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Current Faculty Publications:

Citations (267)

• Aiken, J. A. & Gerstl-Pepin, C. (in press). Democratic School Leaders Advocating for Ethical Responsibility in a Standardized Context, Journal of School Leadership
  Abstract:
• Aiken, J. A. (Fall, 2007). Success Strategy: Prioritize and decide. In Michelle Acker-Hoover and Gary Ivory, (Eds.), Successful School Board Leadership, Lanham, MD: Rowman & Littlefield Education.
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• Aiken, J. A. (In press). Curriculum Reconceptualists. In T. Hunt, J. Carper, T. Lasley, & D. Raisch (Eds.)., Encyclopedia of educational reform and dissent.
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• Aiken, J. A. (Winter, 2006). "The History of Schools of Education." In English, F. (Ed.). Encyclopedia of Leadership and Administration. (Publication, 2006).
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• Aiken, J. A., Kay, P., Mosenthal, J., & Whitcomb, P., (Winter, 2006). "Adaptions of the new scholarship: One college
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• Aiken, J. A., Taft-Blakely, J. French, D., Young, C., Stanley, S., Wasleben, L, Goodrich, W., (2007). Implementing Policy Governance in Vermont Schools: A Research Study. A Report to the Vermont School Boards Association and Vermont Commissioner of Education. Montpelier, VT: Department of Education.
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• Astramovich, R., Okech, J. E. A., & Hoskins, W. (2004). Counselor educators' perceptions of their doctoral course work in research methods. Guidance and Counselling, 19(3), 124- 131.
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• Billman, A. K., Duke, N. K., Hilden, K., with, Zhang, S., Roberts, K., Halladay, J.L., et al. (2007). Concepts of comprehension assessment. East Lansing: Trustees of Michigan State University. (Available from LARC, see www.msularc.org for further information.)
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• Billman, A. K., Hilden, K., & Halladay, J.L. (2008). When the 'right texts' are difficult for struggling readers. In E. H. Hiebert & M. Sailors (Eds.), Finding the right texts: What works for beginning and struggling readers. New York: Guilford.
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• Bishop, P. (2006). The promise of visual methods in middle level research. Middle Grades Research Journal,1(2), 33-46.
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• Bishop, P. & Allen-Malley, G. (2006). Using personal memoirs of early adolescence to prepare for teaching in the middle grades. Middle School Journal, 37(3), 20-29.
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• Bishop, P. & Allen-Malley, G. (2006). "Using personal memoirs of early adolescence to prepare for teaching in the middle grades." Middle School Journal. 37(3), 20-29.
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• Bishop, P. & Allen-Malley, G. (2006). "Using personal memoirs of early adolescence to prepare for teaching in the middle grades." Middle School Journal. 37(3), 20-29.
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• Bishop, P. & Downes, J. (2008). Engaging curriculum for the middle years. Curriculum Matters. New Zealand Council for Educational Research.
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• Bishop, P. & Downes, J. (in press). Technology and learning in the middle grades. In G. Andrews (Ed.). What Research Says to the Middle Level Practitioner (2nd ed.). Westerville, OH: NMSA.
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• Bishop, P. & Nash, R. (2007). Teaching for religious literacy in public middle schools. Middle School Journal, 38(5), 20-31.
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• Bishop, P. (2008). Middle Years Teacher Credentialing in Aotearoa/New Zealand. Wellington, New Zealand: Fulbright Program.
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• Bishop, P., & Allen-Malley, M. (2004). The power of two: Partner teams in action. Westerville, OH: National Middle School Association
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• Bishop, P., & Downes, J. (2006). Finding a kiwi way for the middle years: An outsiders' perspective. New Zealand's Middle Schooling Review (1), 8-11.
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• Bishop, P., & Pflaum, S. (2005). Middle school students' perceptions of social dimensions as influencers of academic engagement. Research in Middle Level Education Online, 29(1).
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• Bishop, P., & Pflaum, S. (2005). Reaching and teaching middle school learners: Asking students to show us what works. Thousand Oaks, CA: Corwin Press.
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• Bishop, P., & Pflaum, S. (2005). Student perceptions of action, relevance, and pace. Middle School Journal, 36(4), 4-12.
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• Bishop, P., Allen-Malley, G. & Brinegar, K. (2007). Student perceptions of integration and community:"Always give me a chance to shine." Volume 6 in V. Anfara (Ed.) The handbook of research in middle level education. (pp 91-120). American Educational Research Association's Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.
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• Bishop, P., Allen-Malley, G. & Brinegar, K. (2007). "Student perceptions of integration and community: Always give me a chance to shine." Volume 6 in V. Anfara (Ed.) The handbook of research in middle level education. American Educational Research Association
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• Bishop, P., Allen-Malley, G. & Brinegar, K. (2007). "Student perceptions of integration and community: Always give me a chance to shine." Volume 6 in V. Anfara (Ed.) The handbook of research in middle level education. American Educational Research Association
  Abstract:
• Bishop, P., Allen-Malley, G. & Brinegar, K. (2007). "Student perceptions of integration and community: Always give me a chance to shine." Volume 6 in V. Anfara (Ed.) The handbook of research in middle level education. American Educational Research Association
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• Bishop, P., Boke, N., Pflaum, S., & Kirsch, N. (2005). "Just pretending to read:" Teaching middle school students to be strategic readers. In M. Caskey (Ed.) Action research at the middle level: Teachers and administrators in action. Volume 5 in The handbook of research in middle level education. American Educational Research Association's Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.
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• Bishop, P., Brinegar, K., Patrizio, K., & Tarule, J.M. (2007). Teacher educators reflect on standards. Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 21(2&3).
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• Bishop, P., Brinegar, K., Patrizio, K., & Tarule, J.M. (2007). "Teacher educators reflect on standards." Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 21(2&3).
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• Bishop, P., Brinegar, K., Patrizio, K., & Tarule, J.M. (2007). "Teacher educators reflect on standards." Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 21(2&3).
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• Bishop, P., Brinegar, K., Patrizio, K., & Tarule, J.M. (2007). "Teacher educators reflect on standards." Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 21(2&3).
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• Bishop, P., Reyes, C. & Pflaum, S. (2006). Read smarter, not harder: Global reading comprehension strategies. The Reading Teacher, 60(1), 66-69.
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• Bohjanen, S., Humphrey, M., & Ryan, S. (2009). Left Behind: Lack of research-based interventions for children and youth with Fetal Alcohol Spectrum Disorders, Rural Special Education Quarterly. 28(2), 32-38.
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• Borrego, S., & Manning, K. (2007). Where I Am From: Student Affairs Practice from the Whole of Students' Lives. Washington, D.C.: National Association of Student Personnel Administrators.
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• Boyer, S., & Bishop, P. (2005). Young adolescent voices: Student perceptions of interdisciplinary teaming. Research in Middle Level Education Online, 28(1).
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• Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional supports. Exceptional Children, 71, 415 - 430.
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• Broido, E., & Manning, K. (2002). Philosophical foundations and current theoretical perspectives in qualitative research. Journal of College Student Development. 43(4), 434-445.  [abstract]
  Abstract: Research cannot be conducted without the conscious or unconscious use of underlying theoretical perspectives. These perspectives inform methodology, guiding theory, questions pursued, and conclusions drawn. The relationship between the philosophy, theory, and methods of different research paradigms is explored in this article. Specific theoretical perspectives, critical theory, postmodernism, critical race theory, queer theory, and feminist theory are explored in the context of their political values and implications for qualitative research.
• Bruns, E. J., Burchard, J. D., Suter, J. C., & Force, M. M. (2005). Measuring fidelity within community treatments for children and families: Challenges and strategies. In M. H. Epstein & A. Duchnowski & K. Kutash (Eds.), Outcomes for children and youth with emotional and behavioral disorders and their Families (pp. 175-197). Austin, TX: Pro-ED.  [abstract]
  Abstract: Book chapter examining importance (and challenges) of measuring fidelity of implementation of community-based treatments for children and families. Wraparound Fidelity Index is highlighted as an example fidelity measure.
