2022 Books

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

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

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

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

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

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

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

2022 Book Chapters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2022 Journal Articles

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

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

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

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

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

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

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

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

Back, M. P., Joseph, R., McCormick, A., & Picorelli, H. (2022). Homestay families as a resource for pre- service teachers during study abroad. Teaching and Teacher Education. 119, 103849. https://doi.org/10.1016/j.tate.2022.103849

Back, M. P., Zavala, V., & Franco, R. (2022). “Siempre adistanciados:” Ideology, equity, and access in Peruvian emergency distance education for Spanish as a second language. Calico, 39(1), 79–102. https://doi.org/10.1558/cj.19665

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

Bellara, A. P., & McCoach, D. E. (2022). Lean on me: Teaching together from a distance. New Horizons in Adult Education and Human Resource Development, 34(3), 17–27. https://doi.org/10.1002/nha3.20359

Bellara, A. P., Montrosse-Moorhead, B., Casa, T. M., Gubbins, E. J., & Hayden, S. M. (2022). Making Research-Practice Partnerships Work for you: What Might Researchers Want you to Know.
National Association of Secondary School Principals Bulletin (NASSP), 106(3), 264–276. https://doi.org/10.1177/01926365221120395

Bernard, C. (2022). Editorial volume 40: Frankly speaking. Visions of Research in Music Education, 40(1), 1–6. https://opencommons.uconn.edu/vrme/vol40/iss1/1

Blanca, V., Nienhusser, H. Kenny, & Saavedra Carquin, M. (2022). “When I Would Hurt”: Undocumented Students’ Responses to Obstacles Faced during the College Choice Process. The Educational Forum, 86(3), 237–252. https://doi.org/10.1080/00131725.2021.2020944

Bray, M.A. & Dale, B.A. (2022). Integrating evaluation data to enhance treatment planning for students with ASD. Psychology in the Schools, 60(2), 279–281. https://doi.org/10.1002/pits.22813

Brauer, K., Sendatzki, R., Kaufman, J. C., & Proyer, R. T. (2022). Counting the muses in German speakers—Evaluation of the German-language translation of the Kaufman Domains of Creativity

Scales (K-DOCS).Psychological Test Adaptation and Development, 3(1), 70–84. https://doi.org/10.1027/2698-1866/a000024

Brodersen, A. V., Hemmler, V. L., Callahan, C. M., & McCoach, D. B. (2022). Concordance of Gifted Education Policy and Practices at the State, District, and Local Levels. Gifted Education International, 39(3), 337–377. https://doi.org/10.1177/02614294221129928

Cadenas GA, Nienhusser K., Sosa R., & Moreno O. (2022). Immigrant students' mental health and intent to persist in college: The role of undocufriendly campus climate. Cultural Diversity & Ethnic Minority Psychology. Epub ahead of print. PMID: 36074583. https://doi.org/10.1037/cdp0000564

Caemmerer, J., & Hajovsky, D. B. (2022). Reciprocal relations between children’s social and academic skills throughout elementary school. Journal of Psychoeducational Assessment, 40(6), 761–776. https://doi.org/10.1177/07342829221097186

Caemmerer, J. (2022). The sexes do not differ in general intelligence, but do in some specifics.
Intelligence, 92, 101651. https://doi.org/10.1016/j.intell.2022.101651

Casa, T. M., Gilson, C., Bruce-Davis, M. N., Gubbins, E. J., Hayden, S. M., & Canavan, E. J. (2022).
Maximizing the potential of mathematical writing prompts. Mathematics Teacher: Learning and Teaching Prek-12. 8(15). 538–550. DOI: https://doi.org/10.5951/MTLT.2021.0287

Castillo-Montoya, M., Hunter, T., Moore, W. C., & Sulé, T. (2022). Why the caged bird sings in the academy: A decolonial collaborative autoethnography of African American and Puerto Rican faculty and staff in higher education. Journal of Diversity in Higher Education, 15(5), 668–680. https://doi.org/10.1037/dhe0000395

Chafouleas, S. M., Cintron, D., McCoach, D. E., Briesch, A., & Koriakin, T. (2022). Exploring Factors Associated with District Approaches to Identifying and Supporting Student Social, Emotional, and Behavioral Needs. Leadership and Policy in Schools. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2022.2099904

