-good-for-science-103736 

Martinez S., Kern L., Hershfeldt P., George H. P., White A., Flannery B., Freeman J. (2019). High School PBIS Implementation: Student Voice. Eugene, OR: OSEP TA Center on PBIS, (pp. 1-6) University of Oregon. https://www.pbis.org/resource/high-school-pbis-implementation-student-voice 

Martinez, S., Kern, L., Flannery, B., White, A., Freeman, J., & George, H. P. (2019). High School PBIS Implementation: Staff Buy-In. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. (pp 1-4) https://www.pbis.org/resource/high-school-pbis-implementation-staff-buy-in 

McCready, A. (2019). Hazed into manhood. 2019 Resource & planning guide: College edition. (pp. 29–32). HazingPrevention.Org. 

McCready, A., Cohen, S. K., McCreary, G. R., & Schutts, J. (2019, November 13-16). Fraternities as settings for sexual assault: An examination of the relationships of traditional masculine norms climates, alcohol consumption climates, and sexual assault mindsets. [Conference presentation]. Annual Association for the Study of Higher Education (ASHE) Conference, Portland, OR, United States. 

Montrosse-Moorhead, B. (2019). Book review: Educational goods: values, evidence, and decision-making, by H. Brighouse, H. F. Ladd, S. Loeb, and A. Swift. American Journal of Evaluation, 40, 607–612. https://doi.org/10.1177/1098214019868303 

Montrosse-Moorhead, B. (2019, March). Thinking Like a Mathematician: Project Evaluation Report (No. 1). University of Connecticut. 

Renzulli, J. S. (2019). How to close gifted education’s opportunity gap. Education Week, 39 (13), p.16, Washington, DC. 

Simonsen, B., Sugai, G., George, H.P., Freeman, J., & Evanovich, L. (May 2019). Preventing Restraint and Seclusion in Schools. Eugene, OR: OSEP TA Center on PBIS, (pp 1-4) University of Oregon. https://www.pbis.org/resource/preventing-restraint-and-seclusion-in-schools 

Stewart, J., & Rhoads, C. H. (2019). Associations between the qualifications of middle school Algebra I teachers and student math achievement. National Center for Education Evaluation and Regional Assistance. 

Sulkowski, M., Sussman, K., Preast, J., Von der Embse, N., & La Salle, T. P. (2019). Guidance for measuring and using school climate data. 

Truxaw, M., & Rojas, E. D. (2019). Be beautifully uncomfortable: Inspiring linguistically responsive teaching of mathematics. (pp. 1177-1181). Proceedings of the 41st Annual Meeting of PME-NA, St. Louis, MO: University of Missouri. 

Urbina-Lilback, R. N., & Truxaw, M. (2019). Know your terrain: A cross-case study of teachers’ attempts towards equitable learning. (pp. 266-271). Conference Paper from 41st Annual Meeting of PME-NA, At St. Louis, MO. University of Missouri. https://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf 

2018

Books

Back, M. P. & Zavala, V. (Ed.). (2018). Racialization and Language: Interdisciplinary Perspectives from Peru. Routledge Research.

Casa, T. M., Gilson, C. M., Bruce-Davis, M., Gubbins, E. J., Melendez, A., Brown, H. F., Vahidi, S., & Hayden, S. (2018). If Aliens Taught Algebra: Multiplication and Division Would Be Out of This World! (2nd edition ed.). Storrs, CT: Renzulli Center for Creativity, Gifted Education, and Talent Development.

Casa, T. M., Gilson, C. M., Bruce-Davis, M., Gubbins, E. J., Melendez, A., Brown, H. F., Vahidi, S., & Vahidi, S. (2018). If Aliens Taught Algebra: Multiplication and Division Would Be Out of This World! Student Mathematician Notebook. (2nd edition ed.). Storrs, CT: Renzulli Center for Creativity, Gifted Education, and Talent Development.

Casa, T. M., Gilson, C. M., Bruce-Davis, M., Gubbins, E. J., Melendez, A., Brown, H. F., Vahidi, S., & Hayden, S. (2018). If Aliens Taught Algebra: Multiplication and Division Would Be Out of This World! Student Mathematician Notebook With Answer Keys. (2nd edition ed.). Storrs, CT: Renzulli Center for Creativity, Gifted Education, and Talent Development.

Gavin, M. K., & Renzulli, J. S. (2018). Using the Schoolwide Enrichment Model In Mathematics: A How-To Guide for Developing Student Mathematicians. Austin, TX: Pruforck Press.

Grigal, M. E., Madaus, J. W., Dukes, L. L., & D. Hart (Ed.). (2018). Navigating the transition for high school to college for students with disabilities. Routledge.

Kaufman, A. B., & Kaufman, J. C. (2018). Pseudoscience: The Conspiracy Against Science. MIT Press. Luria, S. R., John, B., & Kaufman, J. C. (Ed.). (2018). Creativity and humor. San Diego, CA: Academic Press. MacIntosh, E., & Burton, L. (2018). Organizational Behavior in Sport Management. Champaign, IL:Human Kinetics.

Marcus, A. S., Metzger, S., Richard, P., & Jeremy, S. (2018). Teaching History with Film: Strategies for Secondary Social Studies. Routledge.

Rimm, S. B., Siegle, D., & Davis, G. A. (2018). Education of the Gifted and Talented (7th ed.). New York, NY: Pearson.

Sternberg, R. J., & Kaufman, J. C. (2018). The nature of human creativity. Cambridge University Press. Vescovi, J. D., & VanHeest, J. L. (Ed.). (2018). The Science of Figure Skating. London: Routledge Publishing.

Book Chapters

Barnett, P. J., & Kaufman, J. C. (2018). Truth shall prevail. Pseudoscience: The conspiracy against science (pp. 467-480). Cambridge, MA: MIT Press.

Bellara, A. P. (2018). Modified Angoff Standard Setting Methods. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 1082-1083).

Bruhn, A., Freeman, J., Hirn, R., & Kern, L. (2018). Using feedback to improve student outcomes. High Leverage Practices for Inclusive Classrooms. New York, NY: Routledge.

Castillo-Montoya, M. I. (2018). Rigor revisited: Scaffolding college student learning by incorporating their lived experiences. (pp. 37-46). San Francisco, CA: Jossey-Bass. https://onlinelibrary.wiley.com/doi/full/10.1002/he.20269. https://doi.org/10.1002/he.20269.

Dixon, M., McGarry, J. E., & Evanovich, J. M. (2018). Community and Youth Sport. Contemporary Sport Management, 6th edition. Human Kinetics.

Drozdick, W. L., Singer, J. K., Lichtenberger, E. O., Kaufman, J. C., Kaufman, A. S., & Kaufman, N. L. (2018). The Kaufman Assessment Battery for Children—Second Edition and KABC-II normative update. Contemporary intellectual assessment: Theories, tests, and issues (4th ed.). New York, NY: Guilford.

Fowler, C., Getzel, E., & Lombardi, A. (2018). Facilitating college supports to ensure student success. Support and Transitions for Adults with Special Needs (pp. 101-112). Wiley.

Freeman, J., Kern, L., Lombardi, A., Swain-Bradway, J., & Sugai, G. M. (2018). Stronger together: Delivering college and career readiness skills to all through a school wide positive behavior intervention and support framework. Center on Positive Behavioral Interventions and Supports Monograph on SWPBIS Implementation in High Schools Supplement. Eugene, Oregon: University of Oregon Press.

Green III, P. R. (2018). Financing Education for Children with Special Needs. The Handbook of Leadership and Administration for Special Education (pp. 134-47).

Green III, P. R. (2018). Special Education and School Choice: A Special Leadership Challenge. The Handbook of Leadership and Administration for Special Education (pp. 116-37).

Gubbins, E. J. (2018). Evaluating curriculum models used in gifted and talented programs. Fundamentals of gifted education: Considering multiple perspectives (2nd ed.). New York, NY: Routledge.

Harris, K. R., Graham, S., Mason, L., McKeown, D., & Olinghouse, N. G. (2018). Self-Regulated Strategy Development in writing: A classroom example of developing executive function processes and future directions. Understanding Executive Function (pp. 326-356). New York: Guilford.

Howard, E., & Levine, T. H. (2018). What teacher educators need to know about language and language learners. What Teachers Need to Know about Language. Clevedon: Multilingual Matters.

Irizarry, J. (2018). Participatory action research as a pathway into the teaching profession for Latinx and African-American youth. Participatory Action Research Entre Mundos/Between Worlds. New York, NY: Peter Lang. https://www.peterlang.com/view/title/64964?format=HC. https://doi.org/10.3726/b11303.

Kaufman, J. C. (2018). What creativity can be, and what creativity can do. Nature of human creativity (pp. 125-133). New York, NY: Cambridge University Press.

Kaufman, J. C., & Baer, J. (2018). The Amusement Park Theoretical Model of Creativity: An attempt to bridge the domain specificity/generality gap. Cambridge handbook of creativity across domains (pp. 8-17). New York, NY: Cambridge University Press.

Kaufman, J. C., Luria, S. R., & Beghetto, R. A. (2018). Creativity. APA handbook of giftedness and talent (pp. 287-298). Washington, DC: American Psychological Association.

Kearns, D. M., Pollack, M. S., & Whaley, V. M. (2018). Systematic implementation of intensive intervention: A high-leverage practice for improving academic outcomes in students with disabilities. High-leverage practices for inclusive classrooms. New York, NY: Routledge.

Kern, L., Dooley, K., Simonsen-Gaines, B. M., Freeman, J., & Kame'enui, E. (2018). The shaping of success. Asian/American Critical Case Stories: A Critical Examination of Their Pedagogies, Educational Perspectives, and Experiences During the 21st Century.

Lalor, A. R., Petcu, S. D., & Madaus, J. W. (2018). Applying to College. Navigating the transition for high school to college for students with disabilities. New York: Routledge.

Lombardi, A., Morningstar, M., & Kern, L. (2018). Strategies to increase college and career readiness for all students through multi-tiered systems of support. Navigating the transition from high school to college for students with disabilities (pp. 184-200). New York, NY: Routledge.

Madaus, J., Grigal, M. E., Dukes, L. L., & Hart, D. (2018). Introduction. Navigating the transition for high school to college for students with disabilities. New York: Routledge.

Mayes, R. D., Goldsmith-Jones, S., & Hines, E. M. (2018). Intersecting identities in gifted education: Recommendations for school counselors. Counseling Gifted and Talented Students: A Guide for School Counselors. (pp. 46-64). New York, New York: Springer.

Mayes, R. D., Hines, E. M., & Moore III, J. L. (2018). When the rubber meets the road: Educating and supporting twice exceptional African American students. Supporting and Educating Bright, Creative Children with Learning Difficulties (pp. 290-298). Oxford: Oxford University Press.

McCoach, D. B. (2018). Multilevel Modeling. The reviewer’s guide to quantitative methods in the social sciences (2nd edition).

McCoach, D. B., & Rambo-Hernandez, K. (2018). Issues in the Analysis of Change. Handbook of measurement, assessment, and evaluation in higher education (Second edition).

Moss, D. M. (2018). Promoting Intercultural Learning Through an International Teaching Internship Program. Second language learning and and cultural competency in a world of borders (pp. 199- 217). Charlotte, NC: Information Age Publishing (IAP).

Paxton, R., & Marcus, A. S. (2018). Film Media in History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning. Wiley.

Reis, S. M., & Gubbins, E. J. (2018). Comprehensive Program Design. Designing Services and Programs for High-ability Learners (pp. 58-75). Thousand Oaks, CA: Corwin Press.

Reiter-Palmon, R., & Kaufman, J. C. (2018). Creative Styles in the Workplace: New vs Different. Individual Creativity in the Workplace (pp. 191--202). Academic Press.

Reiter-Palmon, R., Kennel, V., & Kaufman, J. C. (2018). Individual Creativity in the Workplace: An Introduction. Individual Creativity in the Workplace (pp. xv--xxiii). Academic Press.

Renzulli, J. S. (2018). Engineering the Schoolwide Enrichment Model: A case study of the process of change in education. The Sage Handbook Of Gifted And Talented Education. London England: Sage Publishing.

Sandomierski, T., Martinez, S., & Freeman, J. (2018). Enhancing equity of opportunity and outcomes in high schools. Center on Positive Behavioral Interventions and Supports Monograph on SWPBIS Implementation in High Schools Supplement. Eugene, Oregon: University of Oregon Press.

Siegle, D. (2018). Understanding underachievement. In S. I. Pfeiffer (Ed.). Handbook of giftedness in children: Psychoeducational theory, research, and best practices (2nd ed.) (pp. 285-297). Cham, Switzerland: Springer.

Siegle, D. (2018). Understanding underachievment. In J. L. Roberts, T. F. Inman, & J. Robins (Ed.). Introduction to gifted education (pp. 323-336). Waco, TX: Prufrock Press.

Siegle, D., & McCoach, D. B. (2018). Underachievement and the gifted child. In S. I. Pfeiffer (Ed.). APA handbook on giftedness and talent (pp. 559-573). Washington, DC: American Psychological Association. 10.1037/0000038-000.

Siegle, D., McCoach, D. B., & Bloomfield, E. (2018). Achievement Orientation Model: Understanding how what we believe determine whether we achieve. In J. A. Plucker, A. N. Rinn, & M. C. Makel (Ed.). Giftedness: Reflecting theory in practice (pp. 301-318). Waco, TX: Prufrock Press.

Siegle, D., McCoach, D. B., & Rubenstein, L. D. (2018). Underachieving gifted students. In C. M. Callahan & H. L. Hertberg-Davis (Ed.). Fundamentals of gifted education: Considering multiple perspectives (pp. 372-385). New York, NY: Routledge.

Sugai, G. M., Freeman, J., Simonsen-Gaines, B. M., La Salle, T. S., & Fixsen, D. (2018). National climate change: Doubling down on our precision and emphasis on prevention and behavioral sciences. Report on Emotional and Behavioral Disorders in Youth (pp. 58-63).