• Bruns, E. J., Burchard, J. D., Suter, J. C., Leverentz-Brady, K., & Force, M. M. (2004). Assessing fidelity to a community-based treatment for youth: The Wraparound Fidelity Index. Journal of Emotional and Behavioral Disorders, 12, 69-79.  [abstract]
  Abstract: In this article, the authors describe the development, psychometric characteristics, and potential utility of the Wraparound Fidelity Index (WFI), a multi-informant measure designed to assess providers� adherence during service delivery to the essential elements of wraparound. Results from 408 families across 16 sites in nine states indicated adequate psychometrics for use of the WFI as an overall fidelity measure. The psychometrics for individual element scores were less reliable, however. The authors discuss the implications for research and practice, identifying specific items to be revised and potential uses for the WFI. They also cover policy implications, including how to overcome challenges observed in implementing the wraparound approach nationally.
• Bruns, E. J., Suter, J. C., Leverentz-Brady, K. M. (2006). Relations between program and system variables and fidelity to the wraparound process for children and families. Psychiatric Services, 57, 1586-1593.
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• Bruns, E. J., Suter, J. C., Leverentz-Brady, K. M., (2008). Is it wraparound yet? Setting quality standards for implementation of the wraparound process. Journal of Behavioral Health Services & Research, 35, 240-252.
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• Bruns, E.J., Burchard, J.D., Suter, J.C., Leverentz-Brady, K.M., & Force, M.M. (2005). Adherence to wraparound principles and association with outcomes. Journal of Child and Family Studies, 14, 521-534.  [abstract]
  Abstract: Maintaining fidelity to the principles of the Wraparound process in serving children with emotional and behavioral disorders is a high priority. However, the assumption that greater adherence to the model will yield superior outcomes has not been tested. The current study investigated associations between adherence to Wraparound principles, as assessed by the Wraparound Fidelity Index, second version (WFI), and child and family outcomes in one federally funded systemof-care site. Results demonstrated that higher fidelity was associated with better behavioral, functioning, restrictiveness of living, and satisfaction outcomes. No associations were found for several additional outcomes making interpretation difficult. Our study provides initial support for the hypothesis that maintaining fidelity to the philosophical principles of Wraparound is important to achieving outcomes. The study also provides support for the construct validity of the WFI as a service process measure.
• Burford, G. (2009). Editorial for Special Issue on Youth Justice. Social Work Now, 42, 2-4.
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• Burford, G. (2009). Who's regulating whom? Challenges to families looking after their children. Communities, Children and Families Australia, 4(1), 22-28.
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• Burford, G., Connolly, M., Morris, K., & Pennell, J. (2009, February). Family-Engagement and Participation. Strategies in Child Welfare: International Review: Available at: http://www.americanhumane.org/protecting-children/programs/family-group-decision-making/re_annotated_bibliography/
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• Burton D.L., Leibowitz, G. S., Booxbaum, A., & Howard, A. (in press). Comparison by crime type of juvenile delinquents on pornography exposure: The absence of relationships between exposure to pornography and sexual offense characteristics. Journal of Forensic Nursing.  [abstract]
  Abstract: Previous literature on pornography indicates that pornography use for men at risk for aggression may result in sexually aggressive behavior, but very little research has been reported on juvenile sexual abuser's exposure to pornography. The current study compares pornography exposure between male adolescent sexual abusers (n = 283) and male nonsexually offending delinquent youth (n = 170). Sexual abusers reported more pre- and post-ten (years of age) exposure to pornography than nonsexual abusers. Yet, for the sexual abusers, exposure is not correlated to the age at which the abusers started abusing, to their reported number of victims, or to sexual offense severity. The pre-ten exposure subscale was not related to the number of children the group sexually abused, and the forceful exposure subscale was not correlated with either arousal to rape or degree of force used by the youth. Finally, exposure was significantly correlated with all of the non-sexual crime scores in the study. Implications are discussed.
• Camasso, M. J., & Roche, S. E. (1991). The willingness to change to formalized child care arrangements: Parental considerations of cost and quality. Journal of Marriage and the Family, 53, 1071-1082.
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• Caskey, M., Andrews, G., Bishop, P., Capraro, R., Roe, M., & Weiss, C. (in press). Research and resources in support of 'This We Believe.' Westerville, OH: National Middle School Association.
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• Cass, J. E., & Roche, S. E. (1981, October). A comparative study of young women and men in Kentucky jails. (Final 1981 interim report to the [Kentucky] Juvenile Justice Advisory Council). Louisville, KY: Kentucky Youth Advocates, Inc.
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• Causton-Theoharis, J., Giangreco, M. F., Doyle, M. B., & Vadasy, P. F. (2007). Paraprofessionals: The sous chefs of literacy instruction. Teaching Exceptional Children, 40(1), 57 - 62.
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• Clarke, J. and Rathbone, C. "Collaboraing in professional development: meeting multiple needs in a school context." Teaching Education Volume 2, Number 2. Winter, 1998.  [abstract]
  Abstract: This article makes the case that placing the professional preparation portion of undergraduate teacher programs in a public school context benefits all personnel involved, especially when university personnel appear front and center in public school sites. Students, especially, learn to understand the context and reality of public school teaching being immersed in the actual setting in which instruction prevails. This article helped to advance the idea of professional development schools at the time of its publication.
• Cricco, K. Holland, M. (2007) "Nutrition Assessment Guidelines for Children with Special Health Care Needs." Nutrition Focus, University of Washington, Seattle, WA, 22(3)1-12.
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• Dague, B. (2006). "Sheltered employment, sheltered lives: Navigating the new realities of community employment." Unpublished doctoral dissertation, University of Vermont, Burlington.
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• Dennis, R.E., Edelman, S.W., Prelock, P.A. (2006). "Sensory & motor considerations in the assessment of children with Autism Spectrum Disorders." In P. Prelock (Ed). Autism Spectrum Disorders: Issues in assessment and intervention. San Antonio: Pro-Ed
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• Dennis, R.E., Edelman, S.W., Prelock, P.A. (2006). "Sensory & motor considerations in the assessment of children with Autism Spectrum Disorders." In P. Prelock (Ed). Autism Spectrum Disorders: Issues in assessment and intervention. San Antonio: Pro-Ed
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• Dewees, M., & Roche, S. E. (2001). Teaching about human rights in social work. Journal of Teaching in Social Work, 21, 137-155.
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• Dowden, T., Bishop, P. & Nolan, P. (2008). Middle schooling in Aotearoa/New Zealand. In V. Anfara (Ed.) International Approaches to Middle Schooling. Volume 7 in The handbook of research in middle level education. American Educational Research Association's Middle Level Education Research Special Interest Group. Greenwich, CT: Information Age Publishing.
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• Doyle. M.B. & Giangreco, M.F. (2009). Making presentation software accessible for high school students with moderate and severe intellectual disabilities. Teaching Exceptional Children, 41(3), 24-31.
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• Duba, J. D., Kindsvatter, A., & Lara, T. (2008). Treating infidelity: Considering narratives of attachment. The Family Journal 16(4), 293-299.
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• Durling, N., Ng, L. & Bishop, P. (in press). The Education of Years 7-10 Students in New Zealand. Wellington, New Zealand: Ministry of Education.
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• Dydbahl, C. & Ryan, S. (2009). FASD Inclusion: Teachers talk about practice. Prevention School Failure. 53(3), 185-195.
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• Edelman, S.W., Dennis, R.E., Prelock, P.A, MacLeod, M. & Potvin, M (2007). "QG 18: Getting the most out of support services." In Michael F. Giangreco & Mary Beth Doyle (Eds.) Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (2nd Ed.). Baltimore: Paul H. Brookes Publishing.
  Abstract:
• Edelman, S.W., Dennis, R.E., Prelock, P.A, MacLeod, M. & Potvin, M (2007). "QG 18: Getting the most out of support services." In Michael F. Giangreco & Mary Beth Doyle (Eds.) Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (2nd Ed.). Baltimore: Paul H. Brookes Publishing.
  Abstract:
• Edelman, S.W., Dennis, R.E., Prelock, P.A, MacLeod, M. & Potvin, M (2007). "QG 18: Getting the most out of support services." In Michael F. Giangreco & Mary Beth Doyle (Eds.) Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (2nd Ed.). Baltimore: Paul H. Brookes Publishing.