Chakrin, J., & Campbell, D. T. (2022). Preservice science teachers’ epistemological framing in their early teaching. Journal of Learning Sciences, 31(4-5), 545–593. https://doi.org/10.1080/10508406.2022.2105649

Chen, C. (2022). Internationalization for whom and for what? Ethical questions for sport management programs in Global North universities. Quest, 74(3), 299–318. https://doi.org/10.1080/00336297.2022.2100266

Chen, C. (2022). Naming the ghost of capitalism in sport management. European Sport Management Quarterly, 22(5), 663–684. https://doi.org/10.1080/16184742.2022.2046123

Chen, C., & Mason, D. (2022). When two worlds collide: The unsettling experiences of non-Indigenous volunteers at 2017 World Indigenous Nations Games. Leisure/Loisir, 46(1), 69–95. https://doi.org/10.1080/14927713.2021.1945944

Cho, Y., Grenier, R. and Williams, P. (2022), "Introduction: innovation in qualitative research in HRD", European Journal of Training and Development, 46(7/8), 685–692. https://doi.org/10.1108/EJTD- 05-2022-0058

Cintron, D. W., Loken, E. O., & McCoach, D. E. (2022). A cautionary note about having the right mixture model but classifying the wrong people. Multivariate Behavioral Research. Multivariate Behavioral Research, 58(4), 675–686. https://doi.org/10.1080/00273171.2022.2082913

Clemens, K., Borowski, L., Donovan, M., Meyer, K., Dooley, K., & Simonsen, B. (2022). Proactively Pivot: Guidance on Adapting the PBIS Framework in Response to Crises to Support Students With Disabilities. TEACHING Exceptional Children, 55(1), 40–47. https://doi.org/10.1177/00400599211038377

Coleman-King, C., Brown, T., Haynes-Thoby, L., & Dowie-Chin, T. (2022). Dreaming beyond boundaries: Reimagining the role of Black mothers in culturally sustaining pedagogy. Voices in Urban Education, 50(2), 118–127. https://doi.org/10.33682/evdz-29sn

Coleman-King, C., Brown, T., Haynes-Thoby, L., & Dowie-Chin, T. (2022). Reclaiming Our Time: Black Mothers Cultivating the Homeplace During Times of Crisis. Journal of Social Issues. https://doi.org/10.1111/josi.12570

Conner, C., Allor, J. H., Stewart, J., Kearns, D. M., & Gillespie Rouse, A. (2022). A synthesis of reading comprehension interventions and measures for students with autism spectrum disorder and intensive support need. Review Journal of Autism and Developmental Disorders. https://link.springer.com/article/10.1007/s40489-022-00321-x

Crocco, O., Grenier, R., & Kemp, D. (2022). Apart, But Together: Voices of Women Academics Working from Home. New Horizons in Adult Education and Human Resource Development, 34(3), 1–4. https://doi.org/10.1002/nha3.20365

Crothers, L., Steeves, T., Drischler, B., Kolbert, J., Schmitt, A., Hughes, T., Wadsworth, J., Fidazzo, A., Lipinski, J., & Bray, M.A. (2022). The Relationship between Workplace Bullying and Job Satisfaction among School Psychology Trainers. School Psychology Training and Pedagogy, 39(1), 1–10. https://www.researchgate.net/publication/363644290_The_Relationship_Between_Workplace_B ullying_and_Job_Satisfaction_Among_School_Psychology_Trainers

Cyr, D., Weiner, J. M., & Woulfin, S. L. (2022). Logics and the orbit of parent engagement. School Community Journal. School Community Journal, 32(1), 9–38. https://files.eric.ed.gov/fulltext/EJ1347528.pdf

Dale, B.A., & Bray, M.A. (2022). Collaborative approaches to autism spectrum disorder assessment. Psychology in the Schools, 59(7), 1263–1266. http://doi.org/10.1002/pits.22727

Dale, B. A., Caemmerer, J., Winter, E. L., & Kaufman, A. S. (2022). Bayley-4 performance of very young children with autism, developmental delay, and language impairment. Psychology in the Schools, 59(7), 1267–1281. https://doi.org/10.1002/pits.22682

deLeyer-Tiarks, J. M., Li, M. G., Levine-Schmitt, M., Andrade, B., Bray, M. A., & Peters, E. (2022). Advancing autism technology. Psychology in the Schools, 60, 495–506. https://doi.org/10.1002/pits.22802