VanHeest, J. L. (2018). Growth and Development in Figure Skaters. The Science of Figure Skating. London: Routledge Publishing.

Vescovi, J. D., & VanHeest, J. L. (2018). Epidemiology of Injury in Figure Skating. The Science of Figure Skating. London: Routledge Publishing.

Vescovi, J. D., & VanHeest, J. L. (2018). Physiology and Physiological Assessment of Figure Skating. The Science of Figure Skating. London: Routledge Publishing.

Walker, Z., Dukes, L. L., Getzel, E. E., & Madaus, J. W. (2018). Planning for a successful transition to college. Navigating the transition for high school to college for students with disabilities. New York: Routledge.

Journal Articles

Anagnostopoulos, D. O., Levine, T. H., Roselle, R. S., & Lombardi, A. (2018). Learning to redesign teacher education: A conceptual framework to support program change. Teaching Education, (vol. 29, pp. 61-80).

Auerbach, E., Chafouleas, S. M., & Briesch, A. (2018). State-level guidance on screening for social, emotional, and behavioral risk: A follow-up study. School Mental Health. doi: 10.1007/s12310- 018-9278-z.

Bernard, C., Weiss, L. A., & Abeles, H. F. (2018). Seeking growth and advice: Social media as a space for music teacher professional development. Bulletin for the Council of Research in Music Education, (vol. 215, pp. 75-94). University of Illinois Press. http://bcrme.press.illinois.edu.

Blanco Ramírez, G., & Luu, D. H. (2018). A qualitative exploration of motivations and challenges for implementing US accreditation in three Canadian universities. Studies in Higher Education, (6 ed., vol. 43, pp. 989-1001). https://api.elsevier.com/content/abstract/scopus_id/84978959466. 10.1080/03075079.2016.1203891.

Bowers, L., Dostal, H., Wolbers, K., & Graham, S. (2018). The assessment of written phrasal constructs and grammar of deaf and hard of hearing students with varying expressive language abilities. Education Research International. Education Research International.

Gelbar, N. W. & Bray, M. (2018). School Psychologists’ Perceptions of Neuropsychological Assessment: A Pilot Survey. International Journal of School and Educational Psychology. DOI: 10.1080/21683603.2018.1457581. Available: https://www.tandfonline.com/doi/full/10.1080/21683603.2018.1457581.

Brevick, L., Ann Elisabeth, G., & Renzulli, J. S. (2018). Student teacher’s practice and experience with differentiated instruction for students with high learning potential. Teaching and Teacher Education, (vol. 74, pp. 34-45).

Briesch, A. M., Chafouleas, S. M., & Chaffee, R. (2018). State-level priorities in school-based behavior screening policies and initiatives. DOI 10.1007/s12310-017-9232-5.

Brigandi, C., Weiner, J. M., Siegle, D., Gubbins, E. J., & Little, C. A. (2018). Environmental perceptions of gifted secondary school students engaged in an evidence-based enrichment practice. Gifted Child Quarterly, (3 ed., vol. 62, pp. 289–305). https://doi.org/10.1177/0016986218758441.

Calhoun, B. H., Maggs, J. L., & Loken, E. O. (2018). Change in college students' perceived parental permissibility of alcohol use and its relation to college drinking. Addictive behaviors, (vol. 76, pp. 275--280). Pergamon.

Campbell, D. T., & Fazio, X. (2018). Epistemic frames as an analytical framework for understanding the representation of scientific activity in a modeling-based learning unit. Research in Science Education. doi.org/10.1007/s11165-018-9779-7.

Celgie, R. J., & Settlage, J. (2018). Developing as a college science teacher: Using identity to examine transformation. International Journal for the Scholarship of Teaching and Learning. International Journal for the Scholarship of Teaching and Learning.

Chadwick, C., Dickson, D., Arnold, C., Cisneros, L. M., Volin, J. C., Campbell, D. T., Moss, D. M., & Rodriguez, L. (2018). Connecting generations through informal geospatial and conservation education. Journal of Extension, (5 ed., vol. 56, pp. 1-3). https://joe.org/joe/2018september/pdf/JOE_v56_5iw2.pdf.

Chafouleas, S. M., Koriakin, T., Roundfield, K., & Overstreet, S. (2018). Addressing Childhood Trauma in School Settings: A Framework for Evidence-Based Practice. School Mental Health. https://doi.org/10.1007/s12310-018-9256-5.

Cochrane, W., Sanetti, L. M., & Minster, M. (2018). School psychologists' beliefs and practices about treatment integrity in 20018 and 2017. Psychology in the Schools. 10.1002/pits.22177. Collier-Meek, & Sanetti, L. M. (2018). Treatment integrity of a homework intervention: Evaluating parent and student adherence, exposure, and program differentiation. International Journal of School and Educational Psychology., (pp. 1-13).

Collier-Meek, M., Johnson, A., & Sanetti, L. M. (2018). Evaluating the fit of the ecological framework for implementation influences. Assessment for effective intervention. https://doi.org/10.1177/1534508418777848.

Coyne, M. D., Oldham, A., Dougherty, S. M., Leonard, K., Koriakin, T., Gage, N. A., Burns, D., & Gillis, M. (2018). Evaluating the effects of supplemental reading intervention within an MTSS or RTI reading reform initiative using a regression discontinuity design. Exceptional Children, (4 ed., vol. 84, pp. 350-367). https://api.elsevier.com/content/abstract/scopus_id/85047438205. 10.1177/0014402918772791.

Cropley, D. H., & Kaufman, J. C. (2018). The siren song of aesthetics? Domain differences and creativity in engineering and design. Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science, (pp. 0954406218778311). SAGE Publications Sage UK: London, England.

Cross, K., Gelbar, N., Langley, S., Root, M. M., Avitia, M. Bray, M. A. Courville, T., & Pan, X. (2018). Gifted and learning disabled: A study of strengths and weaknesses in higher order processing (2018). International Journal of School and Educational Psychology, 1-9. DOI: 10.1080/21683603.2018.1509034.

DePardo, C. M., Cunningham, H. E., Liu, J. E., Figgie, K. M., & Casa, T. M. (2018). Supporting students’ understanding of science concepts through mathematical writing. The Connecticut Journal of Science Education, (vol. Summer, pp. 14-18).

Donaldson, M., & Mavrogordato, M. (2018). School Leaders and Teacher Evaluation: The Cognitive, Relational, and Organizational Dimensions of Working with Low-Performing Teachers. Journal of Educational Administration.

Donaldson, M., & Woulfin, S. L. (2018). Going Rogue: How principals enact the structures of teacher evaluation policy. Educational Evaluation and Policy Analysis.

Dostal, H., Wolbers, K., Ward, S., & Saulsburry, R. (2018). A National Survey of Teachers of the Deaf on Disciplinary Writing. Exceptionality.

Eason, C., Mazerolle, S. M., Burton, L., McGarry, J. E., & Denegar, C. R. (2018). Validation of the Professional Identity and Values Scale among Athletic Trainers in the College Practice Setting. J Athl Train, (3 ed., vol. 31, pp. 72-79).

Eason, C., Mazerolle, S. M., McGarry, J. E., & Denegar, C. R. (2018). Multilevel Examination of Job Satisfaction and Career Intentions of Collegiate Athletic Trainers: A Quantitative Approach. J Athl Train, (1 ed., vol. 53, pp. 80-87).

Eklund, K., Rossen, E., Koriakin, T., & Chafouleas, S. M. (2018). A systematic review of trauma screening measures for children and adolescents. School Psychology Quarterly, (vol. 33). http://dx.doi.org/10.1037/spq0000244.

Esmaili Zaghi, A., Reis, S. M., Renzulli, J. S., & Kaufman, J. C. (2018). Exploring the creativity potential of ADHD students in engineering programs. International Journal for Talent Development and Creativity, (1 & 2 ed., vol. 5, pp. 125-136).

Faggella-Luby, M., Gelbar, N., Lyman, D., Madaus, J. W., Lalor, A., & Lombardi, A. (2019). Learning strategy interventions for college students with disabilities: A synthesis of the literature. Journal of Postsecondary Education and Disability, (vol. 32, pp. 63-81).

Fallon, L., Sanetti, L. M., Chafouleas, S. M., Faggella-Luby, M., & Briesch, A. (2018). Direct training to increase inter-rater agreement between observer’s and teachers’ self-report ratings of treatment integrity. Assessment for Effective Intervention, (vol. 43, pp. 196-211). 10.1177/1534508417738721.

Ferguson, T. D., Briesch, A. M., Volpe, R. J., Donaldson, A. D., & Feinberg, A. B. (2018). Psychometric considerations for conducting observations using time-sampling procedures. Assessment for Effective Intervention. 1534508417747389.

Fernandez, E., & Paredes Scribner, S. M. (2018). Venimos para que se oiga la voz”: Activating community cultural wealth as parental educational leadership. Journal of Research in Educational Leadership.

Flake, J. K., & McCoach, D. B. (2018). An Investigation of the Alignment Method With Polytomous Indicators Under Conditions of Partial Measurement Invariance. Structural Equation Modeling, (1 ed., vol. 25, pp. 56-70). https://api.elsevier.com/content/abstract/scopus_id/85031507263. 10.1080/10705511.2017.1374187.

Foster, J. S., SCHWARTZ, M. B., Grenier, R. S., Burke, M. P., Taylor, E. A., & Mobley, A. R. (2018). A qualitative investigation into the US Department of Agriculture 18-item Household Food Security Survey Module: Variations in interpretation, understanding and report by gender. Journal of Public Affairs. Wiley Online Library.

Foster, J., Schwartz, M., Grenier, R. S., Burke, M. P., Taylor, E., & Mobley, A. R. (2018). A qualitative investigation into the USDA 18-item Household Food Security Survey Module: Variations in interpretation, understanding and report by gender. Journal of Public Affairs.

Freeman, J. (2018). Closing commentary for effective low-intensity strategies to enhance school success: What every educator needs to know. Beyond Behavior.

Freeman, J., Shriner, J., Yell, M., Katsiyannis, A., & Bradley, R. (2018). Opportunities and challenges in policy to improve outcomes for students with or at risk for emotional and behavioral disorders. Behavior Disorders.

Freeman, J., Simonsen-Gaines, B. M., Kowitt, J., Wei, Y., Dooley, K., Maddock, E., Gordon, L., & Kern, L. (2018). A high school replication of targeted professional development for classroom management. Remedial and Special Education, (3 ed., vol. 39, pp. 144-157). 10.1177/0741932517719547.

Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton III, S., Peng, P., & Compton, D. L. (2018). Using moderator analysis to identify the first-grade children who benefit most and least from a reading comprehension program: A step towards aptitude-by-treatment interaction. Exceptional Children, (vol. 85, pp. 229-247). 10.1177/0014402918802801.

Gabriel, R. (2018). Developing readers and writers with a district-wide literacy strategy set. English Journal, (4 ed., vol. 107, pp. 45-51).

Gabriel, R. (2018). Dyslexia legislation: a brief history. Journal of Reading Recovery, (2 ed., vol. 17, pp. 25-34).

Gabriel, R. (2018). Preparing reading professionals: The case of dyslexia. Journal of Literacy Research, (2 ed., vol. 50, pp. 3-21).

George Mwangi, C. A., Latafat, S., Hammond, S., Kommers, S., S. Thoma, H., Berger, J., & Blanco- Ramirez, G. (2018). Criticality in international higher education research: a critical discourse analysis of higher education journals.Higher Education, (6 ed., vol. 76, pp. 1091-1107). https://api.elsevier.com/content/abstract/scopus_id/85043718248. 10.1007/s10734-018-0259- 9.

Green III, P. R. (2018). Are California Charter Schools Creating a System That Is Worse Than Plessy? Journal of Transformative Leadership and Policy Studies, (1 ed., vol. 7, pp. 43-52).

Hamilton, R., McCoach, D. B., Tutwiler, M. S., Siegle, D., Gubbins, E. J., Callahan, C. M., Brodersen, A. V., & Mun, R. U. (2018). Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students.Gifted Child Quarterly, (1 ed., vol. 62, pp. 6-24). https://api.elsevier.com/content/abstract/scopus_id/85037740201. 10.1177/0016986217738053.

Hebert, M. A., Kearns, D. M., Hayes, J. B., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech, and Hearing Services in Schools. 10.1044/2018_LSHSS-DYSLC-18-0024.

Howard, E. (2018). Navigating the seven 'c's' to promote bilingualism and biliteracy through place-based anchor projects. Learning Languages.

James, B. L., Loken, E. O., Roe, L. S., Myrissa, K., Lawton, C. L., Dye, L., & Rolls, B. J. (2018). Validation of the Diet Satisfaction Questionnaire: a new measure of satisfaction with diets for weight management. Obesity science \& practice, (6 ed., vol. 4, pp. 506--514). Wiley Online Library.

James, B., Roe, L., Loken, E. O., & Rolls, B. (2018). Early predictors of weight loss in a 1-year behavioural weight-loss programme. Obesity science \& practice, (1 ed., vol. 4, pp. 20--28).

Karwowski, M., Czerwonka, M., & Kaufman, J. C. (2018). Does Intelligence Strengthen Creative Metacognition? Psychology of Aesthetics, Creativity, and the Arts. Psychology of Aesthetics, Creativity, and the Arts.

Kaufman, J. C. (2018). Finding meaning with creativity in the past, present, and future. Perspectives on Psychological Science, (6 ed., vol. 13, pp. 734--749). SAGE Publications Sage CA: Los Angeles, CA.

Kaufman, J. C. (2018). Uniquely creative: Developing a new outline for positive outcomes. Creativity: Theory, Research, Applications, (vol. 5, pp. 188-196).

Kaufman, J. C., & Glǎveanu, V. P. (2018). The road to uncreative science is paved with good intentions: Ideas, implementations, and uneasy balances. Perspectives on Psychological Science, (4 ed., vol. 13, pp. 457--465). SAGE Publications Sage CA: Los Angeles, CA.