  Abstract:
• Edelman, S.W., Dennis, R.E., Prelock, P.A, MacLeod, M. & Potvin, M (2007). "QG 18: Getting the most out of support services." In Michael F. Giangreco & Mary Beth Doyle (Eds.) Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (2nd Ed.). Baltimore: Paul H. Brookes Publishing.
  Abstract:
• Edwards, S., O'Brien, P., & Ryan, S. (2005). "Count Me In": Including students with learning difficulties in Trinity College Dublin, REACH: Journal of Special Needs Education in Ireland, 19(1), 23-30
  Abstract:
• Elementary Education. In Encyclopedia Americana. Bethel, CT: Grolier Educational Publishers, pp. 680-686.  [abstract]
  Abstract: A descriptive account of elementary education systems and practices world wide, with special attention paid to first and third world countries.
• Elvevag, B., Weinberger, D., Suter, J. C., & Goldberg, T. E. (2000). Continuous Performance Test and schizophrenia: A test of stimulus-response compatibility, working memory, response readiness, or none of the above? American Journal of Psychiatry, 157, 772-780.  [abstract]
  Abstract: Objective: Abnormalities of attention are considered the fundamental deficits in cognitive function manifested by patients with schizophrenia. The authors administered variations of two types of cognitive tasks to patients with schizophrenia (N=20) and normal comparison subjects (N=30) to test four possible cognitive mechanisms that might account for such abnormalities. Method: Variations of the Continuous Performance Test were used to test the four mechanisms. Stimulus-response mapping was explored by comparing results on a task in which subjects were to make a response if the word "nine" was preceded by the word "one" with results on a task in which the required response was made explicit by the stimulus (the word "ready" followed by the word "press"). The building up of a prepotent response tendency was tested by manipulating the probability with which the cue and imperative stimulus appeared (17% or 50%). The amount of working memory required to maintain contextual information was tested by using different delay intervals (1000 msec and 3000 msec). The extent to which problems in vigilance might be attributable to problems in the "motoric" component of response readiness was operationalized by having subjects perform a secondary motor task concurrent with the attentional task. Results: Patients with schizophrenia performed significantly worse than the normal comparison subjects on all tasks. However, none of the four manipulations of the Continuous Performance Test tasks had a differential impact on the patients' performance speed or accuracy. In contrast, there was a significant interaction of group, delay interval, and target probability in which patients made disproportionately more omission errors at short delay intervals and at low target probabilities. Conclusions: The findings may call into question the explanatory power of certain well-known contemporary mechanistic accounts of performance on the Continuous Performance Test in patients with schizophrenia. The findings suggest that a difficulty in rapidly encoding information (i.e., constructing a representation) in certain "unengaging" situations may be at the core of deficits on tasks associated with this attentional test.
• Erb, C. and Rathbone, C."The city hall park study." The Arithmetic Teacher. April, 1991.  [abstract]
  Abstract: The authors were two members of a three person interdisciplinary methods block teaching staff. They carried out an interdisciplinary teaching project with a local alternative middle level program called The Paradise Project. University students and middle school students teamed to carry out a study of the history of selected buildings bordering City Hall Park in Burlington, VT. The study integrated content objectives from social studies, science, and mathematics. This article reports the meaningful learning that came from that study for the pre-service teachers, especially in the area of mathematical content and method.
• Furney, K.S., & Hasazi. S.B. (2006). "Leading for social justice and inclusion: The role of school leaders." In L. Florian (Ed.) Sage Handbook of Special Education, Chapel Hill, NC: Sage Publications.
  Abstract:
• Furney, K.S., & Hasazi. S.B. (2006). "Leading for social justice and inclusion: The role of school leaders." In L. Florian (Ed.) Sage Handbook of Special Education, Chapel Hill, NC: Sage Publications.
  Abstract:
• Furney, K.S., & Hasazi. S.B. (2006). "Values pluralism in schools." In F. W. English (Ed.) Encyclopedia of Educational Leadership and Administration (p. 1053), Chapel Hill, NC: Sage Publications.
  Abstract:
• Furney, K.S., & Hasazi. S.B. (2006). "Values pluralism in schools." In F. W. English (Ed.) Encyclopedia of Educational Leadership and Administration (p. 1053), Chapel Hill, NC: Sage Publications.
  Abstract:
• Furney, K.S., & Salembier, G. (2006). "Scan and Run: Reading to learn." New England Reading Association Journal, 42 (1), 40 - 44.
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• Furney, K.S., & Salembier, G. (2006). "Scan and Run: Reading to learn." New England Reading Association Journal, 42 (1), 40 - 44.
  Abstract:
• Gajda, R., & Jewiss, J. (2004). Thinking about how to evaluate your program? These strategies will get you started. Practical Assessment, Research & Evaluation, 9(8). Available on-line from http://PAREonline.net.
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• Gerstl-Pepin, C. I & Aiken, J. (Accepted) Democratic educational leaders: Defining ethical leadership in a standardized context. Journal of School Leadership.
  Abstract:
• Gerstl-Pepin, C. I. (2006). The paradox of poverty narratives: Educators struggling with children left behind. Educational Policy, 20(1), 143-162.
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• Gerstl-Pepin, C. I., (2007). Introduction on the special issue on the media, democracy, and the politics of education, Peabody Journal of Education, 82(1), 1-9.
  Abstract:
• Gerstl-Pepin, C. I., Killeen, K.M., Hasazi, S.B. (2006). “Utilizing an ‘ethic of care’ in leadership preparation: Uncovering the complexity of colorblind social justice.” Journal of Educational Administration, 44(3), 250-263.
  Abstract:
• Gerstl-Pepin, C. I., Killeen, K.M., Hasazi, S.B. (2006). “Utilizing an ‘ethic of care’ in leadership preparation: Uncovering the complexity of colorblind social justice.” Journal of Educational Administration, 44(3), 250-263.
  Abstract:
• Gerstl-Pepin, C., Patrizio, K. (2009). Learning from Dumbledore's pensieve: Metaphor as an aid in teaching reflexivity in qualitative research. Qualitative Research, 9(3), 299-308.
  Abstract:
• Giangreco, M. F. (2000). Related services research for students with low incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in the Schools, 31, 230 - 239.
  Abstract:
• Giangreco, M. F. (2001). Interactions among program, placement, and services in educational planning for students with disabilities. Mental Retardation, 39, 341 - 350.
  Abstract:
• Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50 - 53.
  Abstract:
• Giangreco, M. F. (2007). Absurdities and realities of special education: The complete digital set [searchable CD]. Thousand Oaks, CA: Corwin.
  Abstract:
• Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership, 64(5), 34 - 37.
  Abstract:
• Giangreco, M. F. (in press). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities.
  Abstract:
• Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10 - 26.
  Abstract:
• Giangreco, M. F., & Taylor, S. J. (2003). "Scientifically based research" and qualitative inquiry. Research and Practice for Persons with Severe Disabilities, 28(3), 133 - 137.
  Abstract:
• Giangreco, M. F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22(1), 17 - 27.
  Abstract:
• Giangreco, M. F., Broer, S. M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22(3), 149 - 158.
  Abstract:
• Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2001). Teacher engagement with students with disabilities: Differences between paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75 - 86.
  Abstract:
• Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21(1), 3 - 15.
  Abstract:
• Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). That was then, this is now! Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10(1), 47 - 64.
  Abstract:
• Giangreco, M. F., Broer, S. M., & Suter, J. C. (in press). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education.
  Abstract:
• Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (in press). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools. London: Routledge.
  Abstract:
• Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485 - 498.
  Abstract:
• Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70, 63 - 79.
  Abstract:
• Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45 - 63.
  Abstract:
• Giangreco, M. F., Halvorsen, A. T., Doyle, M. B., & Broer, S. M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17, 82 - 90.
  Abstract:
• Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 41, 53-56.
  Abstract:
• Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 41, 53-56.
  Abstract:
• Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 41, 53-56.
  Abstract:
• Giangreco, M. F., Prelock, P.A., & Turnbull, R.H. (in press). An issue hiding in plain sight: When are speech language pathologists special educators rather than related services providers? Language Speech and Hearing Services in Schools.
  Abstract:
• Giangreco, M. F., Smith, C. S., Pinckney, E. (2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons with Severe Disabilities, 31(3), 215 - 229.
  Abstract:
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (in press). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation.