Dorl, J., Casa, T. M., & LaBella, E. (2022). Developing young students’ expressive mathematical language. Young Children, 77(3), 32–41. https://www.proquest.com/openview/ef8e3e7b49d4944546210f4fff4e512c/1?pq- origsite=gscholar&cbl=27755

Dukes, III, L. L., Lalor, A., Gelbar, N., Madaus, J. W., & Tarconish, E. (2022). A job analysis of accessibility services administrators in higher education. Journal of Postsecondary Education and Disability, 35(3), 247–259. https://www.ahead.org/professional- resources/publications/jped/archived-jped/jped-volume-35/jped-volume-35-issue-3/jped- volume-35-issue-3-table-of-contents

Eckes, S. E. & Green III, P. R. (2022). The U.S. Supreme Court paves pathway to attend publicly funded religious schools: The potential for discriminatory practices. Religion and Education, 49(4), 374–
90. https://doi.org/10.1080/15507394.2022.2127629

Edwards, A. A., Steacy, L. M., Siegelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance. Journal of Educational Psychology, 114(6), 1242–1256. https://doi.org/10.1037/edu0000696

Everett, S. (2022). Looking Back and Learning Forward: Cultivating Robust Literacy Instruction and Joy among Black Elementary Boys. Language Arts, 99(5), 313–325. https://www.proquest.com/openview/3d5698405542c1ea966ec09f8130b638/1.pdf?pq- origsite=gscholar&cbl=41436

Francois, C. & Weiner, J. M. (2022). Internal, Moral, and Market Accountability: Leading Urban Schools During the Covid-19 Pandemic. Urban Education, 0(0). https://doi.org/10.1177/00420859221097019

Freidenfelds, N., Cisneros, L. M., Cabaniss, A., Colby, R., Meadows-McDonnell, M., Campbell, D. T., Arnold, C., Chadwick, C., Dickson, D., Moss, D. M., Simmons, J., Singh, A., & Volin, J. C. (2022). Pivoting during a pandemic: Transforming in-person environmental STEM field programs into immersive, experiential distance learning. Connected Science Learning, 4(2). https://www.nsta.org/connected-science-learning/connected-science-learning-march-april- 2022/pivoting-during-pandemic

Freidus, A., & Turner, E. O. (2022). Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates. Educational Evaluation and Policy Analysis, 45(3), 437–463. https://doi.org/10.3102/01623737221121802

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2021 Books

2021 Book Chapters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2021 Journal Articles

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

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

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

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

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

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

Back, M. P. (2021). Advocating as teacher candidates: The world language advocacy project. CT COLT World Language News Exchange, (4-5). https://drive.google.com/file/d/1vjnZEDWK6JY8cvKHivCqLCL2g2M7kzBQ/view

Back, M. P., Kaufman, D., & Moss, D. M. (2021). Enhancing orientation to cultural difference: The role of reentry work for teacher candidates studying abroad. Journal of Research in Childhood Education, 2(35), 1-14. https://doi.org/10.1080/02568543.2021.1880999

Banerjee, M., Lalor, A., Madaus, J. W., & Brinckerhoff, L. (2021). Perspectives on disability documentation guidelines. Learning Disabilities: A Multidisciplinary Journal, 26(2). https://doi.org/10.18666/LDMJ-2021-V26-I2-10860

Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students' creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342-349. https://doi.org/10.1037/a0022834

Belser, C. T., & Prescod, D. (2021). Conceptualizing COVID-19 career concerns using bioecological systems: Implications for career practice. Career Development Quarterly, 69(4), 355-370. https://doi.org/10.1002/cdq.12279

Benedek, M., Karstendiek, M., Ceh, S. M., Grabner, R. H., Krammer, G., Lebuda, I., Silvia, P., Cotter, K. N., Li, Y., Hu, W., Martskvishvili, K., & Kaufman, J. C. Creativity myths: Prevalence and correlates of misconceptions on creativity. Personality and Individual Differences. 182, 111068. https://psycnet.apa.org/doi/10.1016/j.paid.2021.111068

Bernard, C., Abramo, J. M., & Howard, E. (2021). Reaching English-language learners in the music classroom. Teaching Music, 29(1), 18-22. http://digitaleditions.walsworthprintgroup.com/publication/?m=61045&i=717018&p=1&ver=ht ml5

Bernard, C., & Abramo, J. M. {2021}. "But that doesn't work in music!": A guide for productive dialogue in teacher evaluation. Teaching Music, 28(4), 44-45.