Kooken, J., McCoach, D. B., & Chafouleas, S. M. (2018). The Impact and Interpretation of Modeling Residual Noninvariance in Growth-Mixture Models. The Journal of Experimental Education. Taylor and Francis. https://doi.org/10.1080/00220973.2017.1421516. 10.1080/00220973.2017.1421516.

Koulidobrova, H., Kuntz, M., & Dostal, H. (2018). Users of American Sign Language as English Language Learners. Language. Language.

La Salle, T. S. (2018). Introduction to a special issue: International perspectives of school climate. School Psychology International, (6 ed., vol. 39, pp. 559-567).

La Salle, T. S., George, H., Polk, T., & Evanovich, L. L. (2018). Perceptions of School Climate among Students that Self-Identify as Having a Disability. Behavioral Disorders, (3 ed., vol. 43, pp. 383- 392).

Lamb, A., & Weiner, J. M. (2018). Extending the research on 1:1 technology integration in middle schools: A call for using institutional theory in educational technology research. Middle Grades Review, (1 ed., vol. 4). https://scholarworks.uvm.edu/mgreview/vol4/iss1/3.

Lamb, A., & Weiner, J. M. (2018). Institutional factors in iPad rollout, adoption, and implementation: Isomorphism and the case of the Los Angeles Unified School District’s iPad initiative. International Journal of Education in Mathematics, Science and Technology. 10.18404/ijemst.408936.

LeChasseur, K., Donaldson, M., & Mayer, A. P. (2018). The structuring of tracking: Instructional practice of teachers leading low and high track classes. American Journal of Education.

Lemons, C. J., Vaughn, S. R., Wexler, J., Kearns, D. M., & Sinclair, A. C. (2018). Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, (vol. 33, pp. 131-143).

Little, C. A. (2018). Peer tutoring and gifted learners: Applying a critical thinking lens. Teaching for High Potential, (pp. 4-6).

Little, C. A., Adelson, J. L., Kearney, K. L., Cash, K., & O'Brien, R. L. (2018). Early opportunities to strengthen academic readiness: Effects of summer learning on mathematics achievement. Gifted Child Quarterly, (1 ed., vol. 62, pp. 83-95).

Lombardi, A., Dougherty, S. M., & Monahan, J. (2018). Students with intellectual disabilities and career and technical education opportunities: A systematic literature review. Journal of Disability Policy Studies, (2 ed., vol. 29, pp. 82-96). 10.1177/1044207318764863.

Lombardi, A., Freeman, J., & Rifenbark, G. (2018). Modeling college and career readiness for adolescents with and without disabilities: A bifactor approach. Exceptional Children, (2 ed., vol. 84, pp. 159-176).

Lombardi, A., McGuire, J., & Tarconish, E. (2018). Promoting inclusive teaching among college faculty: A framework for disability service providers. Journal on Postsecondary Education and Disability, (4 ed., vol. 31, pp. 401-417).

Long, A. C. J., Sanetti, L. M., & Connolly, J. (2018). Examining behavioral consultation plus computer- based implementation planning on teachers’ intervention implementation in an alternative school. Remedial and Special Education, (vol. 39, pp. 106-117).

Maykel, C., Bray, M. A., & Rogers, H. J. (2018). A Classroom-Based Physical Activity Intervention for Elementary Student On-Task Behavior. Journal of Applied School Psychology, (3 ed., vol. 34, pp. 259-274). Philadelphia, PA: Routledge, Taylor & Francis Group. https://doi.org/10.1080/15377903.2017.1403402. 10.1080/15377903.2017.1403402.

Maykel, C., Tiarks, J., & Bray, M.A. (2018). Academic stress: What is the problem and what can educators and parents do to help? In S. Deb (Ed.), Positive schooling: A holistic approach for healthy child development (pp. 29 – 40). New York, NY: Springer.

McGarry, J. E., Mala, J., & Corral, M. (2018). Program development: A sport-based authentic leadership model. Journal of Educational Leadership and Policy, (2 ed., vol. 1).

Melville, W., Kerr, D., Campbell, D. T., & Verma, G. (2018). Science education and student autonomy. Canadian Journal of Science, Mathematics, and Technology Education, (2 ed., vol. 18, pp. 87-97). Springer.

Miller, F. G., Johnson, A. H., Yu, H., Chafouleas, S. M., McCoach, D. B., Riley-Tillman, T. C., Fabiano, G. A., & Welsh, M. E. (2018). Methods matter: A multi-trait multi-method analysis of student behavior. Journal of School Psychology, (vol. 68, pp. 53-72). https://api.elsevier.com/content/abstract/scopus_id/85041801173. 10.1016/j.jsp.2018.01.002.

Mirra, N., Morrell, E., & Filipiak, D. (2018). From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies. Theory into Practice, (1 ed., vol. 57, pp. 12-19). https://api.elsevier.com/content/abstract/scopus_id/85042316940. 10.1080/00405841.2017.1390336.

Monahan, J., Lombardi, A., & Madaus, J. W. (2018). Promoting college and career readiness: Practical strategies for the classroom. Teaching Exceptional Children, (2 ed., vol. 51, pp. 144-154). https://doi.org/10.1177/0040059918802579.

Morales, L., & Sanetti, L. M. (2018). Students with disabilities and postsecondary education: Service brief for school psychologists. The School Psychologist, (2 ed., vol. 72, pp. 19-31).

Mudrick, M., Saunders, M., & Burton, L. (2018). Sportscasting success: Varying standards may apply. Journal of Sports Media, (1 ed., vol. 13, pp. 49-73). DOI: 10.1353/jsm.2018.0002.

Neilson, D., & Campbell, D. T. (2018). Adding math to science: Mathematical and computational thinking help science students make sense of real-world phenomena. The Science Teacher, (3 ed., vol. 86, pp. 26-32).

Nienhusser, H. K. (2018). Higher Education Institutional Agents as Policy Implementers: The Case of Policies That Affect Undocumented and DACAmented Students. The Review of Higher Education, (3 ed., vol. 41, pp. 423--453). Johns Hopkins University Press. 10.1353/rhe.2018.0014.

Nienhusser, H. K., & Oshio, T. (2018). Awakened Hatred and Heightened Fears: "The Trump Effect" on the Everyday Lives of Mixed-Status Families. Cultural Studies Critical Methodologies. SAGE Publications Sage CA: Los Angeles, CA. 10.1177/1532708618817872

Odom, S. L., Barton, E. E., Reichow, B., Swaminathan, H., & Psutejovsky, J. E. (2018). Between-case standardized effect size analysis of single case designs: Examination of the two methods. Research in Developmental Disabilities, (vol. 79, pp. 88-96). Elsevier. https://doi.org/10.1016/j.ridd.2018.05.009

Parris, L., Rocha-Neves, J., & La Salle, T. S. (2018). School climate perceptions of ethnically diverse students: Does school diversity matter? School Psychology International, (6 ed., vol. 39, pp. 625- 645).

Patston, T. J., Cropley, D. H., Marrone, R. L., & Kaufman, J. C. (2018). Teacher implicit beliefs of creativity: Is there an arts bias? Teaching and teacher education, (vol. 75, pp. 366--374). Pergamon.

Paul, I. M., Savage, J. S., Anzman-Frasca, S., Marini, M. E., Beiler, J. S., Hess, L. B., Loken, E. O., & Birch, L. L. (2018). Effect of a responsive parenting educational intervention on childhood weight outcomes at 3 years of age: the INSIGHT randomized clinical trial. JAMA, (5 ed., vol. 320, pp. 461--468). American Medical Association.

Peng, P., Fuchs, D., Fuchs, L. S., Elleman, A. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., & Patton III, S. (2018). A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers. Journal of Learning Disabilities. 10.1177/0022219418809080.

Peterson, S., Parr, J., Lindgren, E., & Kaufman, D. (2018). Conceptualization of Writing in Early Years Curricula and Standards Documents: International Perspectives. The Curriculum Journal, (29 ed., vol. 4, pp. 499-521).

Reis, S. M. (2018). Should we still worry about the futures of gifted and talented girls? Teaching for High Potential, (vol. November, pp. 1, 16-18).

Riccio, C., Maykel, C., Howell, M., & Bray, M. A.,(2018). Coping with Chronic Illness and Medical Stress. In Susan Forman (Ed.), Handbook of Pediatric Behavioral Healthcare: An Interdisciplinary Collaborative Approach. (pp. 261 -273)Springer: New York, NY.

Riel, J., Lawless, K. A., & Brown, S. W. (2018). Timing matters: Approaches for measuring and visualizing behaviours of timing and spacing of work in self-paced online teacher professional development courses. Journal of Learning Analytics, (1 ed., vol. 5, pp. 25-40). http://dx.doi.org/10.18608/jla.2018.51.3.

Sanetti, L. M., Williamson, K., Long, A. C. J., & Kratochwill, T. R. (2018). Increasing teacher implementation of classroom management practices through consultation, implementation planning, and participant modeling. Journal of Positive Behavior Interventions, (vol. 20, pp. 1- 17). https://doi.org/10.1177/1098300717722357.

Sears, R., Kersaint, G., Wooten, R., Burgos, F. (2018). Collaborative effort to develop middle school preservice teachers’ mathematical knowledge. PRIMUS (Problems, Resources, and Issues in Mathematics Undergraduate Studies.) doi:10.1080/10511970.2018.1532936

Sternberg, R. J., & Kaufman, J. C. (2018). The Big Questions in the Field of Creativity. The Nature of Human Creativity, (vol. 374). Cambridge University Press.

Sternberg, R., & Kaufman, J. C. (2018). Societal Forces That ERODE Creativity. Teachers College Record, (5 ed., vol. 120, pp. n5). Teachers College, Columbia University. PO Box 103, 525 West 120th Street~....

Tang, C., Li, Q., & Kaufman, J. C. (2018). Problem clarity as a moderator between trait affect and self- perceived creativity. The Journal of Creative Behavior, (3 ed., vol. 52, pp. 267--279).

Taylor, C. L., Esmaili Zaghi, A., Kaufman, J. C., Reis, S. M., & Renzulli, J. S. (2018). Characteristics of ADHD related to executive function: Differential predictions for creativity-related traits. The Journal of Creative Behavior, (pp. Advance online publication). doi:10.1002/jocb.370.

Taylor, K. B., Jones, S. R., Massey, R., Mickey, J., & Reynolds, D. J. (2018). "It just had to settle": A longitudinal investigation of students' developmental readiness to navigate dissonance and experience transformation through international service-learning. The Journal of Higher Education, (2 ed., vol. 89, pp. 236-260). https://doi.org/10.1080/00221546.2017.1368817. 10.1080/00221546.2017.1368817.

Torres, A. C., & Weiner, J. M. (2018). The new professionalism? Charter teachers’ experiences and qualities of the teaching profession. Education Policy Analysis Archives, (vol. 26). https://api.elsevier.com/content/abstract/scopus_id/85042696106. 10.14507/epaa.26.3049.

Troia, G. A., Olinghouse, N. G., Zhang, M., Wilson, J., Stewart, K. A., Mo, Y., & Hawkins, L. (2018). Content and alignment of state writing standards and assessments as predictors of student writing achievement: An analysis of 2007 National Assessment of Educational Progress data. Reading and Writing: An Interdisciplinary Journal, (vol. 31, pp. 835-864).

Wang, C., La Salle, T. S., Wu, C., Do, K. A., & Sullivan, K. (2018). Victimization, school climate, and parental involvement as predictors for suicidal thoughts and behavior for Asian American middle school students. Asian American Journal of Psychology, (4 ed., vol. 9, pp. 296-307). doi.org/10.1037/aap0000138.

Weiner, J. M., & Holder, S. (2018). Why lead?: Exploring the motivations of aspiring principals. International Journal of Leadership in Education.

Wells, R., Cuenca, R., Blanco Ramirez, G., & Aragón, J. (2018). Geographic mobility and social inequality among Peruvian university students. Higher Education, (3 ed., vol. 75, pp. 449-469). https://api.elsevier.com/content/abstract/scopus_id/85018766970. 10.1007/s10734-017-0149- 6.

Welty Peachey, J., Burton, L., & Wells, J. (2018). Exploring servant leadership, needs satisfaction, and organizational effectiveness in the sport for development and peace context. Journal of Sport Management, (vol. 32, pp. 96-108). https://doi.org/10.1123/jsm.2017-0153.

Wenner, J., & Campbell, D. T. (2018). Thick and Thin: Variations in Teacher Leader Identity. International Journal of Teacher Leadership, (2 ed., vol. 9).

Wexler, J., Kearns, D. M., Lemons, C. J., Mitchell, M., Clancy, E. E., Davidson, K. A., Sinclair, A., & Wei, Y. (2018). Literacy instruction and co-teaching practices in middle school content-area classrooms: An observation study. Exceptional Children, (vol. 84, pp. 384-402). 10.1177/0014402918771543.

Wolbers, K., Dostal, H., Graham, S., Kilpatrick, J., Saulsburry, R., & Branum-Martin, L. (2018). Strategic and Interactive Writing Instruction: An efficacy study in grades 3-5. Journal of Educational and Developmental Psychology.

Woulfin, S. L. (2018). Mediating Instructional Reform. AERA Open.

Woulfin, S. L., & Weiner, J. M. (2018). Sailing across the divide: Challenges to the transfer of teacher leadership. Journal of Research on Leadership Education.

Yu, H., McCoach, D. B., Gottfried, A. W., & Gottfried, A. E. (2018). Stability of intelligence from infancy through adolescence: An autoregressive latent variable model. Intelligence, (vol. 69, pp. 8-15). https://api.elsevier.com/content/abstract/scopus_id/85045212557. 10.1016/j.intell.2018.03.011.

2017

Books

Beghetto, R. A., Kaufman, J. C., Baer, J., & Patston, T. (Eds.). ( 2017). Teaching for creativity in the Australian curricular classroom. Victoria: Hawker Brownlow Education.

Burton, L., & Leberman, S. (2017). Women in Sport Leadership. Routledge Publishing. https://www.routledge.com/products/SCSL30.

Eckert, R. D., & Robins, J. H. (Eds.) (2017). Designing services and programs for high-ability learners: A guidebook for gifted education. Thousand Oaks, CA: Corwin Press.