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• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (in press). Recent research on paraprofessionals in inclusion-oriented schools. Journal of Educational and Psychological Consultation.
  Abstract:
• Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). Be careful what you wish for... : Five reasons to be concerned about the assignment of individual paraprofessionals. Teaching Exceptional Children, 37(5), 28 - 34.
  Abstract:
• Giangreco, M.F. & Doyle, M.B. (2007). Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (2nd edition). Baltimore: Paul H. Brookes.
  Abstract:
• Giangreco, M.F. (2002). Values, logical practices, and research: The three musketeers of effective education. In J. Downing (Ed.), Including students with severe and multiple disabilities in typical classrooms (2nd ed., pp. ix-xiii). Baltimore: Paul H. Brookes.
  Abstract:
• Giangreco, M.F. (2003). Moving toward inclusive education. In W.L. Heward, Exceptional children: An introduction to special education (7th ed., pp. 78-79). Englewood Cliffs, NJ: Merrill, an imprint of Prentice Hall.
  Abstract:
• Giangreco, M.F. (2006). Foundational concepts and practices for educating students with severe disabilities. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (6th ed., pp. 1-27). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.
  Abstract:
• Giangreco, M.F. (in press). Educating students with severe disabilities: Foundational concepts and practices. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (7th ed., pp. TBD). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.
  Abstract:
• Giangreco, M.F., & Doyle, M.B. (2000). Curricular and instructional considerations for teaching students with disabilities in general education classrooms. In S. Wade (Ed.), Inclusive education: A casebook of readings for prospective and practicing teachers (pp. 51-69). Hillsdale, NJ: Lawrence Erlbaum.
  Abstract:
• Giangreco, M.F., & Doyle, M.B. (2004). Directing paraprofessional work. In C.H. Kennedy & E.M. Horn (Eds.), Including students with severe disabilities (pp. 185-204). Boston: Allyn & Bacon.
  Abstract:
• Giangreco, M.F., Cloninger, C., Dennis, R., & Edelman, S. (2000). Problem-solving methods to facilitate inclusive education. In R. Villa & J. Thousand, (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 293-327). Baltimore: Paul H. Brookes.
  Abstract:
• Giangreco, M.F., Cloninger, C., Dennis, R., & Edelman, S. (2002). Problem-solving methods to facilitate inclusive education. In J. Thousand, R. Villa, & Nevin, A. (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers, (2nd ed., pp. 111-134). Baltimore: Paul H. Brookes.
  Abstract:
• Giangreco, M.F., Prelock, P., Reid, R., Dennis, R., & Edelman, S. (2000). Roles of related services personnel in inclusive schools. In R. Villa & J. Thousand, (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 360-388). Baltimore: Paul H. Brookes.
  Abstract:
• Granello, D. H., Kindsvatter, A., Granello, P. F., Underfer-Babalis, J., & Hartwig- Moorhead, H. J. (2008). Multiple perspectives in supervision: Using a peer consultation model to enhance supervisor development. Counselor Education and Supervision, 48(1), 32-47.
  Abstract:
• Gunzenhauser, M. G. & Gerstl-Pepin, C. I. (2006). Engaging graduate education: A pedagogy for epistemological and theoretical diversity. Review of Higher Education, 29(3), 319-346.
  Abstract:
• Halladay, J.L., Billman, A.K., Park, Y., Gao, F., Reffitt, K., and Hasty, N. (2007). The literacy research we have. In M. Pressley, A.K. Billman, K.H. Perry, K.E. Reffitt, & J.M. Reynolds (Eds.), Shaping literacy achievement. New York: Guilford.
  Abstract:
• Heading-Grant, W. & Aiken, J. A. (forthcoming). Faculty Mentors and their Perspectives on Cross-Cultural Mentoring Relationships. In Gigi Harris and Richard Johnson, III (Eds.), Women of color and leadership: Taking their rightful place.
  Abstract:
• Hilden, K., Duke, N. K., Billman, A. K., with, Zhang, S., Halladay, J.L., et al. (2007). Informational strategic cloze assessment. East Lansing: Trustees of Michigan State University. (Available from LARC, see www.msularc.org for further information.)
  Abstract:
• Hurley, J.J. (in press). Promoting self-determination in students with developmental disabilities: A review. Intellectuals with Developmental Disabilities.
  Abstract:
• Hurley, S. M., & Novick, L. R. (2006). Context and structure: The nature of students' knowledge about three spatial diagram representations. Thinking and Reasoning, 12, 281-308.  [abstract]
  Abstract: The authors investigated whether college students possess abstract rules concerning the applicability conditions for three spatial diagrams that are important tools for thinking-matrices, networks, and hierarchies. A total of 127 students were asked to select which type of diagram would be best for organising the information in each of several short scenarios. The scenarios were written using three different story contexts: (a) neutral, presenting a real-life situation but not cueing a particular representation; (b) abstract, presenting only variable names and relations; and (c) incongruent, in which the context and informational structure cued different representations. The results indicated above-chance performance on the abstract scenarios, as well as comparable performance on the abstract and neutral context scenarios. In a follow-up study in which eight students thought out loud while selecting diagrams for the abstract scenarios, there were almost no references to concrete examples. The results of these studies suggest that students possess abstract rules concerning the applicability conditions for matrices, networks, and hierarchies.
• Hurley, S. M., Novick, L. R. (in press). Solving problems using matrix, network, and hierarchy diagrams: the consequences of violating construction conventions. The Quarterly Journal of Experimental Psychology.  [abstract]
  Abstract: In order for a diagram to be useful for solving a problem, it must be constructed so that its perceptual features facilitate inferences relevant to that problem. In Experiment 1, we established the construction conventions, which relate to how information is assigned to different parts of the diagram, for three spatial representations-networks, hierarchies, and matrices. In Experiment 2, participants solved problems using diagrams that either followed or violated these conventions. As hypothesized, participants took longer to draw inferences from convention-violating matrix and network diagrams than from their convention-following counterparts, and these inferences were less accurate. Convention adherence did not affect reasoning time or accuracy for hierarchy diagrams. The authors concluded that the construction conventions are related to perceptual features that facilitate certain types of inferences for matrix and network diagrams, and they discussed why this might not have been the case for the hierarchy.
• International Service-Learning (ISL): Creating an Intersession Social Work Course in India Quick Hits for Service-Learning: Successful Strategies from Award-winning Teachers. Indiana Campus Compact.
  Abstract:
• Jablonski, M., Mena, S.B., Manning, K., Carpenter, S., & Siko, K.L. (2007). Scholarship in Student Affairs Revisited: The Summit on Scholarship. NASPA Journal, 44(1), 182-200.
  Abstract:
• Jewiss, J. & Clark/Keefe, K. (2007). On a personal note: Practical pedagogical activities to foster the development of "reflective practitioners." American Journal of Evaluation, 28, 334-347.  [abstract]
  Abstract: The necessities and benefits of reflexivity are now well laid out in the broader social science literature, and the American Evaluation Association's (2004) Guiding Principles for Evaluators identify reflective practices that evaluators are expected to carry out. This article uses the context of the university classroom and a writing sample to demonstrate how disciplined self-reflection can help students examine personal perspectives that surface during the research process and monitor bias. Failure to develop and maintain a reflective stance can result in a variety of ethical and practical dilemmas. Fortunately, written reflections and classroom discussions can help screen for potential dilemmas and point the evaluation in more appropriate directions. A preliminary list of readings and classroom activities is included to help faculty guide students in their exploration, monitoring, and constructive use of personal perspectives.
• Jewiss, J. (In preparation). Qualitative Inquiry in the Practice of Evaluation. Jossey-Bass.  [abstract]
  Abstract: The intent of this book is to explore the role of qualitative inquiry within prominent evaluation approaches as well as describe key practice considerations for evaluators engaging in qualitative inquiry. Although it is geared toward students and evaluators who are relatively new to qualitative inquiry, this is not a how-to book. It is meant to serve as a practice introduction for students and new evaluators, a reference and resource for practicing evaluators, and a dialogue among evaluators. The first part of the book will cover foundations and core concepts. Part II will explore the real world of qualitative inquiry in evaluation through examples and lessons learned by practicing evaluators. In other words, this section will provide a window on the actual practice of evaluation. The editors' reflections on the content of the book and key points that resonate with their experiences as evaluators will be synthesized in a concluding chapter.
