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College of Education and Social Sciences

Current Running List of Faculty Publications:

Citations (512)
  • Colley, B., Billics, A., Lerch, C. (2012), Reflection: A key component to thinking critically. The Canadian Journal for the Scholarship of Teaching.  [abstract]
  • Colley, B. (2013) Cooking transformations: Bringing Dewey back to the kitchen-room. In Food Pedagogies, Mike Goodman, Ed., London: Ashgate. urned)  [abstract]
  • Colley, K. & Colley, B. (2013). Resilience and success: The professional journeys of African American women scientists. Peter Lang Publishers, NY.) (In Production for summer 2013).  [abstract]
  • Giangreco, M. F. (2012). [Book review of Reassessing the impact of teaching assistants: How research challenges practice and policy.] London Review of Education, 10(3), 333-334. doi: 10.1080/14748460.2012.729893
  • L.-A. Dupigny-Giroux, R. Toolin, S. Hogan, M. Fortney (2012). The Satellites, Weather and Climate(SWAC) teacher
  • Nelson, E., & Bishop, P. (in press). Students as action research partners: A New Zealand example. Middle School Journal
  • Downes, J., & Bishop, P. (2012). Responsive technologies for young adolescents. In F. Miller (Ed.). Transforming learning environments: Strategies to shape the global generation. Emerald Publishing, 153-169.
  • Andrews, C., & Bishop, P. (2012). Middle years transitions across the globe. Middle School Journal, 44(1), 8-14.
  • Burford, G., & Pennell, J. (In Press). Taking a fresh look: Fathers and family violence. In A. Hayden, L. Gelsthorpe, V. Kingi, & A. Morris (Eds.), Why Rock the Boat? A Restorative Approach to Family Violence. Surrey, UK: Ashgate.
  • Holloway, A., & Burford, G. (2013). "Hate left me that day": Victim offender dialogue in Vermont. In K. S. van Wormer & L. Walker (Eds.), Restorative Justice Today: Practical Applications (pp. 145-149). Sage.
  • Burford, G. (2013). Family group conferences in youth justice and child welfare in Vermont. In K. S. van Wormer & L. Walker (Eds.), Restorative Justice Today: Practical applications (pp. 81-92). Sage.
  • Giangreco, M. F. (in press). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2). doi: 10.1017/jse.2013.1
  • Hurley, J. J., Warren, R. A., Habalow, R. D., Weber, L. E. & Tousignant, R. R. (in press). Early childhood special education in a refugee resettlement community: Challenges and innovative practices. Early Child Development and Care,  [abstract]
  • Potvin, M.-C., Prelock, P. A., Snider, L., & Savard, L. (in press). Promoting recreational engagement. In F. Volkmar (Ed), Encyclopedia of Autism Spectrum Disorders. New York: Springer.
  • Wilson, S.M., Duffy, H., Fiori, N., Halladay, J.L., & Mapuranga, R. (2006). Assembling a good team: Teacher learning from professional development. A final report to the Noyce Foundation. East Lansing, MI: Michigan State University.
  • Halladay, J.L., & Duke, N.K. (in press). Informational text and the Common Core State Standards. In S.B. Neuman, L.B. Gambrell (Eds.), & C. Massey (Assoc. Ed.), Reading instruction in the age of Common Core Standards. Newark, DE: International Reading Association.  [abstract]
  • Chang, Y. & Gable, S. (2013). Predicting stability and changes in weight status from fifth grade to eighth grade: The significant role of social-emotional wellbeing. Journal of Adolescent Health, 52, 448-455.
  • Mills-Dick, K. (2007). Working with homeless older adults: An impetus for hope and change. In L. M. Grobman and D. B. Bourassa (Eds.), Days in the Lives of Gerontological Social Workers (pp. 189-195). Harrisburg, PA: White Hat Communications.
  • Mills-Dick, K., Geron, S. M., & Erwin, H. (2007). Evaluation through collaboration: A model program of agency-based training in geriatric social work. Journal of Gerontological Social Work, 50(1/2), 39-57.