Feist, G. J., Kaufman, J. C., & Reiter-Palmon, R. (Eds.) (2017). Cambridge handbook of creativity and personality research. New York, NY: Cambridge University Press.

Gabriel, R., & Woulfin, S. L. (2017). Making teacher evaluation work: A guidebook for teachers and leaders. Portsmouth, NH: Heinemann.

Gavin, M. K., Casa, T. M., Chapin, S. H., & Sheffield, L. J. (2017). Drew and Teller at the bazaar: Connecting number and algebra. Kendall Hunt.

Gavin, M. K., Casa, T. M., Chapin, S. H., & Sheffield, L. J. (2017). Exploring number games: Making sense of numbers with Imi and Zani. Kendall Hunt.

Feist, G. J., Reiter-Palmon, R., & Kaufman, J. C. (Eds.). (2017). The Cambridge Handbook of Creativity and Personality Research. Cambridge University Press.

Hawkins, B. J., Carter-Francique, A. R., & Cooper, J. N. (Eds.). (2017). Black athletic sporting experiences in the United States: Critical race theory. New York, New York: Palgrave Macmillan.

Housand, A. M., Housand, B. C., & Renzulli, J. S. (2017). Using the Schoolwide Enrichment Model with Technology. Austin, TX: Prufrock Press.

Karwowski, M., & Kaufman, J. C. (2017). The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity. San Diego, CA: Academic Press.

Kaufman, J. C., & Glăveanu, V. (Eds.). (2017). Cambridge handbook of creativity across domains. New York, NY: Cambridge University Press.

Kervin, L., Mantel, J., & Leu, D. J. (2017). Repositioning Online Reading To A Central Location In The Language Arts. Macmillan.

Maciej, K., & Kaufman, J. C. (Eds.) (2017). The creative self: How our beliefs, self-efficacy, mindset, and identity impact our creativity.. San Diego, CA: Academic Press.

Marcus, A. S., Stoddard, J., & Woodward, W. (2017). Teaching History with Museums. Routledge. Maslach, C., Jackson, S., & Schwab, R. S. (2017). Mislach Burnout Inventory - Educators Edition. www.mindgarden.com.

Melville, W., Jones, D., & Campbell, D. T. (2017). Building the Science Department: Stories of Success. National Science Teachers Association Press.

Moss, D. M., & Marx, H. (2017). Teacher Educator Guide and Tool to Using myCAP to Support Cultural Reflection 2nd Edition. Society for International Educators.

Renzulli, J. S., Foreman, J., & Brandon, L. (2017). Renzulli Parent Rating Scale: Things My Child Likes To Do (Administration Manual). Austin, TX: Prufrock Press.

Settlage, J., Southerland, S. A., Smetana, L. K., & Lottero-Perdue, P. (Eds.). (2017). Teaching science to every child: Using culture as the starting point, 3rd. ed. New York, NY: Routledge. Stoddard, J., Marcus, A. S., & Hicks, D. (2017). Teaching Difficult History With Film. Routledge.

Stoddard, J. D., & Marcus, A. S. (2017). Media and Social Studies Education: The (Re)Emergence of Film, NewMedia, and Gaming. Wiley Press.

Sugai, G. M., Simonsen-Gaines, B. M., La Salle, T. S., & Freeman, J. (2017). Promoting prosocial behavior in schools. New York: Wiley.

VanTassel-Baska, J., & Little, C. A. (2017). Content-Based Curriculum for High-Ability Learners. Waco, TX:Prufrock Press.

Zavala, V., & Back, M. P. (2017). Racismo y lenguaje [Racism and Language]. Lima: Fondo Editorial PUCP.

Book Chapters

Abramo, J. M. (2017). ). Epistemological and sociological issues in popular music educatio. Research Companion to Popular Music Education.

Back, M. P. (2017). Raza y esencialismo lingüístico en el Twitter peruano [Race and Linguistic Essentialism in Peruvian Twitter]. Racismo y lenguaje [Racism and Language] (pp. 307-338). Lima: Fondo Editorial PUCP.

Beghetto, R. A., & Schreiber, J. B. (2017). Creativity in Doubt: Toward Understanding What Drives Creativity in Learning. Advances in Mathematics Education (pp. 147-162). Springer Nature. http://dx.doi.org/10.1007/978-3-319-38840-3_10. 10.1007/978-3-319-38840-3_10.

Beghetto, R. A., & breslow, j. z. (2017). Creativity strategies. SAGE encyclopedia of out-of-school learning. Bray, M. A. (2017). Interventions for Children with Selective Mutism.

Bray, M. A., & Kehle, T. J. (2017). Interventions for Homework Performance.

Bray, M. A., Kehle, T. J., Root, M. R., Theodore, L. A., Sassu, K., & Bracken, B. (2017). Interventions for Children and Adolescents with Asthma and Respiratory Impairments. Springer.

Burton, L., & Leberman, S. (2017). An Evaluation of Current Scholarship in Sport Leadership – Multilevel Perspective. In. Women in Sport Leadership: Research and Practice for Change. Routledge.

Burton, L., & Leberman, S. (2017). New Leadership: Rethinking Successful Leadership of Sport Organizations. Women in Sport Leadership: Research and Practice for Change. Routledge.

Cobb, C. D., Weiner, J. M., & Gonzales, R. M. (2017). Historical trends and patterns in the scholarship on leadership preparation. Handbook of Research on the Education of School Leaders (pp. 15-39). New York, NY: Routledge.

Cooper, J. N., Cavil, J. K., & Cheeks, G. (2017). Critical Race Theory and Intercollegiate Athletics at Historically Black Colleges and Universities. Critical Race Theory: Black Athletic Sporting Experiences in the United States (pp. 247-277). Palgrave Macmillan. http://dx.doi.org/10.1057/978-1-137-60038-7_10. 10.1057/978-1-137-60038-7_10.

Cooper, J. E., & Cooper, J. N. (2017). Mother to son: The role of cultural and social capital in African American intergenerational success. In C.P. Gause (Eds.), Leadership, Equity, and Social Justice in American Higher Education – A Reader (pp. 208-222). New York, New York: Peter Lang Publisher.Eckert, R. D. (2017). Developing a Mission Statement on the Educational Needs of Gifted and Talented Students. Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education (2nd ed.) (pp. 18-27). Thousand Oaks, CT: Corwin Press.

Doyle, M. (2017). Teacher Leader Resource to Accompany Marie Clay's Literacy Lessons Designed for Individuals. In B. J. Askew (Ed.). Reading Recovery Council of North American.

Foreman, J., Gubbins, E. J., Gilson, C., & Bruce-Davis, M. (2017). Nurturing multiple curiosities: Priorities from a national survey. Science and service learning. Charlotte, NC: Information Age Publishers.

Freeman, J., Vatland, C., Vanlone, J., & Mitchell-Morgan, T. (2017). Enhancing family engagement through positive behavior interventions and supports in high school. Aligning and integrating family engagement in Positive Behavioral Interventions and Supports (PBIS): Concepts and strategies for families and schools in key contexts. Eugene, Oregon: University of Oregon Press: Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education).

Fuchs, D., McMaster, K. L., & Kearns, D. M. (2017). Evidence-based interventions for reading disabilities in children and adolescents. Handbook of applied interventions for children and adolescents (pp. 85-98). New York, NY: Springer Publishing Company.

Glăveanu, V. P., & Beghetto, R. A. (2017). The Difference That Makes a ‘Creative’ Difference in Education. Creative Contradictions in Education (pp. 37-54). Springer Nature. http://dx.doi.org/10.1007/978-3-319-21924-0_3. 10.1007/978-3-319-21924-0_3.

Grappendorf, H., & Burton, L. (2017). The Impact of Bias in Sport Leadership. Women in Sport Leadership: Research and Practice for Change. Routledge.

Green III, P. R. (2017). Charter Schools. The Principal's Legal Handbook.

Helfand, M., Kaufman, J. C., & Beghetto, R. A. (2017). The Four C Model of Creativity: Culture and context. Palgrave handbook of creativity and culture research (pp. 15-360). New York, NY: Palgrave. Holinger, M., Kaufman, J. C., Glăveanu, V. P., & Baer, J. (2017). Taking a Prospective Look at Creativity Domains. Cambridge handbook of creativity across disciplines (pp. 635-642).

Irizarry, J. (2017). “For Us, By Us”: A Vision for Teaching and Learning Informed by Latino/a Youth. Culturally Sustaining Pedagogies: Teaching and Learning for Educational Justice in a Changing World. a. New York: Teachers College Press. https://www.tcpress.com/culturally-sustaining-pedagogies-9780807758335.

Jacobs, J. K., & Eckert, R. D. (2017). Providing Programs and Services for Gifted Students at the Secondary Level. Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education (2nd ed.) (pp. 101-121). Thousand Oaks, CA: Corwin Press.

Karwowski, M., & Kaufman, J. C. (2017). The nuances and complexities of who we are when we create: An introduction to creativity and the self. The creative self: How our beliefs, self-efficacy, mindset, and identity impact our creativity (pp. xvii-xxiii). San Diego, CA: Academic Press.

Kaufman, J. C., Glăveanu, V. P., & Baer, J. (2017). Creativity across different domains: An expansive approach. Cambridge handbook of creativity across domains (pp. 3-7). New York, NY: Cambridge University
Press.

Kaufman, J. C., Taylor, C. L., & McKay, A. S. (2017). Creativity and personality: Nuances of domain and mood. Cambridge handbook of creativity and personality research (pp. 167-186). New York, NY: Cambridge University Press.

Kehle, T. J., Del Campo, M., Root, M. R., Bray, M. A., Theodore, L. A., & Bracken, B. (2017). Interventions for Children and Adolescents with Selective Mutism. Springer.

Kerwin, S., Li, M., & Burton, L. (2017). Managing and Leading in Sport Organizations. Contemporary Sport Management (6 ed.). Human Kinetics.

Kohan, M., & Camp, E. (2017). Invoking Precious Knowledge with Teacher Candidates to Reclaim the Past, Reassess the Present, and Revolutionize Future Practice. Teaching Difficult History through Film. Routledge. https://www.routledge.com/Teaching-Difficult-History-through-Film/Stoddard-Marcus-Hicks/p/book/9 781138190771.

Lease Butts, J., Chancey, J., & Little, C. A. (2017). Beyond K-12: Honors curriculum for high-ability college students. Content-Based Curriculum for High-Ability Learners (pp. 509-522). Waco, TX: Prufrock Press.

Leberman, S., & Burton, L. (2017). Why This Book?: Framing the Conversation Around Women in Sport Leadership. Women in Sport Leadership: Research and Practice for Change.

Little, C. A. (2017). Teaching strategies to support the education of gifted learners. APA Handbook of Giftedness and Talent. American Psychological Association.

Little, C. A. (2017). Designing and Implementing Concept-Based Curriculum. Education Innovation Series (pp. 43-59). Springer Nature. http://dx.doi.org/10.1007/978-981-10-2697-3_4. 10.1007/978-981-10-2697-3_4.

Little, C. A. (2017). Language arts curricular considerations for advanced learners. Content-Based Curriculum for High-Ability Learners (pp. 221-248). Waco, TX: Prufrock Press.

Little, C. A. (2017). The use of overarching concepts in the Integrated Curriculum Model. Content-Based Curriculum for High-Ability Learners (pp. 169-194). Waco, TX: Prufrock Press.

Little, C. A., & Paul, K. A. (2017). Professional development to support successful curriculum implementation. Content-Based Curriculum for High-Ability Learners (pp. 461-483). Waco, TX: Prufrock Press.

Lombardi, A., & Lalor, A. (2017). Faculty and administrator knowledge and attitudes regarding disability: A review and a call for action. Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success. Routledge.

Luria, S. R., & Kaufman, J. C. (2017). The dynamic force before intrinsic motivation: Exploring creative needs. The creative self: How our beliefs, self-efficacy, mindset, and identity impact our creativity (pp. 318-323). San Diego, CA: Academic Press.

Marcus, A. S., & Mills, G. (2017). Teaching Difficult History with Film: Multiple Perspectives on the Holocaust. Teaching Difficult History With Film. Routledge.

Marx, H., & Moss, D. M. (2017). It takes a global village: The design of an internship-based teacher education study abroad program. A Reader of Narrative and Critical Lenses on Intercultural Teaching and Learning (pp. 53-72). Charlotte NC: Information Age Publishing.

McCoach, D. E., & Newton, S. (2017). Confirmatory Factor Analysis. The BERA/SAGE Handbook of Educational Research.

McCoach, D. E., & Flake, J. (2017). Motivation of gifted students. APA Handbook of Gifted Education and Talent Development.

Mitoma, G. T. (2017). "A Difficult Past for a Better Future: Teaching About, For, and Through Human Rights with Film". Teaching Difficult History Through Film (pp. 22). Routledge. https://www.routledge.com/Teaching-Difficult-History-through-Film/Stoddard-Marcus-Hicks/p/book/9781138190771.

O'Rourke, P., Kaufman, J. C., Feist, G., & Reiter-Palmon, R. (2017). Creativity and personality research: Themes and future directions. Cambridge handbook of creativity and personality research (pp. 405-413). New York, NY: Cambridge University Press.

Renzulli, J. S., & Reis Renzulli, S. (2017). Enrichment Clusters: A practical approach for developing investigative learning skills. Innovation Education (pp. 27-40).

Renzulli, J. S. (2017). Developing creative activities across all areas of the curriculum. Nurturing Creativity in the Classroom (2nd edition) (pp. 23-44).

Rhema, F., McGarry, J. E., Coble, C., Evanovich, J. M., & Zastoupil, G. (2017). Action Research in aCampus-Community Partnership: Lessons Learned. http://dx.doi.org/10.4135/9781526423313. Riel, J., Lawless, K. A., & Brown, S. W. (2017). Defining and Designing Responsive Online Professional Development (ROPD): A Framework to Support Curriculum Implementation. Handbook of research on instructional systems and technology. (pp. 104-115). Hershey, PA: IGI Global.