Bernard, C. {2021}. "It depends:" From narration sickness to wide awake action in music education. Action, Criticism, and Theory in Music Education, 20(1), 53-84. https://doi.org/10.22176/act20.1.53

Brandon, L., Reis Renzulli, S., & McCoach, D. B. (2021). Jack Kent Cook scholars program. International Journal of Giftedness, Creativity, and Talent Development, 9(1&2), 107-121. http://www.ijtdc.net/index.php/e-copies/ijtdc-9-2021-2

Brandon, L., Reis Renzulli, S., & McGuire, C. (2021). Perceptions of talented university students related to opportunities and autonomy for creative productivity. Gifted Education International, 37(3), 217-240. https://doi.org/10.1177/0261429421994335

Brann, K., Daniels, B., Chafouleas, S. M., & Diorio, C. (2021). Usability of social, emotional, and behavioral assessments in schools: A systematic review from 2009 to 2019. School Psychology Review, 51(1), 6-24. https://doi.org/10.1080/2372966X.2020.1836518

Briesch, A., Chafouleas, S. M., Iovino, E., Abdulkerim, N., Sherod, R., Oakes, W., Lane, K., Common, E., Royer, D., & Buckman, M. (2021). Exploring directions for professional learning to enhance behavior screening within a comprehensive, integrated three-tiered model of prevention. Journal of Positive Behavior Interventions. https://doi.org/10.1177/10983007211050424

Briesch, A., Chafouleas, S. M., Dineen, J. N., McCoach, D. B., & Donaldson, A. (2021). School building administrator reports of screening practices across academic, behavioral, and health domains. Journal of Positive Behavior Interventions. https://doi.org/10.1177/10983007211003335

Brown, A. W., Aslibekyan, S., Bier, D., Ferreira da Silva, Rafael, Hoover, A., Klurfeld, D. M., Loken, E. O., Mayo-Wilson, E., Menachemi, N., Pavela, G., & others (2021). Toward more rigorous and informative nutritional epidemiology: The rational space between dismissal and defense of the status quo. Critical Reviews in Food Science and Nutrition. 1-18. https://doi.org/10.1080/10408398.2021.1985427

Burgess, D., Prescod, D., Bryan, J., Chatters, S., Patterson, A., & List, A. (2021). Raising youth critical consciousness: Exploring critical race pedagogy as a framework for anti-racist programming. Journal of School Counseling, 19(34), 1-34. http://www.jsc.montana.edu/articles/v19n34.pdf

Campbell-Montalvo, R., Campbell, D. T., Park, B.-Y., Arnold, C., Volin, J. C., Chrysochoou, M., & Diplock, P. (2021). Implementing environmental sustainability-focused service learning (E- Corps): Program, university, and community contexts. Journal of STEM Outreach, 4(1). DOI: https://doi.org/10.15695/jstem/v4i1.12

Campbell, D. T., & Lee, O. (2021). Instructional materials designed for a framework for K-12 science education and the next generation science standards: An introduction to the special issue. Journal of Science Teacher Education, 32(7), 727-734. https://doi.org/10.1080/1046560X.2021.1975359

Campbell, D. T., Rodriguez, L., Moss, D. M., Volin, J. C., Arnold, C., Cisneros, L. M., Chadwick, C., Dickson, D., Rubenstein, J., & Abebe, B. (2021). Intergenerational community conservation projects, STEM identity authoring, and positioning: the cases of two intergenerational teams. International Journal of Science Education, Part B: Communication and Public Engagement, 11(2), 174-190. https://doi.org/10.1080/21548455.2021.1923081

Campbell, D. T., Lee, H., Longhurst, M., McKenna, T. J., Coster, D., & Lundgren, L. (2021). Next generation science classrooms: The development of a questionnaire for examining student experiences in science classrooms. School Science and Mathematics, 121(2), 96-109. https://doi.org/10.1111/ssm.12449