• Johnson III, R. G. & Oldfield, K. (Eds.). (2008). Resilience: Queer Professors from the Working Class. Albany: State University of New York Press.
  Abstract:
• Johnson III, R. G., Reyes, C. & Smith, S. (2009). Repositioning the Culture of Power, Journal of Pubic Affairs, pp. 33-45.
  Abstract:
• Johnson III, R., Reyes, C., & Smith, S. "Debunking Notions of Ethnic Identity: Reflections on Identities and Pedagogies for Faculty of Color at a PWI." for submission in October 2007 to the Journal of Diversity in Higher Education.
  Abstract:
• Johnson III, R., Reyes, C., & Smith, S. "Debunking Notions of Ethnic Identity: Reflections on Identities and Pedagogies for Faculty of Color at a PWI." for submission in October 2007 to the Journal of Diversity in Higher Education.
  Abstract:
• Johnson III, R.G. & Leibowitz, G.S. (2009). The down low phenomenon: A case for reinventing African American male hyper-masculinity. In R.G. Johnson III (Ed.), A 21st century approach to teaching social justice: Educating for both advocacy and action (pp.39-52). New York: Peter Lang.  [abstract]
  Abstract: This chapter attempts to define the down low as a social justice issue and identify some of the causes for the phenomenon. Critical social justice theory and anti-oppressive practice (Healy, 2005; Millar, 2006) is utilized to analyze these causal factors and construct an action plan. The social work literature has been particularly active in developing antiracist paradigms, and although its integration into practice is largely an unfinished project, the robust discussion contained in these paradigms about the way racial identities have been constructed has applicability to understanding African-American men on the Down Low. The chapter also draws a correlation between the phenomenon and the rising H.I.V./AIDS infections in the African American community. One of the main challenges associated with the analysis of the Down Low phenomenon is conceptualizing a place in society where African American men can feel acknowledged and accepted, regardless of their sexual orientation. This chapter concludes with an action plan based on anti-oppressive pedagogy and practice, and a case study, for understanding and addressing the issue of the Down Low phenomenon.
• Johnson III, R.G. & Rivera, M. (2007). "Refocusing Human Resources Management: A Need for Diversity Competencies." Journal of Public Affairs and Education. 13(1),15-27.
  Abstract:
• Johnson III, R.G. (Ed.). (2009) A 21st century approach to teaching social justice (Peter Lang Press).
  Abstract:
• Johnson III, R.G. (Ed.). (2009). The queer community: Continuing the struggle for Social Justice
  Abstract:
• Johnson, R., Aiken, J. A., & Steggreda, R. (Winter, 2006). "Emotions And Educational Leadership: Narratives From The Inside." Planning and Changing: An Educational Leadership and Policy Journal.
  Abstract:
• Johnson, R., Aiken, J. A., & Steggreda, R. (Winter, 2006). "Emotions And Educational Leadership: Narratives From The Inside." Planning and Changing: An Educational Leadership and Policy Journal.
  Abstract:
• Jones, L. C., Webb, P. T., & Neumann, M. D. Claiming the contentious: Literacy teachers as leaders of social justice principles and practices. Issues in Teacher Education, 17, 7-15.
  Abstract:
• Kindsvatter, A. (2005). Huckleberry Finn reconsidered: An interview with David Nylund. The Family Journal, 13(4), 503-506.
  Abstract:
• Kindsvatter, A. (2006). Listening to our literature, listening to our clients: An interview with Barry Duncan and Scott Miller. The Family Journal 14(2), 184-188.
  Abstract:
• Kindsvatter, A., Granello, D. H., & Onedera, J. D. (2008). Cognitive techniques as a means for facilitating supervisee development. Counselor Education and Supervision, 47(3), 179-192.
  Abstract:
• Kindsvatter, A., Nelson, J., & Desmond, K. J. (2009). An invitation to between- session reflection: The use of therapeutic letters in family and couples counseling. The Family Journal, 17(1), 32-38.
  Abstract:
• Kindsvatter, A., Onedera, J. D., & Dean E. P. (2008). Structural techniques for engaging reluctant parents in counseling. The Family Journal, 16(3), 204-213.
  Abstract:
• Kindsvatter, A., Osborn, C. J., Bubenzer, D. L., & Onedera, J. D. (In press). Client perceptions of pre-treatment change. Journal of Counseling and Development.
  Abstract:
• Kuh, G., Kinzie, J., Schuh, J., Whitt, E., and Associates. (2005). Student Success in College: Creating Conditions that Matter. San Francisco, CA: Jossey Bass.
  Abstract:
• L. C. Smith (in press) The anxiety of affirming heterosexuals when negotiating heteronormativity. Human Services Education  [abstract]
  Abstract: This study investigates how pluralistic, inclusive persons who identify as heterosexual and who affirm sexual minorities negotiate the discourse of heteronormativity. This is a qualitative study where in-depth phenomenological interviews were conducted. Informants evidenced four frames of anxiety that accompany their process of negotiating heteronormativity. This study raises the awareness that negotiating heteronormativity is complex, that heterosexual human service providers who identify as inclusive may need to consistently reflect upon their investment in heteronormativity, and that subconscious sexual prejudice may remain even though one identifies as pluralistic. Implications for the human services fields are discussed.
• Laser, J.A. & Leibowitz, G.S. (2009). Promoting positive outcomes for healthy youth development: Utilizing social capital theory. Journal of Sociology and Social Welfare, 36 (1), 85-100.  [abstract]
  Abstract: Social capital theory has become a subject of strong interest for a wide variety of academic disciplines. However, the theory has often been used in sweeping generalizations to describe accessing resources. This has created a diluted or simplified version of the original theories. In the first section of the paper, some of the leading theories of social capital and their proponents are presented to better conceptualize social capital. In the second portion of the paper, a developmental model of social capital in youth is advanced, and implications for social work practice are offered.
• Leibowitz, G.S., Laser, J.A., Burton, D.L. (in press). Exploring the relationships between dissociation, victimization, and juvenile sexual offending.Journal of Trauma and Dissociation.  [abstract]
  Abstract: An etiological model of sexually abusive behavior including dissociation could have utility for researchers and treatment providers working with sexually abusive youth with trauma histories. This article explores relationships between dissociation, victimization, and juvenile sexual offending. Self-report data of dissociation and five types of abuse were collected from two racially/ethnically diverse groups of sexually abusive and general delinquent male adolescents (n=503). Bivariate analysis showed significant correlations between all types of child abuse and dissociation, with the exception of emotional neglect. Hierarchical logistic regression analysis indicated that dissociation was significant in predicting sexual offender status. Moreover, dissociation, sexual victimization, and physical abuse showed significant effects in predicting membership in the sexual offender group. The results confirmed the need for additional research in the areas of assessment and treatment of dissociation among sexually abusive youth.
• Lipsey, M. W., & Hurley, S. M. (2009). Design Sensitivity: Statistical Power for Applied Experimental Research. In L. Bickman & D. J. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (44-76). California: SAGE Publications, Inc.
  Abstract:
• Lipson, M. Y. (2006). "Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings." Research at Work (pp. 394-402). NY: Guilford and Newark, DE: International Reading Association.
  Abstract:
• Lipson, M. Y. (2007). Teaching reading beyond the primary grades: A blueprint for helping intermediate students develop the skills they need to comprehend the texts they read. NY: Scholastic
  Abstract:
• Manning, K. & Mu�oz, F.M. (in press). Conclusion: Re-visioning the Future of Multicultural Student Services. In D. Stewart (Ed.), Building Bridges, Re-visioning Community: Multicultural Student Services on Campus. Washington, D.C.: American College Personnel Association Media.  [abstract]
  Abstract: As it has from its inception, multicultural student services will continue to evolve. In this chapter, the author will consider what lies on the horizon for multicultural student services in this age of increasing diversity and complexity.
• Manning, K. & Mu�oz, F.M. (in progress). Organizing Student Affairs. In S. Harper, J. Schuh, & S. Jones (Eds.), Student Services: A Handbook for the Profession. San Francisco, CA: Jossey Bass.  [abstract]
  Abstract: �Organizing Student Affairs,� describes models and functions of student affairs practice. The six cultures of the academy as outlined by Bergquist and Pawlak are used a framework through which to discuss the potential ways to organize this area of higher education administration.