Riel, J., Lawless, K. A., & Brown, S. W. (2017). Defining and designing responsive online professional development (ROPD): A framework to support curriculum implementation. Handbook of research on instructional systems and technology. (pp. 104-115).

Rogers, H. J. (2017). Differential Item Functioning. Wiley StatsRef: Statistics Reference Online. http://onlinelibrary.wiley.com/doi/10.1002/9781118445112.stat06381.pub2/full. 10.1002/9781118445112.stat06381.pub2.

Siegle, D., Amspaugh, C. M., & Mitchell, M. S. (2017). Learning from and learning with technology.Content-based curriculum for high-ability learners (pp. 437-460). Waco, TX: Prufrock Press.

Stambaugh, T., & Little, C. A. (2017). Applying higher order process skills to curriculum for advanced learners. Content-Based Curriculum for High-Ability Learners (pp. 121-148). Waco, TX: Prufrock Press.

Staples, M., & King, S. (2017). Eliciting, supporting and guiding the math: Three key functions of the teacher’s role in facilitating meaningful mathematical discourse. Enhancing Classroom Practice with Research behind Principles to Actions (pp. 25-36). Reston, VA: National Council of Teachers of Mathematics.

Staples, M., & King, S. (2017). Facilitating meaningful mathematical discourse. Enhancing Classroom Practice with Research behind Principles to Action (pp. 25-36). Reston, VA: National Council of Teachers of Mathematics.

Sternberg, R. J., & Kaufman, J. C. (2017). Intelligence. Reference Module in Neuroscience and Biobehavioral Psychology. New York, NY: Elsevier.

Stoddard, J., Marcus, A. S., & Hicks, D. (2017). Using Film to Teach Difficult Histories. Teaching Difficult HistoryWith Film. Routledge.

Sugai, G. M., Freeman, J., Simonsen-Gaines, B. M., La Salle, T. S., & Fixsen, D. (2017). National climate change: Doubling down on our precision and emphasis on prevention and behavioral sciences. Reporton Emotional and Behavioral Disorders in Youth (pp. 58-63).

Theodore, L. A., Bracken, B., Bray, M. A., & Kehle, T. J. (2017). Evidence based interventions for homework performance in children and adolescents. Springer.

VanTassel-Baska, J., & Little, C. A. (2017). Implementing innovative curriculum and instructional practices in classrooms and schools. Content-Based Curriculum for High-Ability Learners (pp. 543-568). Waco, TX:Prufrock Press.

Weiner, J. M., & Burton, L. (2017). Enduring myth: Turnaround leadership is identity neutral. Enduring Myths that Inhabit School Turnaround. (pp. 233-253). New York, NY: Information Age Publishing. Zavala, V., & Back, M. P. (2017). Introducción: la producción discursiva de identidades racializadas [Introduction: The Discursive Production of Racialized Identities]. Racismo y lenguaje [Race and Language].

Journal Articles

Adelson, J. L., McCoach, D. E., Rogers, H. J., Adelson, J. A., & Saner, T. M. (2017). Using the Propensity Score to Make Causal Inferences: Variable Selection and Stratification Issues. Frontiers in Psychology, (vol. 8).

Bernard, C., & Katz-Cote, H. (2017). Standard II. Teaching all students: Authentic questioning techniques in the ensemble rehearsal through the lens of teacher evaluation. Massachusetts Music Educators Association Journal.

Bray, M. A. (2017). Avitia, M., Kaufman, A., Bray, M., & Kaufman, J. (2017). The Relationship between Reading and Long-term Storage and Retrieval (Glr) in College Applied Neuropsychology.

Bray, M. A. (2017). Beyond the Mask: Analysis of error patterns on the KTEA-3 for students with giftedness and learning disabilities.

Bray, M. A., Root, m., Bruder, m., & Gelbar, N. (2017). Bray, M., Root, M., Gelbar, N., Bruder, M. B., & Menzies, V. (2017) Relaxation and Guided Imagery for Parents of Offspring with Developmental Disabilities. Journal of Psychological Abnormalities, 6: 155.

Bray, M. A., Rispoli, K., Clarke, Gelbar, N., & Bilias, E. (2017). Equity-based practices in early childhood: The role of the school psychologist.

Bray, M. A., Perusse, R., & Rojas, E. D. (2017). Reframing Equity-based Practices in P-12 Schools. Psychology in the Schools.

Bray, M. A., Bilias, E., Nicholas, G., & Kristen, R. (2017). On Promoting Understanding and Equity through Compassionate Educational Practice: Towards a New Inclusion.

Bray, M. A. (2017). Mindfulness to improve asthma and anxiety: Promising results from a single-subject study with adults.

Briesch, A. M., Chafouleas, S. M., & Chaffee, R. (2017). State-level priorities in school-based behavior screening policies and initiatives.

Briesch, A. M., Furguson, T. T., Daniels, B., Volpe, R., & Feinberg, A. B. (2017). Examining the influence of interval length on the dependability of observational estimates. School Psychology Review, (4 ed., vol. 46, pp. 426-432).

Burton, L., Welty Peachey, J., & Wells, J. (2017). The role of servant leadership in developing an ethical climate in sport organizations. Journal of Sport Management, (vol. 31, pp. 229-240)..

Campbell, D. T., Melville, W., & Goodwin, D. (2017). Science Teacher Orientations and PCK across Science Topics in Grade 9 Earth Science. International Journal of Science Education, (10 ed., vol. 39, pp. 1263-1281).

Campbell, K., & Kaufman, J. C. (2017). Do you pursue your heart or your art? Creativity, personality, and love. Journal of Family Issues, (3 ed., vol. 38, pp. 287–311).

Campbell, K., & Kaufman, J. C. (2017). Do you pursue your heart or your art? Creativity, personality, and love. Journal of Family Issues, (vol. 38, pp. 287-311).

Campbell, K., & Kaufman, J. C. (2017). Do You Pursue Your Heart or Your Art? Creativity, Personality, and Love. (3 ed., vol. 38, pp. 287-311). Journal of Family Issues.

Casa, T. M., Firmender, J. M., Gavin, M. K., & Carroll, S. R. (2017). Kindergarteners’ Achievement on Geometry and Measurement Units That Incorporate a Gifted Education Approach. Gifted Child Quarterly, (1 ed., vol. 61, pp. 52-72).

Casa, T. M., Evans, K., Firmender, J. M., & Colonnese, M. W. (2017). Why should students write in math class? Educational Leadership, (5 ed., vol. 74).

Castillo-Montoya, M. I. (2017). Deepening understanding of prior knowledge: what diverse first-generation college students in the US can teach us. (pp. 587-603). Teaching in Higher Education.

Collier-Meek, M. A., Sanetti, L. M., & Fallon, L. M. (2017). INCORPORATING APPLIED BEHAVIOR ANALYSIS TO ASSESS AND SUPPORT EDUCATORS’ TREATMENT INTEGRITY. Psychology in the Schools, (4 ed., vol. 54, pp. 446–460).

Connery, C., & Weiner, J. M. (2017). Direct democracy’s threat to democratic schools: Ron Unz and the case of bilingual education. Education in a Democracy: A Journal of the NNER, (vol. 9, pp. 6-29).

Cooper, J. N., Nwadike, A., & Macaulay, C. D. T. (2017). A critical race theory analysis of big-time college sports: Implications for culturally responsive and race-conscious sport leadership. Journal of Issues in Intercollegiate Athletics, (pp. 204-233). Journal of Issues in Intercollegiate Athletics.

Cooper, J. N., Porter, C. J. .., & Davis, T. J. (2017). Success through community cultural wealth: Reflections from Black female scholar athletes at a historically Black college/university (HBCU) and historically White institution (HWI). Journal of Intercollegiate Sport, (vol. 10, pp. 129-154).

Cooper, J. N., Macaulay, C., & Rodriguez, S. H. (2017). Race and resistance: A typology of African American sport activism. International Review for the Sociology of Sport, (pp. 1-30).

Cooper, J. N. (2017). Strategic navigation: A comparative study of Black male scholar athletes’ experiences at a historically Black college/university (HBCU) and historically White university (HWU). International Journal of Qualitative Studies in Education, (pp. 1-22).

Cooper, J. N., Grenier, R. S., & Macaulay, C. (2017). Autoethnography as a critical approach in sport management: Current applications and directions for future research. (1 ed., vol. 20, pp. 43-54). Sport Management Review.

Coyne, M. D., & Koriakin, T. (2017). What do beginning special educators need to know about implementing intensive reading interventions for students with disabilities? Teaching Exceptional Children, (vol. 49, pp. 239-248).

Donaldson, M., LeChasseur, K., & Mayer, A. (2017). Tracking instructional quality across secondary mathematics and English language arts classes. Journal of Educational Change, (2 ed., vol. 18).

Dostal, H., Gabriel, R., & Weir, J. (2017). 5 Tips for including Deaf and Hard of Hearing students in the elementary literacy classroom. The Reading Teacher.

Dostal, H., Gabriel, R., & Weir, J. (2017). Supporting Deaf/Hard of Hearing Students in Inclusive Classrooms. The Reading Teacher, (3 ed., vol. 71, pp. 327-334).

Dougherty, S. M., & Zeehandelaar, D. (2017). CTE in High School: Does It Improve Student Outcomes? (9 ed., vol. 12).

Dukes, L., Madaus, J. W., Faggella-Luby, M., Lombardi, A., & Gelbar, N. (2017). PASSing college: A taxonomy for students with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, (2 ed., vol. 30, pp. 111-122).

Fallon, L., Sanetti, L. M., Chafouleas, S. M., Faggella-Luby, M., & Briesch, A. (2017). Direct training to increase inter-rater agreement between observer’s and teachers’ self-report ratings of treatment integrity. Assessment for Effective Intervention.

Femc-Bagwell, M. (2017). Culturally Responsive Practice and the Role of School Administrators. Psychology in the Schools. Wiley Online Library.

Fernandez, E., LeChasseur, K., & Donaldson, M. (2017). Responses to Including Parents in Teacher Evaluation Policy: A Critical Policy Analysis. Journal of Education Policy.

Fernandez, E., LeChasseur, K., & Weiner, J. M. (2017). Implications and Consequences of ESSA: Exploring the Changing Landscape of Federal Policy and Educational Administration Introduction. Educational Administration Quarterly, (5 ed., vol. 53, pp. 699-704).

Firmender, J. M., Dilley, A., Amspaugh, C. A., Field, K., LeMay, S., & Casa, T. M. (2017). Beyond doing mathematics: Engaging talented students in mathematically creative writing. Gifted Child Today, (4 ed., vol. 40, pp. 205-211).

Firmender, J. M., Casa, T. M., & Colonnese, M. W. (2017). Write on: Reasoning through mathematical writing. Teaching Children Mathematics, (2 ed., vol. 24, pp. 84-92).

Flake, J., & McCoach, D. E. (2017). An Investigation of the Alignment Method With Polytomous Indicators Under Conditions of Partial Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal.

Freeman, J., Sugai, G. M., Simonsen-Gaines, B. M., & Everett, S. R. (2017). MTSS Coaching: Bridging Knowing to Doing. (1 ed., vol. 56, pp. 29-37). Theory Into Practice.

Gabriel, R. (2017). Rubrics and Reflection: A discursive analysis of observation debrief conversations between novice Teach For America teachers and mentors. Action in Teacher Education, (1 ed., vol. 39).

Gamez, P., Sabina, N., Coyne, M. D., McCoach, D. E., & W. S. (2017). Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers. Early Childhood Research Quarterly, (vol. 30, pp. 25-37).

Glăveanu, V. P., & Kaufman, J. C. (2017). Socializing giftedness: Towards an ACCEL-S approach. Roeper Review, (vol. 39, pp. 226-229).

Glenn, W. J. (2017). Space and place and the American identity: Young adult female protagonists and the discovery of self in a new world. Children's Literature in Education, (vol. n/a "Online First" article). 2016. Children's Literature in Education.

Goldstein, J. A., McCoach, D. E., & Yu, H. (2017). The predictive validity of kindergarten readiness judgments: Lessons from one state. The Journal of Educational Research, (1 ed., vol. 110, pp. 50-60).

Hines, E. M., Moore, J. L., Mayes, R. D., Harris, P. C., Vega, D., Robinson, D. V., Gray, C. N., & Jackson, C. E. (2017). Making student achievement a priority: The role of school counselors in turnaround schools. Urban Education, (vol. Advanced Online Copy, pp. 1-22).

James, B. L., Loken, E. O., Roe, L. S., & Rolls, B. J. (2017). The Weight-Related Eating Questionnaire offers a concise alternative to the Three-Factor Eating Questionnaire for measuring eating behaviors related to weight loss. Appetite.

Jao, Y.-L., Loken, E. O., MacAndrew, M., Van Haitsma, K., & Kolanowski, A. (2017). Association between social interaction and affect in nursing home residents with dementia. Aging & Mental Health, (pp. 1–6).

Juliane, W., & Campbell, D. T. (2017). The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature. Review of Educational Research, (1 ed., vol. 87, pp. 134-171).

Karwowski, M., Kaufman, J. C., Lebuda, I., Szumski, G., & Firkowska-Mankiewicz, A. (2017). Intelligence in childhood and creative achievements in middle-age: The necessary condition approach. Intelligence, (vol. 64, pp. 36-44).

Kaufman, J. C., & Pretz, J. E. (2017). Do traditional admissions criteria reflect applicant creativity? Journal of Creative Behavior, (vol. 51, pp. 240-251).

Kaufman, J. C., & Luria, S. R. (2017). Examining the relationship between creativity and equitable thinking in schools. Psychology in the Schools, (vol. 54, pp. 1279-1284).

Kaufman, J. C. (2017). From the Sylvia Plath Effect to social justice: Moving forward with creativity. Europe’s Journal of Psychology, (vol. 13, pp. 173-177).

Kaufman, J. C. (2017). From the Sylvia Plath Effect to Social Justice: Moving Forward With Creativity. Europe’s Journal of Psychology, (2 ed., vol. 13, pp. 173).