  • Gonyea, J. G., Mills-Dick, K., Bachman, S. S. (2010). The complexities of elder homelessness: A shifting political landscape and emerging community responses. Journal of Gerontological Social Work, 53(7), 575-590.
  • Mills-Dick, K. & Hull, J. M. (2011) Collaborative research: Empowering students and connecting to community. Journal of Public Health Management & Practice, 17(4), 381-387.
  • Petrick [Smith], C. Berland, M., & Martin, T. (2011). Allocentrism and computational thinking. In G. Stahl, H. Spada, & N. Miyake (Eds.), Proceedings of the Ninth International Computer Supported Collaborative Learning Conference, Hong Kong, China.  [abstract]
  • Petrick [Smith], C. & Martin, T. (2012). Learning mathematics: You're it vs. it's it. In P. Freebody, T. de Jong, E. Kyza, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012)(Vol. 2: Symposia, pp. 101-102). Sydney: University of Sydney/ISLS.  [abstract]
  • Martin, T., Svhila, V., Smith, C. (2012). The role of physical action in fraction learning. Journal of Education and Human Development, 5(1), 1-17.
  • Berland, M., Martin, T., Benton, T., Ko, P., & Smith, C. (in press). Using learning analytics to understand learning pathways in novice programmers. Journal of the Learning Sciences.
  • Moses, L. (2012) Microethnographic discourse analysis in an inquiry classroom. Classroom Discourse, 3(2), pp. 147-165.
  • Guccione [Moses], L.M. (2011). A tale of two schools: Making room for relation within scripted programs. Schools: Studies in Education, 8(2), pp. 252-264.
  • Guccione [Moses], L.M. (2011). Integrating literacy and inquiry for English learners. The Reading Teacher, 64(8), pp. 567-577.
  • Guccione [Moses], L.M. (2011). In a world of mandates, making space for inquiry. The Reading Teacher, 64(7), pp. 515-519.
  • Opitz, M. with L.M. Guccione [Moses]. Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels. Portsmouth, NH: Heinemann, July 2009.
  • Smith, L. C. & Shin, R. (forth coming). Queer blindfolding: Difference blindness towards persons who identify as lesbian, gay, bisexual and transgender. Journal of Homosexuality.  [abstract]
  • Gelles, L. M. (2012) From Pong to PS3: How video games enhance our capacity to learn and build community. In F. Miller (Ed.), Transforming Learning Environments: Strategies to Shape the Next Generation. United Kingdom: Emerald Group Publishing Limited.  [abstract]
  • Brew, L. & Kaplan, J. (2012) A program-based approach to developing and implementing blended instruction: The University of Vermont school library media studies sequence. In Panagiotes S. Anastasioties (Ed)., Blended Learning Environments for Adults: Evaluations and Frameworks (175-195). Hersey, Pa: IGI Global.
  • Kaplan, J. & Ballard, S. (2012) Voyage on the SS Library Leadership: collaboration in teaching and learning at the University of Vermont. Knowledge Quest, 40:2, 14-18.
  • Hurley J. J., Saini, S., Warren, R. A., Carberry, A. J. (2013). Use of the pyramid model for supporting preschool refugees. Early Child Development and Care. 183 (1), 75-91.  [abstract]
  • Hurley, J. J. (2012). Social validity assessment in social competence interventions for preschool children: A review. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121412440186
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (in press). Teacher assistants in inclusive classrooms. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., pp. TBD). London: Sage.
  • Giangreco, M. F., & Doyle, M. B. (2012). Integrazione scolastica in Italy: A compilation of English-language resources. International Journal of Whole Schooling, 8(1), 63-105. Retrieved from http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSindex.html
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Demographic and personnel service delivery data: Implications for including students with disabilities in Italian schools. Life Span and Disability: An Interdisciplinary Journal (Ciclo Evolutivo e Disabilit), 15(1), 97-123.