• Manning, K. (2000). Rituals, ceremonies, and cultural meaning in higher education. Westport, CT: Greenwood Press, Critical Issues Series (Henry Giroux, Series Editors).  [abstract]
  Abstract: This book describes a number of rituals within higher education and the anthropological theory supporting those events.
• Manning, K. (May/June 2009). What's Your Analysis? Philosophical underpinnings of student affairs work regarding difference. About Campus, 14(2).
  Abstract:
• Manning, K., & Stage, F.K., (2003). What is your research approach? In F. Stage & K. Manning (Eds.). Research in the College Context: Approaches and Methods (pp. 19 � 33). New York, NY: Brunner-Routledge.  [abstract]
  Abstract: The choice of research method (experimental, quasi experimental design, ethnographic, phenomenology, case study approach, constructivist inquiry, etc.) leads from the research topic and questions determined by the inquirer. This chapter discusses a range of research methods and techniques. Included are a discussion of qualitative and quantitative methods and the appropriateness of the different approaches given the topic undertaken
• Manning, K., Kinzie, J., and Schuh, J. (2006). One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice. New York: Routledge. (peer reviewed).
  Abstract:
• McCoy, D. L. (2007). Entering the academy: Exploring the socialization of African American male faculty at HBCUs and PWIs. Journal of the Professoriate 2(2), 75-91.
  Abstract:
• McCoy, D. L. (In press). Multicultural student services at public universities. In D. Lazarus Stewart (Ed.), Building bridges, re-visioning community: Multicultural student services on campus.
  Abstract:
• McGlothlin, J., Rainey, S., & Kindsvatter, A. (2005). Suicidal clients and supervisees: A model for considering supervisor roles. Counselor Education and Supervision, 45(2), 135-146.
  Abstract:
• Miller, F. S., & Findley, L. (2008). The changing face of higher education. ACE Council of Fellows Newsletter, 30 (1).
  Abstract:
• Miller, F.S. (1997). Facing the future: The status of affirmative action in the 21st century. American Behavioral Scientist, 41, 197-279.
  Abstract:
• Miller, F.S. (2006). GearUp Progress Report. Submitted to GearUp, Vermont Student Assistance Corporation.
  Abstract:
• Miller, F.S. (2010). Untangling the ivy vines: Negotiating the brambles and thorns in search of a rose. In Richard Johnson & Gigi Harris (eds). Women of color: Taking their rightful place in leadership. San Diego, CA: Birkdale Publishers.
  Abstract:
• Miller, F.S. (accepted). School based truancy courts, alienation, and achievement motivation among urban youth. In William F. Tate & Carol Camp Yeakey (eds.), Schools, neighborhoods, and social inequality. Advances in Research in Diverse Communities. Oxford, England: Elsevier, Inc.
  Abstract:
• Miller, F.S. (in preparation). Expectations, best practices, and behavioral options in response to truancy: A benchbook for Family Court Judges. NTPA/OJJDP.
  Abstract:
• Miller, F.S. (in press). Fifty years later: Understanding and responding to the challenges, Implications, and legacy of Little Rock Nine and Sputnik for Colleges of Education. Journal of Pedagogy and Curriculum.
  Abstract:
• Morris, K., & Burford, G. (2009). Family decision making: New spaces for participation and resistance. In M. Barnes & D. Prior, D. (Eds). Subversive Citizens: Power, agency and resistance in public services (pp. 129-135). . Bristol, UK: The Policy Press.
  Abstract:
• Nash, R.J. & Bishop, P. (2006). Teaching adolescents religious literacy in a post-9/11 world. Journal of Religion and Education 33(1). 26-48.
  Abstract:
• Nash, R.J. & Bishop, P. (2006). "Teaching adolescents about religious pluralism in a post 9-11 world." Journal of Religion and Education, 33(1). 26-48.
  Abstract:
• Nash, R.J. & Bishop, P. (2006). "Teaching adolescents about religious pluralism in a post 9-11 world." Journal of Religion and Education, 33(1). 26-48.
  Abstract:
• Nash, R.J. & Bishop, P.A. (in press). Teaching adolescents religious literacy in a post-9/11 world. Charlotte, NC: Information Age Publishing.
  Abstract:
• Neumann, M. D. Freedom quilts: Mathematics on the Underground Railroad. Teaching Children Mathematics, 11, 316-321.
  Abstract:
• Neumann, M. D. (2003). Uncovering the mathematics and cultural significance of Northern Plains Native American Star Quilts. Mathematics Teaching in Middle School, 8, 230 - 236.
  Abstract:
• Neumann, M. D. Preservice teachers examine gender equity in teaching mathematics. Teaching Children Mathematics, 13, 388-395.
  Abstract:
• Neumann, M. D., Jones, L. C., & Webb, P. T. Developing teachers' leadership knowledge: Pillars for the 'New Reform'. Teaching Education Journal, 18(3), 233-244.
  Abstract:
• Okech, J. E. A. (2008). Reflective practice in group co-leadership. Journal for Specialists in Group Work, 33(3), 1-17.
  Abstract:
• Okech, J. E. A., & Champe, J. (2008). Informing culturally competent practice through cross-racial friendships. International Journal for the Advancement of Counselling, 30, 104- 115.
  Abstract:
• Okech, J. E. A., & Kline, W. B. (2005). A qualitative exploration of group co-leader relationships. Journal for Specialists in Group Work, 30(2), 173-190.
  Abstract:
• Okech, J. E. A., & Kline. W. B. (2006). "Competency concerns in group co-leader relationships." The Journal for Specialists in Group Work, 31, (2), 165-180.
  Abstract:
• Okech, J. E. A., & Rubel, D. (2007). "Diversity competent group work supervision: An application of the supervision of group work model (SGW)." The Journal for Specialists in Group Work, 32, (3), 245-266.
  Abstract:
• Okech, J. E. A., Astramovich, R., Johnson, M. M., Hoskins, W., & Rubel, D. (2006). "Doctoral research training of counselor education faculty." Counselor Education and Supervision, 46, 131-145.
  Abstract:
• Okech, J. E.A., & Rubel, D. (2009). The experiences of expert group work supervisors: An exploratory study. Journal for Specialists in Group Work, (34)1,68
  Abstract:
• Oldfield, K., Candler, G. & Johnson III, R.G. (2006). Social Class, Sexual Orientation, and Shaping a New Agenda for Social Equity Policy. American Review of Public Administration. 36(2), 156-172.
  Abstract:
• Onedera, J. D., Minatrea, N., & Kindsvatter, A. (2007). Collaboration between licensed mental health professionals and religious leaders. In J. D. Onedera (Ed.), The role of religion in marriage and family counseling. New York, NY: Taylor and Francis.
  Abstract:
• Onedera, J. D., Paez, S. B., & Kindsvatter, A. (in press). Criteria of non-academic characteristics used to evaluate and retain community counseling students. Journal of Counseling and Development.
  Abstract:
• Osborn, C. J., West, J. D., Kindsvatter, A., & Paez, S. B. (2008). Collaborative care map construction: Intentional interactions to involve clients in the planning process. Journal of Contemporary Psychotherapy 38, 169-176.
  Abstract:
• Pinderhughes, E. E., Hurley, S. M., & the Conduct Problems Prevention Research Group (2008). Disentangling Ethnic and Contextual Influences Among Parents Raising Youth in High- Risk Communities. Applied Developmental Science, 12, 211-219.  [abstract]
  Abstract: This article reports on analyses examining contextual influences on parenting with an ethnically and geographically diverse sample of parents (predominantly mothers) raising 387 children (49% ethnic minority; 51% male) in high-risk Communities. Parents and children were followed longitudinally from first through tenth grades. Contextual influences included geographical location, neighborhood risk, SES, and family stress. The Cultural variable was racial socialization. Parenting constructs created through the consensus decision-making of the Parenting Subgroup of the Study Group oil Race, Culture, and Ethnicity (see Le et al., 2008) included Monitoring, Communication, Warmth, Behavioral Control and Parenting Efficacy. Hierarchical regressions on each parenting construct were conducted for each grade for which data were available. Analyses tested for initial ethnic differences and then for remaining ethnic differences once contextual influences were controlled. For each construct, some ethnic differences did remain (Monitoring, ninth grade; Warmth, third grade; Communication, kindergarten Behavioral Control, eighth grade; and Parenting Efficacy, kindergarten through fifth grade). Ethnic differences were explained by contextual differences in the remaining years. Analyses examining the impact of cultural influences revealed a negative relation between racial socialization messages and Communication or Monitoring.