Casa, T. M., Schaaf, S. R., & Ambrogio, E. L. {2021}. Making things 'write:' Supporting mathematically promising students. Teaching for High Potential, (vol. November, 6-9). http://www.nagc.org/resources-publications/nagc-publications/teaching-high-potential/thp- november-2021

Castillo-Montoya, M. I., Zastoupil, G., & Newton, A. (2021). Developing Latinx students' critical consciousness in a sport-based critical service-learning course. Michigan Journal of Community Service Learning, (vol. Winter). https://eric.ed.gov/?id=EJ1314898

Castillo-Montoya, M. I., & Taylor, K. B. (2021). Researching complex collegiate learning: A critical and integrative approach to classroom observation. International Journal of Qualitative Studies in Education, 1-17 https://doi.org/10.1080/09518398.2021.2003891

Castillo-Montoya, M. I. (2021). Transformational practices supporting first-generation college students as academic learners: findings from a systematic literature review. Journal of First- Generation Student Success, 1(1) 20-31. https://doi.org/10.1080/26906015.2021.1890948

Castillo-Montoya, M. I., & Ives, J. {2021}. Instructors' conceptions of minoritized college students' prior knowledge and their related teaching practices. Journal of Higher Education, 92(5) 735- 759. https://doi.org/10.1080/00221546.2020.1870850

Chafouleas, S. M., Pickens, I., & Gherardi, S. (2021). Adverse Childhood Experiences (ACES): Translation into action in K12 education settings. School Mental Health. 13, 213-224. https://doi.org/10.1007/s12310-021-09427-9

Chafouleas, S. M., & Iovino, E. (2021). Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities. School Psychology, 36(5), 358-366. https://doi.org/10.1037/spq0000426

Chafouleas, S. M., & Iovino, E. (2021). Engaging a whole child, school, and community lens in positive education to advance equity in schools. Frontiers in Psychology, 12:758788. https://doi.org/10.3389/fpsyg.2021.758788

Charbonneau, S., Tiarks, J., Caterino, L., & Bray, M.A. (2021). A meta-analysis of interventions for students that are refugees or immigrants. Journal of Prevention and Intervention in the Community. 50(4), 434-449. https://doi.org/10.1080/10852352.2021.1935190

Chen, C. {2021). How useful is 'racial justice'? deliberating 'racial justice' enunciations in sport. European Journal of Sport and Society, 18(3), 192-207. http://dx.doi.org/10.1080/16138171.2021.1947615

Choi, B. & Young, M. F., (2021) TPACK-L: teachers' pedagogical design thinking for the wise integration of technology, Technology, Pedagogy and Education, 30(2), 217-234, https://doi.org/10.1080/1475939X.2021.1906312

Cintron, D., & Montrosse-Moorhead, B. (2021). Integrating big data into evaluation: R code for topic identification and modeling. American Journal of Evaluation. https://doi.org/10.1177%2F10982140211031640

Cisneros, L. M., Simmons, J., Campbell, D. T., Arnold, C., Chadwick, C., Dickson, D., Freidenfelds, N., Moss, D. M., & Volin, J. C. (2021). Program design principles to support teen-adult community conservation efforts. Frontiers in Education, 7, 674667. https://doi.org/10.3389/feduc.2021.674667

Clemens, K., Barowski, L., Donovan, M., Meyer, K., Dooley, K., & Simonsen-Gaines, B. M. (2021). Proactively pivot: Guidance on adapting the PBIS framework in response to crises to support students with disabilities. TEACHING Exceptional Children. https://doi.org/10.1177/00400599211038377

Coleman, A., O'Neil, J.M., Lemmons, B. P., Caldwell, C.H., Rollins, L., Ferris, A.M. (2021). Predictors of father-son closeness among African American and Caribbean Black adolescents. PHYLON - The Clark Atlanta University Review of Race and Culture. 58(1-2), 3- 19. https://www.jstor.org/stable/27101391

Collier-Meek, M., Sanetti, L. M., Gould, K., & Pereira, B. (2021). An exploratory comparison of three treatment fidelity assessment methods: Time sampling, event recording, and post-observation rating scale. Journal of Educational and Psychological Consultation, 31, 334-359. https://doi.org/10.1080/10474412.2020.1777874