Kaufman, J. C. (2017). Looking forward: The potential of creativity for social justice and equity (and other exciting outcomes). Journal of Creative Behavior, (vol. 4, pp. 305-307).

Kaufman, J. C. (2017). Measuring the muses: Validating the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, (11 ed., pp. 216-230).

Kaufman, J. C., & C. (2017). Personal characteristics that distinguish creative scientists from less creative scientists. Journal of Creative Behavior, (vol. 51, pp. 204-215).

Kooken, J., McCoach, D. E., Welsh, M., Miller, F., Chafouleas, S. M., Riley-Tillman, C., & Fabiano, G. (2017). Test Order in Teacher-Rated Behavior Assessments: Is Counterbalancing Necessary? Psychological Assessment, (vol. 29, pp. 98-109).

Lawless, K. A., Brown, S. W., Rhoads, C. H., Lynn, L. L., Newton, S., Brodowiska, K., Wang, M., & Song, S. (2017). Promoting students’ science literacy skills through a simulation of international negotiations: The GlobalEd 2 project. Computers in Human Behavior.

LeChasseur, K., Donaldson, M., Femc-Bagwell, M., & Fernandez, E. (2017). Brokering, buffering, and the rationalities of principal work. Journal of Educational Administration.

LeChasseur, K. (2017). Crafting legitimacy in district-community partnerships. Teachers College Record.

Lee, H., Longhurst, M. L., & Campbell, D. T. (2017). Teacher Learning in Technology Professional Development and its Impact on Student Achievement in Science. International Journal of Science Education, (10 ed., vol. 39, pp. 1282-1303). International Journal of Science Education.

Levine, T. H. (2017). Studying Teacher Collaboration: Preparing for and Conducting Interviews on Sensitive Topics With Reluctant Interviewees. Sage Research Methods Cases, (vol. 2, pp. 1-20).

Levine, T. H., & Wright-Maley, C. (2017). Studying Teacher Preparation for Linguistic Diversity: Promoting Triangulation While Minimizing Cost. Sage Research Methods, (vol. 2, pp. 1-24).

Loken, E. O., & Gelman, A. (2017). Measurement error and the replication crisis. (6325 ed., vol. 355, pp.584–585). Science.

Lombardi, A., Kern, L., Flannery, B., & Doren, B. (2017). Is college and career readiness adequately addressed in annual and postsecondary goals? Journal of Disability Policy Studies, (3 ed., vol. 28, pp. 150-161). Lombardi, A., Izzo, M., Rifenbark, G. G., Murray, A., Buck, A., & Johnson, V. (2017). A preliminary psychometric analysis of a measure of information technology literacy skills. Career Development and Transition for Exceptional Individuals, (4 ed., vol. 40, pp. 235-243).

Lombardi, A., Izzo, M., Gelbar, N., Murray, A., Buck, A., Johnson, V., Hsiao, J., Wei, Y., & Kowitt, J. (2017). Leveraging information technology literacy to enhance college and career readiness for secondary students with disabilities. Journal of Vocational Rehabilitation, (3 ed., vol. 46).

Lombardi, A., Izzo, M., Rifenbark, G. G., Murray, A., Buck, A., Monahan, J., & Gelbar, N. (2017). The impact of an online transition curriculum on secondary student reading: A multilevel examination. (1 ed., vol. 40, pp. 15-24). Career Development and Transition for Exceptional Individuals.

Lu, Z.-H., Chow, S.-M., & Loken, E. O. (2017). A Comparison of Bayesian and Frequentist Model Selection Methods for Factor Analysis Models. Psychological Methods.

Madsen, R., Burton, L., & Clarke, B. (2017). Gender role expectations and the prevalence of women as assistant coaches. Journal for the Study of Sports and Athletes in Education.

Marcus, A. S. (2017). Teaching The Holocaust Through Film. Social Education, (3 ed., vol. 81, pp. 172-176).

Maslach, C., Jackson, S. E., Leiter, M., W. S., & Schwab, R. (2017). Maslach Burnout Inventory. (4th Edition ed.).Menlo Park, CA: Mind Garden.

Maykel, C., Bray, M. A., Cross, K., Shankar, N., Byer-Alcorace, G., & Del Campo, M. (2017). Mindfulness to improve asthma and anxiety: Promising results from a single-subject study with adults.

McKay, A., Karwowski, M., & Kaufman, J. C. (2017). Measuring the muses: Validating the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts.

McKay, A. S., Karwowski, M., & Kaufman, J. C. (2017). Measuring the muses: validating the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, (2 ed., vol. 11, pp. 216).

McCoach, D. E., Yu, H. H., Gottfried, A., & Gottfried, A. (2017). Developing Talents: A Longitudinal Examination of Intellectual Ability and Academic Achievement. High Ability Studies.

Melville, W., Jones, D., & Campbell, D. T. (2017). Axiology, the Subject and the Chair. Research in Science Education.

Miller, F., Crovello, N., & Chafouleas, S. M. (2017). Progress monitoring the effects of Daily Report Cards across elementary and secondary settings using Direct Behavior Rating. Assessment for Effective Intervention.

Montrosse-Moorhead, B., Bellara, A. P., & Gambino, A. J. (2017). Communicating About Evaluation: A Conceptual Model and Case Example. Journal of MultiDisciplinary Evaluation, (vol. 13, pp. 16-30).

Morningstar, M., Lombardi, A., Fowler, C., & Test, D. (2017). A college and career readiness framework for secondary students with disabilities. (2 ed., vol. 40, pp. 79-91). Career Development and Transition for Exceptional Individuals.

Mudrick, M., Burton, L., & Lin, C. (2017). Pervasively Offside: An examination of sexism, stereotypes and sportscaster credibility. Communication and Sport, (6 ed., vol. 5, pp. 669–688).

Myers, D., Sugai, G. M., Simonsen-Gaines, B. M., & Freeman, J. (2017). Assessing teachers’ behavior support skills. Teacher Education and Special Education.

Neilson, D., & Campbell, D. T. (2017). Modeling-based learning to explain friction phenomena. The Physics Teacher, (9 ed., vol. 55, pp. 570-574).

Neugebauer, S., Coyne, M. D., McCoach, D. E., & Ware, S. M. (2017). Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms. Reading and Writing, (3 ed., vol. 30, pp. 543-567).

Ottone-Cross, K. L., Dulong-Langley, S., Root, M. M., Gelbar, N., Bray, M. A., Luria, S. R., Choi, D., Kaufman, J. C., Courville, T., & Pan, X. (2017). Beyond the mask: Analysis of error patterns on the KTEA-3 for students with giftedness and learning disabilities. Journal of Psychoeducational Assessment, (1-2 ed., vol. 35, pp. 74–93).

Ottone-Cross, K. L., Dulong-Langley, S., Root, M. M., Gelbar, N., Bray, M. A., Luria, S. R., Kaufman, J. C., Choi, D., Courville, T., & Pan, X. (2017). Beyond the mask: Analysis of gifted learning disabled error patterns on the KTEA-3. Journal of Psychoeducational Assessment, (35 ed., pp. 74-93).

Palmieri, L. E., & La Salle, T. S. (2017). Supporting students in foster care. Psychology in the Schools, (2 ed., vol. 54, pp. We 117-126).

Paredes Scribner, S. M., & Fernandez, E. (2017). Organizational politics of parental engagement: The intersections of school reform, anti-immigration policies and Latinx parent organizing. Educational Policy.

Patston, T. J., Cropley, D. H., Rebecca, M. L., & Kaufman, J. C. (2017). Teacher self- concepts of creativity: Meeting the challenges of the 21st Century classroom. International Journal of Creativity & Problem Solving, (vol. 27, pp. 23-34).

Paul, I., Hohman, E., Loken, E. O., Savage-Williams, J., Anzman-Fresca, S., Carper, P., Marini, M., & Birch, L. (2017). Mother-Infant Room Sharing and Sleep Outcomes in the INSIGHT Study. Pediatrics.

Perusse, R. (2017). Partnering with a school district to provide postsecondary opportunities for first generation, low-income and students of color. Psychology in the Schools.

Powell, S. R., Hebert, M. A., Cohen, J. A., Casa, T. M., & Firmender, J. M. (2017). A synthesis of mathematics writing: Assessments, interventions, and surveys. Journal of Writing Research, (3 ed., vol. 8, pp. 493-526).

Rentenbach, B., Prislovsky, L., & Gabriel, R. (2017). Valuing differences: Neurodiversity in the classroom. Phi Delta Kappan, (8 ed., vol. 98, pp. 59-63).

Renzulli, J. S. (2017). Reexamining the role of gifted education. International Journal for Talent Development and Creativity, (1 ed., vol. 4, pp. 141-154).

Rhoads, C. H. (2017). Coherent power analysis in multi-level studies using parameters from surveys. Journal of Educational and Behavioral Statistics, (2 ed., vol. 42, pp. 166-194).

Rincon, B. E. (2017). Latin@s in STEM at the Intersections. Equity and Excellence in Education, (2 ed., vol. 50, pp. 182-195).

Roselle, R. S., Hands, R., Anagnostopoulos, D. O., Levine, T. H., Cahill, J., Kuhn, A., & Plis, C. (2017). Simultaneous Inquiry: Renewing Partnerships and People in Professional Development Schools. School University Partnerships: A Journal of the National Association for Professional Development Schools.

Rubenstein, L. D., & Gubbins, E. J. (2017). Integrating interviews, focus groups, and observations to examine teachers’ reactions to grade 3 pre-differentiated and enriched mathematics units. SAGE Research Methods Cases, Part 2.

Sherman, K., & Gabriel, R. (2017). Math word problems: Reading math situations from the start. The Reading Teacher, (4 ed., vol. 70, pp. 473-77).

Siegle, D., McCoach, D. E., & Roberts, A. (2017). Why I achieve determines whether I achieve. High Ability Studies, (1 ed., vol. 28, pp. 59-72).

Siegle, D. (2017). The dark side of using technology. Gifted Child Today, (4 ed., vol. 40, pp. 232-235).

Siegle, D. (2017). Encouraging creativity and problem solving through coding. Gifted Child Today, (vol. 40, pp. 117-123).

Simonsen-Gaines, B. M., Freeman, J., Dooley, K., Maddock, E., Kern, L., & Myers, D. (2017). Effects of Targeted Professional Development on Teachers’ Specific Praise Rates. (1 ed., vol. 19, pp. 37–47). Journal of Positive Behavior Interventions.

Steacy, L. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., Lindstrom, E. R., & Collins, A. A. (2017). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Journal of Educational Psychology, (1 ed., vol. 109, pp. 51-69).

Wei, Y., Lombardi, A., Simonsen-Gaines, B. M., Coyne, M. D., Fagella-Luby, M., Freeman, J., & Kearns, D. M. (2017). A Revised Embedded Planning Tool for Tier Three Reading Instruction. Learning Disabilities: A Multidisciplinary Journal, (3 ed., vol. 22, pp. 50-62).

Weiner, J. M., & Woulfin, S. L. (2017). Controlled autonomy: novice principals’ schema for district control and school autonomy. Journal of Educational Administration, (3 ed., vol. 55, pp. 334-350).

Weiner, J. M., & Higgins, M. (2017). Where the two shall meet: Exploring the relationship between teacher professional culture and student learning culture. Journal of Educational Change, (1 ed., vol. 18, pp. 21-48).

Welty Peachey, J., & Burton, L. (2017). Servant leadership in sport for development and peace: A way forward. Quest, (1 ed., vol. 69, pp. 125-139).

Wenz, C., & Gabriel, R. (2017). Three directions for disciplinary literacy. Educational Leadership, (5 ed., vol. 74).

Wolbers, K., Dostal, H., Skerritt, P., & Stephenson, B. (2017). The impact of three years of professional development on knowledge and implementation. The Journal of Educational Research.

Woulfin, S. L., Jones-Lawal, B., & Gabriel, R. (2017). The terrain of intermediary organizations' professional development offerings. Professional Development in Education.

Woulfin, S. L., & Weiner, J. (2017). Triggering Change: An investigation of the multiple logics of turnaround. Education and Urban Society.

Woulfin, S. L., & J.-L. (2017). Rooted in relationships: An analysis of dimensions of social capital enabling instructional coaching. Journal of Professional Capital and Community.

Woulfin, S. L., & Rigby, J. (2017). Coaching for Coherence: How instructional coaches lead change in the evaluation era. Educational Researcher.

Woulfin, S. L. (2017). Coach Professional Development in an Urban District. Urban Education.

Simonsen-Gaines, B. M., Freeman, J., & Sugai, G. M. (2017). Classroom management with exceptional learners.

Technical Reports / Briefs/ White Papers

Campbell, D. T., Schilling, V., & McKenna, T. J. (2017). Orienting Preservice Teachers to Students’ Ideas and Sensemaking. STEM Teaching Tools.

Carpenter, A., & Gubbins, E. J. (2017). Systematic exploration of gifted programming: Seeking promising practices in three states: Case studies

Chapman, A., Hertel, S., Land, M., Libal, K. R., Mitoma, G. T., & Park, S. (2017). Written contribution on General Comment on State Obligations under the International Covenant on Economic, Social and Cultural Rights in the Context of Business Activities. http://www.ohchr.org/Documents/HRBodies/CESCR/Discussions/2017/UniversityConnecticut.pdf.

Doyle, M. (2017). Technical Report of Reading Recovery in Connecticut.

Doyle, M. (2017). Technical Report of Reading Recovery in Farmington Public Schools.

Freeman, J., Simonsen-Baines, B. M., Goodman, S., Mitchell, B., George, H., Swain-Bradway, J., Lane, K., Sprague, J., & Putnam, B. (2017). PBIS technical brief on systems to support teachers’ implementation of positive classroom behavior support.

Gubbins, E. J., & Roberts, A. (2017). Connections: Bringing Literature to Life–Reflections of Teaching Artists and Teachers.

Gubbins, E. J., Siegle, D., Mun, R. U., Hamilton, R., Puryear, J., Carpenter, A., Peters, P., Bloomfield, E., Peters, P., Cross, K., Amspaugh, C., Langley, S. D., Roberts, A., & Estepar-Garcia, W. (2017). Exploratory study on the identification of English learners in gifted and talented programs: English learners’ study case report.