  • Burford, G., Pennell, J., & MacLeod, S. (2012). Manual Para Coordinadores, Coordinadoras Y Comunidades: Organizacin Y Prctica De La Toma De Decisiones De Grupos Familiares. Revisin para Guatemala. http://faculty.chass.ncsu.edu/pennell/fgdm/manual/index.htm
  • Geroski, A. M., Smith, L. C., & Tyler, K. B., (forth coming). Failing to address dominant discourses in multicultural school counseling.. In R. Goodman & P. Gorski (Eds.), Decolonizing Multicultural Counseling and Psychology: Visions for Social Justice Theory and Practice, New York: Springer.
  • Smith, L. C. (forth coming) Heteronormativity and multicultural counseling: We can do better. In R. Goodman & P. Gorski (Eds.), Decolonizing Multicultural Counseling and Psychology: Visions for Social Justice Theory and Practice, New York: Springer.
  • Okech, J. E. A. (2012). A Multidimensional Assessment of Children in Conflictual Contexts: The Case of Kenya. International Journal for the Advancement of Counselling, 34 (4), p331-348.  [abstract]
  • Potvin, M.-C., Snider, L., Prelock, P. A., Kehayia, E. & Wood-Dauphinee, S. (in press). Psychometrics of the Children's Assessment of Participation and Enjoyment for those with high functioning autism. American Journal of Occupational Therapy.
  • Potvin, M.-C., Snider, L., Prelock, P. A., Kehayia, E. & Wood-Dauphinee, S. (in press). Recreational participation of children with high functioning autism. Journal of Autism and Developmental Disorder.
  • Chang, Y., Fine, M. A., Ispa, J. M., Thornburg, K. R., Sharp, E. A., & Wolfenstein, M. (2004). Understanding parenting stress among young, low-income, African-American, first-time mothers. Early Education and Development, 15, 265-282
  • Gable, S., Chang, Y., & Krull, J. (2007). Television watching and frequency of family meals are predictive of overweight onset and persistence in a national sample of school-age children. Journal of the American Dietetic Association, 107, 53-61
  • Chang, Y., & Fine, M. A. (2007). Modeling parenting stress trajectories among low-income young mothers across the child's second and third years: Factors accounting for stability and change. Journal of Family Psychology, 21, 584-594
  • Gable, S., Krull, J., & Chang, Y. (2009). Implications of weight status for social and behavioral development between kindergarten entry and 3rd grade. Applied Developmental Science, 13, 88-103
  • Chang, Y., Lerer, N., & Talley, K. (2010). Considering leaving before they have even started: An examination of freshmen at risk for transfer. On the Horizon, 18, 346-354
  • Gable, S., Krull, J., & Chang, Y. (2012). Boys' and girls' weight status and math performance from kindergarten entry through fifth grade: A mediated analysis. Child Development, 83, 1822-1839
  • Walls, L., Buck, G., & Akerson, V. L. (In press). Culture, gender, and nature of science in elementary settings. Springer Publishing.
  • Walls, L. (2012). Third Grade African American Students' Views of the Nature of Science. Journal of Research in Science Teaching, 49 (1), 1-37.  [abstract]
  • Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Increasing parental participation in the IEP process. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education. Boston, MA: Pearson.
  • Shepherd, K. & Hasazi, S. (2009). Leading beyond labels: The role of the principal in leading through a social justice framework. In Transformative Leadership: Preparing Students for Global Social Justice. SUNY press.
  • Shepherd, K., & Salembier, G. (2010). Leading, learning, and literacy: Implementing a response to intervention approach in the Riverside elementary school. New England Reading Association Journal 46, (1), 38 49.
  • Shepherd, K., & Salembier, G. (Fall, 2011). Improving schools through a response to intervention approach: A cross-case analysis of three rural schools. Rural Special Education Quarterly, 30 (3), 3 - 15.
  • Cook, B. G., Shepherd, K., Cook, S. C., & Cook, L. (2012). Facilitating the effective implementation of evidence-based practices through teacherparent collaboration. Teaching Exceptional Children, 44(3), 22-30.