• Potvin, M.-C., Prelock, P.A., & Snider, L. (2008). Collaborating to Support Meaningful Participation in Recreational Activities of Children With Autism Spectrum Disorder. Topics in Language Disorders, 28(4), 365-374.
  Abstract:
• Pressley, M., Duke, N. K., Gaskins, I. W., Fingeret, L., Halladay, J.L., Hilden, K., et al. (2008). Working with struggling readers: Why we must get beyond the Simple View of Reading and visions of how it might be done. In T. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed.). New York: Wiley.
  Abstract:
• Prue, J. & Richards, J. (2007). Navigating Effective Developmental Advising: Research and Student Generated Strategies.  [abstract]
  Abstract: Research presented in this manuscript explored and reported student feedback concerning advisement currently provided within the professional development programs in the College of Education and Social Services� (CESS) at University of Vermont. The guiding question for this research was; what do students from all four cohorts (freshman, sophomores, juniors and seniors) have to say about their experiences with advisement. Results indicated awareness on the part of students regarding their developmental needs over time. In addition, respondents highlighted the importance of both relationships with advisors and a belief in the integral role advisement plays in their collegiate success. Furthermore based on student recommendations, the authors present information defining a new paradigm of advisement intended to mentor and support emerging professionals.
• Rathbone, C. (1996). Gender, Math Literacy, and Classroom Meetings. New England Mathematics Journal, The Association of Teachers of Mathematics in New England, Vol. XXVIII, No. 2.  [abstract]
  Abstract: This article makes the case that unless the classroom learning environment is safe and comfortable and challenging, most children's learning of mathematics will be at risk. Classroom meetings are encouraged as a proven method for math teachers to establish and maintain a proper and facilitative climate for learning in the classroom. Several classroom examples are unpacked to make the point.
• Rathbone, C. and Shelton, L. "The research background for early childhood education." In Early Education Handbook. Montpelier, VT: Vermont State Department of Education.  [abstract]
  Abstract: Article supplied strong research support for advancing early childhood education in Vermont schools. Especially focused on kindergarten education, the handbook was developed to support the Governor's initiative in early education as a way of addressing the limiting factors of rural poverty and educational neglect.
• Rathbone, C., Bingham, A., Dorta, P., McClaskey, M., and O'Keefe, J. Multiage portraits: teaching and learning in mixed-age classrooms. Peterborough, NH: Crystal Springs Publishers.  [abstract]
  Abstract: The book was an effort to show what excellent multiage teaching practice looks like. The first part of the book reports the results of the lead author's four month residency in Anne Bingham's K-3 classroom and illuminates Anne's practice through the themes of interaction, continuity, groupings, informality, routines, overlappingness, and family. Part Two contains portraits of multiage practice from each of the shared authors, all highly experienced and respected multiage teachers.
• Reyes, C. & Bishop, P. (in press). The hazards of engaging teacher identity in preservice teacher education. In P. Jenlink (Ed.). Teacher Identity and the Struggle for Recognition. New York: Scarecrow Publishing.
  Abstract:
• Reyes, C. (2008). "Disturbing the waters":Using relational knowledge to explore methodology. The Journal of Educational Foundations, Vol. 22(3-4), pps. 13-31.
  Abstract:
• Reyes, C. (2009). El Libro de Recuerdos (Book of Memories): A Latina Student's Exploration of Self and Religion in Public School. Research in the Teaching of English, 43(3), 263-285.
  Abstract:
• Reyes, C., & Bishop, P. (2005). Meeting in the middle: Preparing teachers on a predominantly white campus for diverse classrooms. Teacher Education and Practice, 18 (2), 137-156.
  Abstract:
• Richards, J. (2009). Boundary Dilemmas and the Privilege of Knowing Heroes: Rural School Social Work. Working in Social Work: The Real Work Guide to Practice Settings. Routledge Publishers.
  Abstract:
• Roche, S. E. (1992). Community Interventions for Domestic Violence Against Women in U.S. Refugee Communities: A training for trainers. Washington, DC: Refugee Women in Development, Inc.
  Abstract:
• Roche, S. E. (1996). Feminist generations: The persistence of the radical women�s movement, by Nancy Whittier. Affilia: Journal of women and social work, 11, 242-243.
  Abstract:
• Roche, S. E. (1996). Messages from the NGO Forum on Women. Affilia: Journal of women and social work, 11, 484-494.
  Abstract:
• Roche, S. E. (1998). Walking the line between capacity and constraints: U.S. shelters for women who have been abused. Journal of Progressive Human Services, 9(2), 7-30.
  Abstract:
• Roche, S. E. (1999). The strengths perspective for social work with abused women. Journal of Family Social Work, 3, 23-37.
  Abstract:
• Roche, S. E. (2001). Women on the defensive: Living through conservative times, by Sylvia Bashevkin; and Women in a violent world: Feminist analyses and resistance across Europe, edited by Chris Corrin. Affilia: Journal of women and social work, 16, 243-246.
  Abstract:
• Roche, S. E. (2002). Professional care from a patients view. Affilia: Journal of women and social work, 17, 142-146.
  Abstract:
• Roche, S. E. (2006, January ). The Vermont Approach: A strategic plan for comprehensive, collaborative sexual violence prevention in Vermont 2006-2010. Montpelier, VT: Anti-Violence Partnership: A Community Collaboration at the University of Vermont.
  Abstract:
• Roche, S. E. (2007). Postmodern call and response in the modernist university. In S. Witkin, & D. Saleebey (Eds.), Transforming social work: Re-shaping the canon in inquiry, practice, and education. Washington, D.C.: Council on Social Work Education.
  Abstract:
• Roche, S. E. (2007). Postmodern call and response in the modernist university. In S. Witkin, & D. Saleebey (Eds.), Transforming social work: Re-shaping the canon in inquiry, practice, and education. Washington, D.C.: Council on Social Work Education.
  Abstract:
• Roche, S. E. (2009, November). Guest Editoral. Gentle, angry women creating change. Afilia: Journal of women and social work, 1-3.
  Abstract:
• Roche, S. E., & Camasso, M. J. (1993). Parental preferences and considerations of cost in the selection of school-age child care. Children and Youth Services Review, 15, 53-70.
  Abstract:
• Roche, S. E., & Handy, M. (2000, December). Constructing victim access: A process evaluation of the VS2000-VT Victim Access Project. Waterbury, VT: Victim Services 2000-VT, Center for Crime Victim Services.
  Abstract:
• Roche, S. E., & Richart, D. W. (1982, February). Some preliminary issues in removing juveniles from Kentucky jails. (First 1982 interim report to the [Kentucky] Juvenile Justice Advisory Council). Louisville, KY: Kentucky Youth Advocates, Inc.
  Abstract:
• Roche, S. E., & Sadoski, P. (1996). Social action for battered women. In A. R. Roberts (Ed). Helping battered women: New perspectives and remedies (pp. 13-30). New York: Oxford University Press.
  Abstract:
• Roche, S. E., & Wood, G. G. (2005). A Narrative Principle for Feminist Social Work with Survivors of Male Violence. Affilia: Journal of women and social work.
  Abstract:
• Roche, S. E., & Wood, G. G. (In process). Situations and representations: A feminist poststructural approach to social work with women and teen-age girls surviving male violence.
  Abstract:
• Roche, S. E., (2009). Guest Editoral. Gentle, angry women creating change. Afilia: Journal of women and social work, Guest Editoral. Gentle, angry women creating change. Afilia: Journal of women and social work
  Abstract:
• Roche, S. E., Biron, K., & Reilly, N. (1995). Sixteen days of activism against gender violence. Violence against women, 1, 272-281.
  Abstract:
• Roche, S. E., Dewees, M., Trailweaver, R., Alexander, S., Cuddy, C., & Handy, M. (1999). Contesting boundaries in social work education: A liberatory approach to cooperative learning and teaching. Washington, D.C.: Council on Social Work Education.