Kersaint, G. (2017). Selecting and Sequencing Student Solutions. Billerica, MA: Curriculum Associates. Montrosse-Moorhead, B. (2017). IRIS Center External Evaluation: Special Education Capacity Study.

Mckenna, T. J., Schilling, V., & Campbell, D. T. (2017). How can mentor teachers and university educators support preservice science teachers? STEM Teaching Tools. http://stemteachingtools.org/brief/49.

Montrosse-Moorhead, B., & Kern, L. (2017). IRIS Center external evaluation: Formative outcome evaluation findings on faculty and professional development providers.

O’Rourke, P., & Gubbins, E. J. (2017). Systematic exploration of gifted programming: Seeking promising practices in three states: Single case studies.

Peters, P., & Gubbins, E. J. (2017). Systematic exploration of gifted programming: Seeking promising practices in three states: Single case study–state 2, district 8A, elementary school A.

Peters, P., & Gubbins, E. J. (2017). Systematic exploration of gifted programming: Seeking promising practices in three states: Single case studies.

Puryear, J., & Gubbins, E. J. Systematic exploration of gifted programming: Seeking promising practices in three states: Single case studies.

Simonsen-Gaines, B. M., Sugai, G. M., Freeman, J., & La Salle, T. S. (2017). Addressing school climate: 5 ways schools can positively and proactively support all students. http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%2 0Behavior.pdf.

Swain-Bradway, J., Putnam, R., Freeman, J., Simonsen-Gaines, B. M., George, H., Goodman, S., Yanek, K., Lane, K., & Sprague, J. (2017). PBIS technical guide on classroom data: Using data to support implementation of positive classroom behavior support practices and systems. Eugene, OR: National Technical Assistance Center on Positive Behavior Interventions and Support. http://www.pbis.org/Common/Cms/files/pbisresources/PCBS%20Data%20Brief%2012.18.17.pdf.

Weiner, J. M., Woulfin, S. L., & Donaldson, M. (2017). How long-term planning processes can improve state led turnaround in Connecticut. http://ctedreform.org/2017/03/alliance-district-study/.

Wilson, S. M. (2017). K-12 educator evaluation: Lessons learned in a decade of policy implementation and research. Ann Arbor, MI: Rossi Ray Taylor and Associates.

2016

Books

Beghetto, R. A. (2016). Big Wins, Small Steps: How to Lead For and With Creativity. SAGE Publications.

Beghetto, R. A. (2016). Small Steps, Big Wins: Reclaiming Creativity in Schools and Classrooms. Corwin Press.

Beghetto, R. A., & Kaufman, J. C. (2016). Nurturing Creativity in the Classroom. New York, NY: Cambridge University Press.

Beghetto, R. A., & Sriraman, B. (2016). Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives. New York, NY: Springer.

Bray, M. A., & Root, M. M. (2016). Picture Perfect: Video Self-Modeling Intervention for Behavior Change. Pacific Northwest Publishing.

Briesch, A., Chafouleas, S. M., & Riley-Tillman, C. (2016). Direct Behavior Rating (DBR): Linking Assessment, Communication, and Intervention. Guilford Press.

Heilbronner, N., & Renzulli, J. S. (2016). The Schoolwide Enrichment Model In Science: A Hands-On Approach For Engaging Young Scientists. Waco, TX: Prufrock Press.

Kaufman, J. C. (2016). Creativity 101 (2nd ed.) New York, NY: Cambridge University Press.

Kaufman, J. C., & Baer, J. (2016). Creativity, Reason, and Cognitive Development (2nd ed.). New York, NY: Cambridge University Press.

Leu, D. J., & Kinzer, C. (2016). Phonics, Phonemic Awareness, and Word Analysis for Teachers: An Interactive Tutorial (10th ed.). Prentice Hall.

Reis, S. M., & Renzulli, J. S. (2016). Reflections On Gifted Education: Critical Works by Joseph S. Renzulli and Colleagues. Waco, TX: Prufrock Press.

Renzulli, J. S., & Reis, S. M. (2016). Enriqueciendo el currículo para todo el alumnado [Enriching the curriculum for all students].

Sykes, G., & Wilson, S. M. (2016). Handbook of Research on Teaching. American Educational Research Association.

Book Chapters

Abramo, J. M. (2016). Negotiating Gender, Popular Culture, and Social Justice in Music Education. In C. Benedict, P. Schmidt, G. Spruce, & P. Woodford (Eds.), Oxford Handbooks Online. Oxford University Press.

Beghetto, R. A. (2016). Creativity and conformity. Creativity and innovation: Current understandings and debates.

Beghetto, R. A. (2016). Learning as a creative act. Modern Curriculum for Gifted and Advanced Learners.

Beghetto, R. A. (2016). Leveraging Micro-Opportunities to Address Macroproblems. Creative Intelligence in the 21st Century, 159-174. 10.1007/978-94-6300-506-7_10.

Beghetto, R. A., & Kaufman, J. C. (2016). Theories of Creativity. Creativity and innovation: Current understandings and debates.

Beghetto, R. A., & Plucker, J. A. (2016). Revisiting the relationship among schooling, learning, and creativity. Creativity and Reason in Cognitive Development (2nd Ed.). Cambridge University Press.

Bolitzer, L. A., Castillo-Montoya, M. I., & Williams, L. A. (2016). Pursuing Equity Through Diversity: Perspectives and Propositions for Teaching and Learning in Higher Education. In F. Tuitt, C. Haynes, & S.Stewart (Eds.), Race, Equity, and the Learning Environment. Stylus.

Boyer, M. A., & Brown, S. W. (2016). Long-Term Ecological Research: Changing the Nature of scientists. Oxford University Press.

Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zhang, W., & Chen, C.-H. (2016). Assumptions Underlying the Identification of Gifted and Talented Students. In S. M. Reis (Ed.), Reflections on Gifted Education: Critical Works by Joseph S. Renzulli and Colleagues (pp. 151-169). Prufrock Press.

Cavil, J. K., Cooper, J. N., & Cheeks, G. (2016). Africana Studies and diversity: All shapes, sizes, and colors of HBCU athletic programs: The sporting HBCU diaspora – Cultural convergence and politics of divergence. In J. L. Conyers, Jr. (Ed.), Africana theory, policy, and leadership (Africana Studies; pp. 121-154). New Brunswick, NJ: Transaction Publishers.

Cooper, J. N. (2016). College athletics. Contemporary Issues for People of Color: Living, Working and Learning (pp. 45-51). Santa Barbara, CA: ABC-CLIO.

Cooper, J. N., Cavil, J. K., & Cheeks, G. (2016). Critical race theory and intercollegiate athletics at historically Black colleges and universities (HBCUs). In B. Hawkins, A. R. Francique, and J. N. Cooper (Eds.) Critical Race Theory: Black Athletic Sporting Experiences in the United States (pp. 247-278). New York, NY: Palgrave MacMillan.

Dolan, J., & Kaufman, D. (2016). Literacy Instruction as a Tool for Vibrant Civic Voice. In T. Davis & C. Wright-Maley (Eds.), Teaching for Democracty in an Age of Economic Disparity. New York, NY: Routledge.

Dougherty, S.M. (2016). Reading Between the Lines: Uncovering and understanding the unintended consequences of a middle -school literacy intervention. In M. Gottfried & G. Conchas (Eds.), When school policies backfire –what we can learn. Cambridge, MA: Harvard Education Press.

Glenn, W. J. (2016). Sport as story: Facilitating literature study in the classroom. (2016). In A. Brown, & L. Rodesiler (Eds.), Developing contemporary literacies through sports: A guide for the English classroom (pp. 2-4). Urbana, IL: National council of Teachers of English.

Grenier, R. S., & Hafsteinsson, S. B. (2016). Shut up and be quiet: The promotion of public discussion of the 2008 financial crisis in Icelandic museums. In D. E. Clover, K. Sanford, L. Bell, & K. Johnson (Eds.), Adult Education, Museums and Art Galleries: Animating Social, Cultural and Institutional Change. New York, NY: Springer

Helfand, M., Kaufman, J. C., & Beghetto, R. A. (2016). The Four-C Model of Creativity: Culture and Context. In V. P. Glaveanu (Ed.), The Palgrave Handbook of Creativity and Culture Research (pp. 15–36). New York, NY: Springer.

Kaufman, J. C. (2016). Creativity and mental illness: So many studies, so many wrong conclusions. In. J. Plucker (Eds), Creativity and Innovation: Theory, Research, and Practice (pp. 199–204). Prufrock Press.

Kaufman, J. C. (2016). Creativity and mental illness: So many studies, so many wrong conclusions. In. J. Plucker (Eds), Creativity and Innovation: Theory, Research, and Practice (pp. 199–204). Prufrock Press.

Kaufman, J. C. (2016). Foreword. In J. Baer (Ed.), Domain Specificity of Creativity (pp. vii). Elsevier.

Kaufman, J. C., & Baer, J. (2016). Creativity, reason, and cognitive development: Ten years later. In. J. C. Kaufman & J. Baer (Eds.), Creativity and reason in cognitive development. Cambridge.

Kaufman, J. C., & Yahn, L. (2016). Asking the wrong question: Why shouldn't people dislike creativity. In D. Ambrose & R. J. Sternberg (Eds.), Creative intelligence in the 21st century. Sense Publishers.

Kaufman, J. C., Beghetto, R. A., & Dilley, A. (2016). Understanding creativity in the schools. In A. A. Lipnevich, F. Preckel, & R. Roberts (Eds.), Psychosocial skills and school systems in the 21st century: Theory, research, and applications. New York, NY: Springer.

Lawless, K. A., Brown, S. W., & Boyer, M. A. (2016). Educating Students for STEM Literacy: GlobalEd 2. In R. Lansiquot (Ed.), Technology, Theory, and Practice in Interdisciplinary STEM Programs (pp. 53-82). New York, NY: Springer.

Leu, D. J., & Kinzer, C. K. (2016). New Literacies And New Literacies Within Changing Digital Environments. In M. A. Peters (Ed.). Encyclopedia of Educational Philosophy and Theory. New York, NY: Springer.

Lombardi, A., & Lalor, A. (2016). Including disability in the discourse: Extending and advancing the definition of diversity in higher education. In P. A. Pasque, N. Ortega, J. C. Burkhardt, & M. P. Ting (Eds.), Transforming understandings of diversity in higher education: Demography, democracy and discourse (pp. 148-162). Sterling, VA: National Center for Institutional Diversity - Stylus.

Mayes, R. D., Harris, P. C., & Hines, E. M. (2016). Meeting the academic and socio- emotional needs of twice exceptional African American students through group counseling. In J. L. Davis & J. L. Moore, III (Eds.), Gifted children of color around the world (pp. 19-42). Information Age Publishing.

Mayes, R. D., Harris, P. C., & Hines, E. M. (2016). Meeting the Academic and Socio- Emotional Needs of Twice Exceptional African American Students through Group Counseling. In C. W. Lewis & J. L. Moore III (Eds.), Advances in Race and Ethnicity in Education (pp. 53-69). Emerald.

Mazerolle, S. M., Lopez, R. R., & Casa, T. M. (2016). Educational Considerations for the Prevention of Sudden Death in Sport and Physical Activity. In D. J. Casa & R. L. Stearns (Eds.), Preventing Sudden Death in Sport & Physical Activity. Jones and Bartlett.

McCoach, D. E., & Yu, H. (2016). Using Individual Growth Curves to Model Reading Fluency. In K. D. Cummings & Y Petscher (Eds.),The Fluency Construct (pp. 269-308). New York, NY: Springer.

McGarry, J. E. (2016). Work-Life Interface in Sport. In G. B. Cunningham, J. S. Fink, & A. Doherty (Eds.), Handbook of Sport Management Theory. New York, NY: Routledge.

O'Connell, A., Yeomans‐Maldonado, G., & McCoach, D. E. (2016). Residual Diagnostics and Model Assessment in a Multilevel Framework: Recommendations toward Best Practice. In J. R. Harring, L. M. Stapleton, & S. N. Beretvas (Eds.), Advances in Multilevel Modeling for Educational Research. Information Age Publishing.

O'Neil, J. M. (2016). A new understranding of man's best friend: A proposed contextual model for the exploration of the human-animal bond. In. C. Blazina & L. R. Kogan (Eds.), Men and Their Dogs : A new understanding of man's best friend (pp. 47-71). New York, NY: Springer.

O'Neil, J. M. (2016). Gender role conflict theory, research, and practice: Implications for understanding the human-animal bond. In. C. Blazina & L. R. Kogan (Eds.), Men and Their Dogs : A new understanding of man's best friend (pp. 11-45). New York, NY: Springer.

Rogers, H. J., & Swaminathan, H. (2016). Differential Item Functioning: Past, Present, and Future. In C. S. Wells & M. Faulkner-Bond (Eds.), Educational Measurement: From Foundations to Future (pp. 126-142). Guilford Press.

Root, M. M., Bray, M. A., Maykel, C., & Kehle, T. J. (2016). Mental health behavior and personalized vaccine treatments for ovarian cancer prevention: Multiple single subject studies. Research Methods Cases. CA: Sage.

Sanetti, L. M., & Collier-Meek, M. A. (2016). Treatment Integrity: Evidence-Based Interventions in Applied Settings. In L. Theodore (Ed.), Handbook of applied interventions for children and adolescents. New York: Springer Publishing Company.

Sanetti, L. M., Collier-Meek, M. A., & Fallon, L. M. (2016). Fidelity with Flexibility: Treatment Acceptability and Individualized Adaptations of Evidence-Supported Treatments. In S. Maltzman (Ed), The Oxford Handbook of Treatment Process and Outcomes in Psychology (pp. 289-308). Oxford University Press.

Siegle, D., & Langley, S. D. (2016). Promoting optional mindsets among gifted children. In M. Neihart, S. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know? (pp. 269-280). Waco, TX: Prufrock Press.