  • Okech, J. E. A., & Kimemia, M. (2013). Professional Counseling in Kenya. In Hohenshil, T, Amundson, N., & Niles, S. (Eds.), Counseling Around the World: An International Handbook. (pp.31-40). American Counseling Association.  [abstract]
  • Halladay, J.L. (2011). UVM students mentoring young writers: "It's harder than it looks." Vermont Council on Reading Journal, 18(2), 6-9.  [abstract]
  • Duke, N.K., Halladay, J.L., & Roberts, K.L. (in press). Reading informational text. In L.M. Morrow, T. Shanahan, & K.K. Wixson (Eds.), Teaching with the Common Core Standards for English Language Arts: What educators need to know (Book 1: Grades PreK-2). New York: Guilford Press.  [abstract]
  • Halladay, J.L. (2011). Fostering engagement and achievement through independent reading. Primer, 40(1), 12-13.  [abstract]
  • Halladay, J.L., & Neumann, M.D. (2012). Connecting reading and mathematical strategies. The Reading Teacher, 65(7), 471-477.  [abstract]
  • Halladay, J.L. (2012). Revisiting key assumptions of the reading level framework. The Reading Teacher, 66(1), 53-62.  [abstract]
  • Parker, H. B. & Shelton L. G. [2011, Dec.]. Faculty attitudes about disabilities and universal design. Design for All, Vol. 6, No. 12, pp. 64-76. Retrieved from
  • Shelton, L. G. & Edelman, S. W. [2011, Dec.] Better learning by design in higher education: Introduction. Design for All, Vol. 6, No. 12, pp. 20-26. Retrieved from
  • Rathbone, C. (2011). "Applying UDL Principles to Design More Inclusive University Teaching." Newsletter of Design For All Institute of India. Vol. 6, No. 12. p. 103-117. http://www.designforall.in/newsletter_Dec11.pdf  [abstract]
  • Gerstl-Pepin, C., & Aiken, J. (Eds.). (2012). Social justice leadership for a global world. Leadership for Social Justice Book Series. Charlotte, NC: Information Age Publishing, Inc.
  • Bass, L., & Gerstl-Pepin, C. (2011). Declaring bankruptcy on educational inequity. Educational Policy, 25 (6), 908-934.
  • Gerstl-Pepin, C. I., & Liang, G. (2010). Deconstructing media coverage of a Native American mascot controversy. Journal of School Public Relations. 31(2), 251-269.
  • Colley, B. (2005). Family and community involvement practices in West Africa. In D. B. Hyatt (Ed.), Family school community partnership series 2005 monograph: Promising practices for family involvement across the continents. Greenwich, CT: Information Age Publishing.  [abstract]
  • Bilics, A, Colley, B., Gonsalves, L., Jones, S., McIntyre, A., Smith-Mumford, P., Weaver, B. and Monica Weaver (1998). Engaging in cross-racial dialogue: Does/can talk lead to action. Special Issue: "How could you not hear it?" Writings on race, color and whiteness. Transformations: A Journal of Curriculum Transformation and Scholarship. Vol. 9, No. 2, Fall. The New Jersey Project.  [abstract]
  • Colley, Bilics, A B. & Lerch C. (2005). Zone of proximal development and scaffolding online with classroom based instruction. Encyclopedia of Online Learning and Technology  [abstract]
  • Colley, B. (2012). Teaching social studies methods through the performing arts. The Educational Forum. Kappa Delta Pi, January.  [abstract]
  • Tinkler, B. (2010). Reaching for a Radical Community-Based Research Model. Journal of Community Engagement and Scholarship, 3, 2, 5-19.
  • Whitcomb, J. & Tinkler, B. (2011) Establishing Dialogues: Moral Reflection Within On-Line, Threaded Case Discussions. Action in Teacher Education, 33, 3, 265-282.
  • hannah, c.l., Tinkler, B., & Miller, E. (2011). Helping Teacher Candidates Develop a Critical Perspective in a Foundations Course: A Freirian Look at How Teacher Candidates Interpret Their Service-Learning Experiences. In B. Porfilio & H. Hickman (Eds.) Critical-Service Learning as a Revolutionary Pedagogy: An International Project of Student Agency in Action, (pp. 201-219). Charlotte, NC: Information Age Publishing.