Collier-Meek, M., Sanetti, L. M., Gould, K., & Pereira, B. (2021). Using the performance diagnostic checklist to evaluate and promote paraeducators' intervention fidelity. Journal of School Psychology. 86, 1-14. https://doi.org/10.1016/j.jsp.2021.02.005

Connery, C., & Weiner, J. M. (2021). Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective. Teaching and Teacher Education, 98, 103232. https://doi.org/10.1016/j.tate.2020.103232

Connolly, K., Babbin, M., McKee, S., McGinn, K., Cohen, J., Chafouleas, S. M., & Schwartz, M. B. (2021). Dedication, innovation, and collaboration: A mixed-methods analysis of school meals in Connecticut during COVID-19. Journal of Agriculture, Food Systems, and Community Development. 10(2), 11-27. https://doi.org/10.5304/jafscd.2021.102.020

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2020 Books

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

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

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

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

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

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

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

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

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

Book Chapters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Journal Articles

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Other

Technical Publications/Briefs/White Papers/Task Force Reports

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Book Cover Image

2020 Book Chapters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Journal Articles

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Other

Technical Publications/Briefs/White Papers/Task Force Reports

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Book Cover Image

2020 Journal Articles

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Other

Technical Publications/Briefs/White Papers/Task Force Reports

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Book Cover Image

2019 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# 

2019 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. 181–200). 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&# 

2019 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), 1–11. 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), 143–149. 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, 1–21. 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), 1–5. 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), 64–68. 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), 67–77. 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. 1–11. 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) 5–26. http://www.celt.muohio.edu/ject/issue.php?v=30&n=1 

McGarry, J. E., Evanovich, J. M., Ebron, K., Cho, J., & Arinze, N. (2019). Power and politics: A case study in community sport partnerships. Case Studies in Sport Management, 8(1), 50–51. https://doi.org/10.1123/cssm.2018-0031 

McCready, A. (2019). Fraternity chapter masculine norm climates as predictors of social dominance hazing motivations. Journal of Student Affairs Research and Practice, 0(0) ,1–14. 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), 478–490. 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 

Monahan, J., Lombardi, A., Madaus, J., Carlson, S., Freeman, J. & Gelbar, N. (2019). A systematic literature review of college and career readiness frameworks for students with disabilities. Journal of Disability Policy Studies, 0(0), 1–10. https://doi.org/10.1177/1044207320906816 

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), 134–145. https://doi.org/10.1016/j.ecresq.2019.02.006 

Nagle, B., Howarth, J., Short, J., Kastel, D., Wilson, S. U., Willcox, M., McPherson, A., Montrosse-Moorhead, B., Hariani, M., & Holmes, J. Developing an NGSS-aligned educative middle school ecosystems curriculum unit, 1–19. https://sepuplhs.org/pdfs/NARST_2016.pdf 

Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals, 42(1) 6–16. https://doi.org/10.1177%2F2165143418811288 

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 

Roegman, R. and Woulfin, S. (2019). Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership. Journal of Educational Administration, 57(1), 2–20. https://doi.org/10.1108/JEA-01-2018-0002 

Rowan-Kenyon, H. T., Knight, S., & McCready, A. (2019). Setting the stage: Pre-trip preparation for short-term immersion programs. Journal of Student Affairs Research and Practice, 56(1), 78–91. http://dx.doi.org/10.1080/19496591.2018.1506792 

Sanetti, L. M., & Luh, H.J. (2019). Fidelity of implementation in the field of learning disabilities. Learning Disability Quarterly, 42(4) 204–216. https://doi.org/10.1177/0731948719851514 

Sanetti, L. M. H., & Collier-Meek, M. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33–47. https://doi.org/10.1016/j.jsp.2019.07.008 

Scott, & Dostal, H. (2019). Language development and deaf/hard of hearing children. Education Sciences. 9(2) 1–14. https://doi.org/10.3390/educsci9020135 

Sears, R., Kersaint, G., Burgos, F. & Wooten, R. (2019). Collaborative effort to develop middle school preservice teachers’ mathematical knowledge. PRIMUS, 29(9), 965–981. https://doi.org/10.1080/10511970.2018.1532936 