Slota, S. T., & Young, M. F. (2016). Stories, Games, and Learning through Play: The Affordances of Game. (pp. 294-319). In R. Zheng & M. K. Gardner (Eds.), Handbook of Research on Serious Games for Educational Applications. Hershey, PA: IGI Global.

Swaminathan, H., & Rogers, H. J. (2016). Normal-Ogive Multidimensional Models. In W. J. van der Linden & R. K. Hambleton (Eds.), Handbook of Modern Item Response Theory (2nd ed., pp. 167-187). New York, NY: Springer.

Sykes, G., & Wilson, S. M. (2016). Can policy (re)form instruction? In G. Sykes & S. M. Wilson (Eds.), Handbook of Research on Teaching (pp. 851-916). American Educational Research Association.

Thompson, D. R., Kersaint, G., Vorster, H., Webb, L., & Van der Walt, & Marthie S. (2016). Addressing Multi-language Diversity in Mathematics Teacher Education Programs. In R. Barwell, J. Moschkovich, N. Planas, M. Kazima, & M. Phakeng (Eds.), Mathematics Education and Language Diversity (pp. 121–139). New York, NY: Springer.

Wester, K. L., & Hines, E. M. (2016). Ethical considerations in the practice of research. In C. J. Shepris, M. H. Daniels, J. S. Young, & M. H. Daniels (Eds.), Counseling research: quantitative, qualitative, and mixed methods (pp. 16-29). New York City, New York: Pearson.

Woulfin, S. L., & Gabriel, R. (2016). Learning to Partner: Implementation of a Partnership to Reform High School English Instruction. In K. Gonzalez & R. Frumkin (Eds.), Handbook of Research on Effective Communication in Culturally Diverse Classrooms. IGI Global.

Yahn, L. M., & Kaufman, J. C. (2016). Asking the Wrong Question. In D. Ambrose & R. J. Sternberg (Eds.), Creative Intelligence in the 21st Century (pp. 75-87). New York, NY: Springer.

Journal Articles

Abramo, J. M. (2016). #MarchOnRome: Of alterity, (social) media, and marching bands. Action, Criticism, and Theory in Music Education.

Abramo, J. M. (2016). Four notions on the qualities of cooperating music teachers. (no. 2, vol. 117, pp. 117-129). Arts Education Policy Review. 10.1080/10632913.2015.1051257

Abramo, J. M. (2016). The development of “core practices” in music teacher education methods courses. (vol. 27, pp. 1-24). Visions of Research in Music Education.

Anagnostopoulos, D. O., Lingard, B., & Sellar, S. (2016). Argumentation in Educational Policy Disputes: Competing Visions of Quality and Equity. Theory into Practice (no. 4, vol. 55, pp. 342-351).

Ashford, S. N., Lanehart, R. E., Kersaint, G., Lee, R. S., & Kromrey, J. D. (2016). STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking. Journal of Science Education and Technology (no. 6, vol. 25, pp. 961-975). Springer Nature. http://dx.doi.org/10.1007/s10956-016-9654-0 10.1007/s10956-016-9654-0

Avitia, M., Choi, D., Hatcher, C., Knupp, T., & Bray, M. (2016). ADHD vs. Learning Disorders. Journal of Psychoeducational Assessment.

Back, M. P. (2016). Epistemics and Expertise in Peer Tutoring Interactions: Co-Constructing Knowledge of Spanish. (no. 2, vol. 100, pp. 508-521). The Modern Language Journal. http://dx.doi.org/10.1111/modl.12334 10.1111/modl.12334

Back, M. P. (2016). Symbolic Competence in Interaction: Mutuality, Memory, and Resistance in a Peer Tutoring Context. (no. 3, vol. 8). L2 Journal.

Beghetto, R. A. (2016). CODA: Creative Contradictions: Common Themes, Unique Insights, and Future Directions. (vol. 1, pp. 349). Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives.

Beghetto, R. A. (2016). Creative Learning: A Fresh Look. Journal of Cognitive Education and Psychology.

Beghetto, R. A. (2016). Creative openings in the social interactions of teaching. Creativity: Theories-Research-Applications (vol. 3, pp. 261 - 273).

Beghetto, R. A. (2016). Creative Openings in the Social Interactions of Teaching. (no. 2, vol. 3). Creativity. Theories – Research - Applications. http://dx.doi.org/10.1515/ctra-2016- 0017 10.1515/ctra-2016-0017

Beghetto, R. A., & Dilley, A. E. (2016). Creative Aspirations or Pipe Dreams? Toward Understanding Creative Mortification in Children and Adolescents. (151 ed., vol. 2016, pp. 85-95). New Directions for Child and Adolescent Development. http://dx.doi.org/10.1002/cad.20150 10.1002/cad.20150

Bostiga, S., Cantin, M., Fontana, C., & Casa, T. M. (2016). Moving math in the write direction. (9 ed., vol. 22, pp. 546-554). Teaching Children Mathematics.

Bray, M. A., & Kehle, T. J. (2016). Exploring the nature of compensation strategies in individuals with dyslexia: A research brief. Research Methods Cases.

Bray, M. A., & Maykel, C. (2016). Mind Body Health in the School Environment. (no. 1, vol. 4, pp. 3–4). The International Journal of School and Educational Psychology. http://www.tandfonline.com/doi/full/10.1080/21683603.2016.1130528

Breaux, K., Avitia, M., Koriakin, T., Bray, M., DeBiase, E., Courville, C., Pan, X., Witholt, T., & Grossman, S. (2016). Patterns of strengths and weaknesses (PSW) WISC-V, DAS-II, and KABC-II and their relationship to students’ errors in reading, writing, and spelling. Journal of Psychoeducational Assessment.DOI: 10.1177/0734282916669657

Breaux, K., Bray, M. A., Root, M., & Kaufman, A. S. (2016). Introduction to special issue and to KTEA-3 error analysis. Journal of Psychoeducational Assessment.

Briesch, A., Chafouleas, S. M., & Johnson, A. (2016). Use of generalizability theory within K-12 school-based assessment: A critical review and analysis of the empirical literature. Applied Measurement in Education. DOI:10.1080/08957347.2016.1138955

Brigandi, C., Siegle, D., Weiner, J. M., Gubbins, E. J., & Little, C. A. (2016). Gifted secondary school students: The perceived relationship between enrichment and goal valuation. Journal for the Education of the Gifted (no. 4, vol. 39, pp. 263-287). 0.1177/0162353216671837

Bubela, D. J., Fidler, J., McLaughlin, P., Scarneo, S., Distefano, L., McGarry, J., & Evanovich, J. (2016). An Exploration of the Relationship of Body Mass Index with Motor Performance Measures and Quality of Life in Urban Youth. J Child Obesity, Pediatric Exercise Science (20 ed., vol. 1).

Campbell, D. T., Schwarz, C., & Windschitl, M. (2016). What we call misconceptions may be necessary stepping-stones on a path towards making sense of the world. (no. 7, vol. 53, pp. 28-33). Science & Children.

Casa, T. M. (2016). It’s the right time to start writing! (no. 5, vol. 22, pp. 269-271). Teaching Children Mathematics.

Casa, T. M. (2016). News&Views: The Right Time to Start Writing. (no. 5, vol. 22, pp. 269). Teaching Children Mathematics. http://dx.doi.org/10.5951/teacchilmath.22.5.0269 10.5951/teacchilmath.22.5.0269

Casa, T. M., Firmender, J., Gavin, M. K., & Carroll, S. R. (2016). Kindergarteners’ achievement on geometry and measurement units that incorporate a gifted education approach. Gifted Child Quarterly (no. 1, vol. 61, pp. 52-72).

Castillo-Montoya, M. I. (2016). Preparing for interview research: The interview protocol refinement framework. (no. 5, vol. 21, pp. 811–831). The Qualitative Report.

Chafouleas, S. M., & Polifroni, E. C. (2016). Integrated learning and health: A call for increasing coordination efforts. International Journal of School and Educational Psychology. DOI: 10.1080/21683603.2016.1130586

Chafouleas, S. M., Johnson, A., Overstreet, S., & Santos, N. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health. DOI 10.1007/s12310-015-9166-8

Choi, D., Hatcher, C., Langley, S., Liu, X., Bray, M., Courville, T., O’Brien, R., & DeBiase, E. (2016). What do children’s phonological processing errors tell us about their skills in reading, writing, and oral language? Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669018

Collier-Meek, M. A., Sanetti, L. M., & Boyle, A. M. (2016). Providing Feasible Implementation Support: Direct Training and Implementation Planning in Consultation. School Psychology Forum (no. 1, vol. 10).

Cooper, J. N. (2016). ‘Focus on the bigger picture:’ An anti-deficit achievement examination of black male scholar athletes in science and engineering at a historically white university (HWU). (no. 2, vol. 1, pp. 109-124). Whiteness and Education. http://dx.doi.org/10.1080/23793406.2016.1272627 10.1080/23793406.2016.1272627

Cooper, J. N., & Hall, J. (2016). Understanding Black Male Student Athletes’ Experiences at a Historically Black College/University. (no. 1, vol. 10, pp. 46-63). Journal of Mixed Methods Research. http://dx.doi.org/10.1177/1558689814558451 10.1177/1558689814558451

Cooper, J. N., & Hawkins, B. (2016). An anti-deficit perspective on black male student athletes’ educational experiences at a historically black college/university. (no. 5, vol. 19, pp. 950-979). Race Ethnicity and Education. http://dx.doi.org/10.1080/13613324.2014.946491 10.1080/13613324.2014.946491

Cooper, J. N., Cooper, J. E., & Baker, A. R. (2016). An Anti-deficit Perspective on Black Female Scholar-Athletes’ Achievement Experiences at a Division I Historically White Institution (HWI). (no. 2, vol. 10, pp. 109-131). Journal for the Study of Sports and Athletes in Education. http://dx.doi.org/10.1080/19357397.2016.1218647 10.1080/19357397.2016.1218647

Cotter, K. N., Pretz, J. E., & Kaufman, J. C. (2016). Applicant extracurricular involvement predicts creativity better than traditional admissions factors. (no. 1, vol. 10, pp. 2). Psychology of Aesthetics, Creativity, and the Arts.

Coyne, M. D., Cook, B., & Therrien, W. (2016). Recommendations for replication research in special education: A framework of systematic, conceptual replications. Remedial & Special Education (vol. 37, pp. 244-253). 10.1177/0741932516648463

Coyne, M. D., Oldham, A., Leonard, K., Burns, D., & Gage, N. (2016). Delving into the details: Implementing multitiered K–3 reading supports in high-priority schools. New Directions for Child and Adolescent Development (vol. 154, pp. 67–85.). 10.1002/cad.20175

Cross, K., Langley, S., Root, M., Gelbar, N., Bray, M., Luria, S., Choi, D., Kaufman, J., Courville, T., & Pan, X., (2016). Beyond the Mask: Analysis of error patterns on the KTEA-3 for students with giftedness and learning disabilities. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669910

Cuticelli, M., Collier-Meek, M., & Coyne, M. D. (2016). Increasing the Quality of Tier 1 Reading Instruction: Using Performance Feedback to Increase Opportunities to Respond During Implementation of a Core Reading Program. (no. 1, vol. 53, pp. 89–105). Psychology in the Schools.

Del Campo, M. A., & Kehle, T. J. (2016). Autonomous Sensory Meridian Response and Frission: Mindfulness Induced Sensory Phenomena that Promotes Happiness. (no. 2, vol. 4). International Journal of School & Educational Psychology (pp. 99-105).

Dobbs, C. L., & Kearns, D. M. (2016). Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. (no. 9, vol. 29, pp. 1817-1843). Reading and Writing. http://dx.doi.org/10.1007/s11145-016-9654-8 10.1007/s11145-016-9654-8

Donaldson, M. (2016). Focus, Feedback, and Fear: New Teacher Evaluation Systems at a Crossroads. Educational Leadership (no. 8, vol. 73).

Donaldson, M., Woulfin, S. L., LeChasseur, K., & Cobb, C. D. (2016). Teachers' learning in the context of evaluation. (no. 2, vol. 49, pp. 183-201). Equity and Excellence in Education.

Dostal, H., & Gabriel, R. (2016). Discipline-specific practices empower content-area teachers. Journal of Staff Development: The Learning Forward Journal.

Dostal, H., & Gabriel, R. (2016). Leading literacy learning in the content areas: 3 questions for integration literacy. Journal of Staff Development.

Dostal, H., & Wolbers, K. (2016). Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study. Deafness & Education International.

Dougherty, S. M., & Lombardi, A. (2016). From Vocational Education to Career Readiness: The Ongoing Work of Linking Education and the Labor Force. (no. 1, vol. 40, pp. 326- 355). Review of Research in Education.

Edmondson, A., Higgins, M., Singer, S., & Weiner, J. M. (2016). Understanding psychological safety in healthcare and education organizations: A comparative perspective. Research in Human Development (no. 1, vol. 13, pp. 65-83).

Esmaili Zaghi, A., Reis, S. M., Renzulli, J. S., & Kaufman, J. C. (2016). Exploring the Creativity Potential of ADHD Students in Engineering Programs. Gifted and Talented International.

Fallon, L. M., & Feinberg, A. B. (2016). Implementing a Tier 2 behavioral intervention in a therapeutic alternative high school program. (pp. 1–9). Preventing School Failure: Alternative Education for Children and Youth. 10.1080/1045988X.2016.1254083

Fallon, L. M., Collier-Meek, M. A., Sanetti, L. M., Feinberg, A. B., & Kratochwill, T. R. (2016). Implementation Planning to Promote Parents’ Treatment Integrity of Behavioral Interventions for Children with Autism. (no. 1, vol. 26, pp. 87–109). Journal of Educational and Psychological Consultation. 10.1080/10474412.2015.1039124

Fearnbach, S. N., Masterson, T. D., Schlechter, H. A., Loken, E. O., Downs, D. S., Thivel, D., & Keller, K. L. (2016). Perceived Exertion During Exercise is Associated with Children’s Energy Intake. Medicine and Science in Sports and Exercise.

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