  • Bishop, P., Reyes, C., & Pflaum, S. (2006). Read smarter, not harder: Global reading comprehension strategies. The Reading Teacher, Vol. 60(1), 66-69. A publication of the International Reading Association.
  • Reyes, C. (2010) Locating an authorial voice: Engaging a school reform debate through the roles of a mother, teacher, community member, and university professor. In Malu, K. (Ed.) Voices from the middle: Narrative inquiry by, for, and about the middle level community. Information Age Publishing, pps. 339-358.
  • Cohen, J., Tarule, J., Vallett, C., Rambur, B., ( 2012). Stress in the Workplace: Theories and models of Organizational Stress. In V.H. Rice (Ed.). Handbook of stress, coping , and health (2nd Ed.). Thousand Oaks, CA: Sage Publications.
  • Neumann, M. D. (2007). Becoming facilitative leaders: Teachers providing professional development in mathematics. British Columbia Educational Leadership Research E-Journal, 9, from http://slc.educ.ubc.ca/eJournal/Issue9/index9.html
  • Halladay, J., & Neumann, M. D. (2012). Connecting reading comprehension to mathematical problem-solving strategies. The Reading Teacher, 65(7) 471-77.
  • Neumann, M. D., Jones, L. C., & Webb, P. T. (2012). Claiming the political: The forgotten terrain of teacher leadership knowledge. Action in Teacher Education, 34(1), 1-11.
  • Lathem, S., Neumann, M. D., & Hayden, N. (2011). The socially responsible engineer: Assessing student attitudes of roles and responsibilities. Journal of Engineering Education, 100(3), 444 - 474.
  • Smith, L.C., Shin, R. Q., & Officer, L. M. (2012). Moving counseling forward on LGBT issues: Speaking queerly on discourses and microaggressions. The Counseling Psychologist, 40, 385-408.  [abstract]
  • Bruns, E. J., & Suter, J. C. (2010). Summary of the wraparound evidence base. In E. J. Bruns & J. S. Walker (Eds.), The resource guide to wraparound. Portland, OR: National Wrap-around Initiative. Available online at http://www.nwi.pdx.edu/NWI-book/
  • Giangreco, M. F., Suter, J. C., & Graf, V. (2011). Roles of team members supporting students with disabilities in inclusive classrooms. In M. F. Giangreco, C. J. Cloninger & V. S. Iverson, Choosing outcomes and accommodations for children: A guide to educational planning for students with disabilities (3rd ed., pp. 197-204). Baltimore: Paul H. Brookes.
  • Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2011). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education. Advance online publication. doi: 10.1177/0022466911419015  [abstract]
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2011). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932511413472  [abstract]
  • Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32, 22-38. doi: 10.1177/0741932509355951  [abstract]
  • Bertram, R. M., Suter, J. C., & Bruns, E. J. (2010). Implementation research and wraparound literature: Building a research agenda. [Special Issue] Journal of Child and Family Studies. Advance online publication. doi: 10.1007/s10826-010-9430-3  [abstract]
  • Eber, L., Hyde, K. Suter, J. C., & Breen, K. (2010). Integrating wraparound into a system of school-wide positive behavior supports. [Special Issue] Journal of Child and Family Studies. Advance online publication. doi: 10.1007/s10826-010-9424-1  [abstract]
  • Giangreco, M. F., Doyle, M. B., & Lucangeli, D. (2012). Educare gli studenti con disabilita di sviluppo tipiche aule: Cinque pratiche chiave [Educating Students with Disabilities in Typical Classrooms: Five Key Practices]. Psicologia e Scuola: Giornale Italiano di Psicologia dell'Educazione e Pedagogia Sperimentale [Psychology and School: Italian Journal of Educational Psychology and Experimental Pedagogy], 32(20), 39-46.