Siegle, D. (2019). Seeing is believing: Using virtual and augmented reality to enhance student learning. Gifted Child Today, 42(1) 46–52. https://doi.org/10.1177/1076217518804854 

Simien, E. M., Arinze, N. & McGarry, J. (2019). A portrait of marginality in sport and education: toward a theory of intersectionality and raced-gendered experiences for black female college athletes. Journal of women, politics, and policy, 40(3), 409–427. https://doi.org/10.1080/1554477X.2019.1614865 

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 

Simó-Pinatella, D., Mumbardó-Adam, C., Alomar-Kurz, E., Sugai, G. M., & Simonsen-Gaines, B. M. (2019). Prevalence of problem behaviors exhibited by children and adolescents: Mapping the process. Journal of Behavioral Education, 28(3), 323–343. 

https://doi.org/10.1007/s10864-019-09326-9 

Simonsen-Gaines, B. M., Freeman, J., Swain-Bradway, J., George, H., Putnam, B., Lane, K., Sprague, J., & Hershfeldt, P. (2019). Using data to support educators' implementation of positive classroom behavior support (PCBS) practices. Education and Treatment of Children, 42(2), 265–289. https://doi.org/10.1353/etc.2019.0013 

State, T., Simonsen-Gaines, B. M., Hirn, R., & Wills, H. (2019). Bridging the research to practice gap through effective professional development for students with emotional and behavioral challenges. Behavior Disorders, 44(2) 107–116. https://doi.org/10.1177/0198742918816447 

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, 145–159. https://psycnet.apa.org/doi/10.1016/j.appdev.2019.02.008 

Valdovinos, M. G., & Kennedy, C. H. (2019). Contextual determinants of reinforcement: A motivational analysis. Behavioral Development, 24(1), 18–28. https://doi.org/10.1037/bdb0000084 

VanLone, J., Freeman, J., LaSalle, T., Gordon, L., Polk, T., & Rocha Neves, J. (2019). A practical guide to improving school climate in high schools. Intervention in School and Clinic, 55(1), 39–45. https://doi.org/10.1177/1053451219832988 

Wang, C., La Salle, T. P., Do, K. A., Wu, C., & Sullivan, K. E. (2019). Does parental 

involvement matter for students’ mental health in middle school? School 

Psychology Quarterly, 34(2), 222–232. https://psycnet.apa.org/doi/10.1037/spq0000300 

Weiner, J. M., Cyr, D., & Burton, L. (2019). How “identity-blindness” and other microaggressions shape the experiences of black women in principal preparation programs. Journal of Research on Leadership Education. 0(0) 1–27. https://doi.org/10.1177/1942775119858655 

Weiner, J. M. & Holder, S. (2019) Why lead?: Using narrative to explore the motivations of those aspiring to be principals in high needs schools. International Journal of Leadership in Education, 22(5), 555–572. https://doi.org/10.1080/13603124.2018.1492024 

Wolbers, K.A., Dostal, H.M., Holton, K., Weir, J., & Alsabei, A. (2019). The relationship between elementary deaf and hard of hearing students’ writing performance and writing motivation. Journal of Communication Disorders, Deaf Studies & Hearing Aids, 7(3), 1–9. https://doi.org/10.35248/2375-4427.19.7.193 

Woulfin, S. L., & Weiner, J. (2019). Triggering change: an investigation of the logics of turnaround leadership. Education and Urban Society, 51(2), 222–246. https://doi.org/10.1177/0013124517714865 

Yi, L., Lynch, S. F., Li, S., He, S., Yi, L., & Kaufman, J. C. (2019). Field independence increases novelty at the cost of task appropriateness. Journal of Creativity, 29(1), 47–53. http://www.creativity.or.kr/page/archive/?year=2019 

Yoshikawa, K., Kehle, T. J., Bray, M. A., & Tiarks, J. (2019). Japanese educational reforms and initiatives as they relate to school psychological practice. International Journal of School and Educational Psychology, 7(2), 83–93. https://doi.org/10.1080/21683603.2018.1564896 

Zhou, Z., Peverly S. T., Bray M.A. & Van Schalkwyk G. J. (2019). Psychological and educational needs of children in Asia. International Journal of School & Educational Psychology, 7(2), 69–71, http://doi.org/10.1080/21683603.2019.1594843 

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.

2018 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.

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