  • Developing Concurrent Mobility and Strength in Ski Training & Conditioning 'www.snocountry.com'
  • Sickle Cell Trait: Practical Considerations in managing at risk athletes! Performance Training Journal: Vol 11(1) Feb, 2012  [abstract]
  • Hurley, J., Stewart, E. Medici, A. & Z. Cohn (2011). Supporting preschoolers and their families who are recently resettled refugees. Multicultural Perspectives, 13 (3), 160-166.  [abstract]
  • Burton, D.L., Leibowitz, G.S, Eldredge, M.A., Ryan, G., & Compton, D. (2011). The relationship of trauma to non-sexual crimes committed by adolescent sexual abusers: A new area of research. Journal of Aggression, Maltreatment, & Trauma, 20 (5), 579-593.
  • Leibowitz, G.S., Burton, D.L., & Howard, A. (in press). Part II: Differences between sexually victimized and nonsexually victimized adolescent sexual abusers and delinquent youth: Further group comparisons of developmental antecedents and behavioral challenges. Journal of Child Sexual Abuse.
  • Das, S., & Leibowitz, G.S. (2010). Mental health needs of people living with HIV/AIDS in India: A literature review. AIDS Care: Psychological and Socio-Medical Aspects of AIDS/HIV, 23 (4), 417-425.
  • Lawson, H., McCarthy, M., Briar-Lawson, K., Miraglia, P., Strolin, J. & Caringi, J. (2006). A complex partnership to optimize and stabilize the public child welfare workforce. Professional Development, 9, (2/3), 122-139.
  • Strolin, J.S., McCarthy, M. & Caringi, J. (2007) Causes and effects of child welfare workforce turnover: Current state of knowledge and future directions. Journal of Public Child Welfare, 1 (2), 29-52.
  • Strolin-Goltzman, J., Matto, H., Mogro-Wilson, C. (2007). A comparative analysis of a dual processing substance abuse treatment intervention: Implications for the development of Latino-specific interventions. Journal of Hispanic Health Care International, 5 (4), 162-168.
  • Caringi, J. Strolin-Goltzman, J., Lawson, H., McCarthy, M., Briar-Lawson, K. & Claiborne, N. (2008) Child welfare design teams: An intervention to improve workforce retention and facilitate organizational development. Research on Social Work Practice, 18, 565-574.
  • Strolin-Goltzman, J., Auerbach, C., McGowan, B, &McCarthy, M. (2008) The Relationship between Organizational Characteristics and Workforce Turnover among Rural, Urban, and Suburban Public Child Welfare Systems. Administration in Social Work, 32 (1), 77-91.
  • Strolin-Goltzman, J.S., McCarthy, M., Smith, B., Lawson, H., Bronstein, L., & Caringi, J. (2008) A comparison study of intention to leave among public child welfare systems with high and low turnover rates. Child Welfare, 87 (4), 125-143.
  • Matto, H. C., Strolin-Goltzman, J., & Mogro-Wilson, C. (2008) A Pilot Study of a Dual Processing Substance Abuse Treatment Intervention with Adults. Substance Use & Misuse, 43, (3) 285-294.
  • McGowan, B., Auerbach, C., & Strolin-Goltzman, J. (2009) Turnover in the child welfare workforce: A different perspective. Journal of Social Service Research, 35 (3), 228-235.
  • Mogro-Wilson, C., Strolin-Goltzman, J., & Matto, H. (2009) A Review of the Literature and Methodological Issues for University Collaboration with a Rural Latino Community and Substance Abusing Population. Journal of Social Work Practice in the Addictions 9(2), 204-214.
  • Strolin-Goltzman, J., Lawrence, C., Auerbach, C., Caringi, J., Claiborne, N., Lawson, H., McCarthy, M., McGowan, B., Sherman, R., & Shim, M. (2010) Design Teams: A Promising organizational intervention for improving turnover rates in the child welfare workforce. Child Welfare, 88 (5), p. 149-168.
  • Strolin-Goltzman, J.S., Kollar, S. & Youth in Progress (2010). Listening to the Voices of Children in Foster Care: Youths Speak Out about Child Welfare Workforce Turnover. Social Work, 55 (1), 447-453.
  • Auerbach, C., McGowan, B., Auesberger, A., Strolin-Goltzman, J., & Schudrick, W. (2010) Differential Factors Influencing Public and Voluntary Child Welfare Workers Intention to Leave. Children and Youth Services Review 32 (10), 1396-1402.
  • Strolin-Goltzman, J. (2010) Improving turnover in public child welfare: Outcomes from an organizational intervention. Children and Youth Services Review, 32 (10), 1388-1395.
  • Matto, H. Strolin-Goltzman, J., Mogro-Wilson, C. (2010). Dual-Processing Treatment Modality: An Innovative Treatment to Decrease Physiological Craving in Substance Abusers. Journal of Groups in Addiction and Recovery, 5(2), p. 113-125.
  • Strolin-Goltzman, J., Sisselman, A., Auerbach, C., Sharon, L. Spolter, S. & Corn, T. (2011) The moderating effect of school type on the relationship between school based health centers and the learning environment. Social Work in Public Health, 26(3).
  • Matto, H. & Strolin-Goltzman, J. (2010) Intergrating Social Neuroscience and Social Work: Innovations for Advancing Practice-Based Research, Social Work, 55 (2), 147-156.
  • Strolin-Goltzman, J. (2010) The Relationship Between School-Based Health Centers and The Learning Environment. Journal of School Health, 80 (3), 156-162.
  • Giangreco, M. F., Suter, J. S., & Hurley, S. M. (in press). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education. doi: 10.1177/0022466911419015
  • McCoy, D. L. (2011, June). Creating a more socially just fraternity. Essentials.
  • McCoy, D. L. (In Press). Black men, fraternities, and historically Black colleges and universities. In R. Palmer & J. L. Wood (Eds.), Black Men in College. Implications for Diversity, Recruitment, Support, and Retention.
  • Ropers-Huilman, R., & McCoy, D. L. (In press). Student change agents as citizens in contemporary universities: Achieving the potential of engagement. Journal of Curriculum Theorizing.
  • Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2011). Revisiting Personnel Utilization in Inclusion-Oriented Schools. The Journal of Special Education. doi:10.1177/0022466911419015  [abstract]
  • Wilcox, D., Potvin, M.-C., Prelock, P.A. (2009). Oral-motor interventions and cerebral palsy: What the evidence says about efficacy. Special Interest Section Quarterly, Early Intervention and School, 16 (4).
  • Dennis, R. E., Potvin, M.-C., & MacLeod, M. (Fall 2010). Interdisciplinary journal club: Advancing knowledge translation in a rural state. Physical Disabilities: Education and Related Services.
  • Bishop, P. (2012). Multiple discourses and missing voices. In M. Vagle (Ed.). Not a Stage! A Critical Reconception of Young Adolescent Education. New York: Peter Lang Publishing. pp. 163-174.
  • Downes, J. & Bishop, P. (2012). Engaging digital natives: Learning from young adolescents technology lives. Middle School Journal, 43(5), pp. 6-15.
  • Brinegar, K., & Bishop, P. (2011). Student learning and engagement in the context of curriculum integration. Middle Grades Research Journal, 6(4).
  • Stevenson, C. & Bishop, P.A. (2011). Curriculum that is relevant, challenging, integrative and exploratory. In T. Erb (Ed.). This we believe in action, 2nd ed. Westerville, OH: National Middle School Association.
  • Pflaum, S. & Bishop, P. A. (2010). Student perceptions of reading engagement: Learning from the learners. In M. Bean, N. Heisey, & C. M. Roller (Eds.). Preparing Reading Professionals (second edition). Reprinted from Journal of Adolescent and Adult Literacy, 48(3), 202-213.
  • Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Parent participation in assessment and in the development of individualized education programs. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 260-272). Upper Saddle River, NJ: Pearson Education.
  • Giangreco, M. F., Doyle, M. B., & Suter, J. S. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33, 362-373. doi: 10.1177/0741932511413472
  • Novick, L. R., & Hurley, S. M. (2001). To Matrix, Network, or Hierarchy: That Is the Question. Cognitive Psychology, 42(2), 158216.
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