  Abstract:
• Rubel, D. & Okech, J. E. A. (2009). Diversity issues in group work. In D. Capuzzi, D. Gross, & M. Stauffer (Eds.), Introduction to group work (5th ed.). Denver, CO: Love Publishing.
  Abstract:
• Rubel, D., & Okech, J. E. A. (2006). "The supervision of group work model: Adapting the discrimination model for supervision of group workers." The Journal for Specialists in Group Work, 31, (2), 113-134.
  Abstract:
• Rubel, D., & Okech, J. E.A. (2009). The Expert Group Work Supervision Process: Apperception, Actions, and Interactions. Journal for Specialists in Group Work, 34, 227-250.
  Abstract:
• Ryan, S. & Chionnaith, M. (2006). "On the Spectrum: Similarities and differences between students with fetal alcohol spectrum disorders and autism spectrum disorders." Journal of International Special Needs Education, 9, 43-52.
  Abstract:
• Ryan, S. & Ferguson, D. (2006). The person behind the face of fetal alcohol spectrum disorders: Student experiences and family and professionals' perspectives on FASD. Rural Special Education Quarterly, 25(1), 32-40.
  Abstract:
• Ryan, S. & Ferguson, D. (2006). "On, yet under the radar: Students with fetal alcohol spectrum disorders." Exceptional Children, 72, 363-379.
  Abstract:
• Ryan, S. (2006.) "Instructional tips: Supporting the educational needs of students with fetal alcohol spectrum disorders." Teaching Exceptional Children Plus, 3(2), Article 5.
  Abstract:
• Ryan, S., Murphy, B., Harvey, S., Nygrene, K., & Ongtooguk, P. (2006). "The way of the human being: Supporting Alaska native families who have a child with a disability." Young Exceptional Children, 9(2), 12-19.
  Abstract:
• Sandler, I. N., Ayers, T. S., Wolchik, S. A., Tein, J., Kwok, O., Haine, R. A., Twohey, J. L., Suter, J. C., Lin, K., Padgett-Jones, S., Weyer, J. L., Cole, E., Kriege, G., & Griffin, W. A. (2003). The Family Bereavement Program: Efficacy evaluation of a theory-based prevention program for parentally bereaved children and adolescents. Journal of Consulting and Clinical Psychology, 71, 587-600.  [abstract]
  Abstract: This article presents an experimental evaluation of the Family Bereavement Program (FBP), a 2-component group intervention for parentally bereaved children ages 8�16. The program involved separate groups for caregivers, adolescents, and children, which were designed to change potentially modifiable risk and protective factors for bereaved children. The evaluation involved random assignment of 156 families (244 children and adolescents) to the FBP or a self-study condition. Families participated in assessments at pretest, posttest, and 11-month follow-up. Results indicated that the FBP led to improved parenting, coping, and caregiver mental health and to reductions in stressful events at posttest. At follow-up, the FBP led to reduced internalizing and externalizing problems, but only for girls and those who had higher problem scores at baseline.
• Sandler, I., Ayers, T., Suter, J. C., Shultz, A., & Twohey, J. (2003). Adversities, strengths, and public policy. In K. I. Leadbetter, C. J. Maton, B. J. Schellenbach, & A. L. Solarz (Eds.), Investing in children, youth, families, and communities: Strengths-based research and policy (pp. 31-50). Washington, DC: American Psychological Association.  [abstract]
  Abstract: Book chapter examining the connections between adversities and strengths for children and adolescents.
• Schattman, R., Dennis, R.E., Cook, D. (2007). :Administration in Inclusive Schools." In M. F. Giangreco & M.B. Doyle (Eds.) Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (2nd ed., pp. 283-296). Baltimore: Paul H. Brookes.
  Abstract:
• Schuh, J.H., Kuh, G.D., Kinzie, J., & Manning, K. (Spring 2006). "DEEP Lessons: Study Reveals Enhanced Roles for SSAOs," NASPA Leadership Exchange, 4(1).
  Abstract:
• Shelton, L. G. [2009]. Develecology: An introduction to Bronfenbrenner. Unpublished manuscript, The University of Vermont. [Revised 2005, 2007, 2009]
  Abstract:
• 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.
  Abstract:
• Shepherd, K. (2006). Supporting all students: The role of principals in expanding general education capacity through the use of response to intervention teams. Journal of Special Education Leadership, 19 (2), 30
  Abstract:
• Shepherd, K., & Salembier, G. (2007). Transition from school to adult life. In M. Giangreco and M.B. Doyle (Eds.), Quick guides to inclusion 3: Ideas for educating students with disabilities (2nd ed.). Baltimore: Paul Brookes.
  Abstract:
• Shepherd, K., & Salembier, G. (2007). Transition from school to adult life. In M. Giangreco and M.B. Doyle (Eds.), Quick guides to inclusion 3: Ideas for educating students with disabilities (2nd ed.). Baltimore: Paul Brookes.
  Abstract:
• Shepherd, K., Hasazi, S. & Aiken, J. (2008). Preparing school leaders to build and sustain positive connections with families and communities. In R. Papa, (Ed.), C. Achilles, & B Alford (Eds.), NCPEA Yearbook, 2008. Leadership on the front line: Changes if professional practice.
  Abstract:
• Shepherd, K.G., Hasazi, S.B., & Aiken, J. (2008). Preparing school leaders to build and sustain engagement with families and communities. In R. Papa (Ed.) The 2008 Yearbook of the National Council of Professors of Educational Administration, ProActive Publications.
  Abstract:
• Smith, D., (2008). Creating New Visions & Stories of Movement, Media, Language, and Laughter. In L. Gandini, S. Etheredge, & L. Hill (Eds.) Insights and Inspirations from Reggio Emilia: Stories of Teachers and Children from North America (pp. 202-205). Worcester, MA: Davis Publications, Inc.
  Abstract:
• Smith, D., Goldhaber, J. Poking, Pinching and Pretending: Documenting Toddlers' Explorations with Clay. Redleaf Press., 2004
  Abstract:
• Smith, D., Goldhaber, J., Stremmel, A. Training Modules for State of South Dakota Infant/Toddler Project. South Dakota State University, Brookings, Douth Dakota, 2008
  Abstract:
• Smith, Dianna. Creating New Visions. Stories of Movement, Media, Language, and Laughter. Gandini, L., Etheredge, S.(Eds.), Insights and Inspirations from Reggio Emilia. Davis Publications, Inc. 2008
  Abstract:
• Smith, L. C. (2007). Conceptualizing spirituality and religion in counseling: Where we've come from, where we are, and where we are going. Journal of Pastoral Counseling, 42, 4-21.  [abstract]
  Abstract: Within the recent empirical and theoretical literature regarding spirituality and religion, an onomastic and conceptual polarization between the constructs of spirituality and religion exists. This article presents and examines the strong distinction currently being made between the constructs, reviews the voices that question the merits of the polarization, surveys the philosophical evolution of the distinction, and explores the resulting problematic issues that impede empirical research. This article concludes by suggesting that the work of Wilber (1999/2005) offers a nascent convergence of the two constructs and a pathway toward conceptual entelechy.
• Smith, L.C., & Shin, R. Q. (2008). Social privilege, social justice, and group counseling: An inquiry. Journal for Specialists in Group Work, 33, 351-366.  [abstract]
  Abstract: The construct of social privilege is ubiquitous within the multicultural and social justice literature. However, the group work literature has yet to integrate the construct into group theory, processes, and training. In this article, we review the group literature on multicultural and diversity issues. Also, we examine the multicultural and social justice literature for an operational definition of social privilege. Finally, we make an argument for the impact of social privilege on group work and for the necessity of integrating social justice competencies into group work.
• Smith, S. and Taylor-Archer, M. (2006). Our Stories II: The Experience of Black Professionals on Predominantly White Campuses. JDOTT University of Ohio, Contract Station.
  Abstract:
• Stage, F., & Manning, K. (Eds.). (2003). Research in the College Context: Approaches and Methods. New York, NY: Brunner-Routledge.  [abstract]
  Abstract: This book, intended for student affairs audiences, embodies a practitioner-oriented approach to research and assessment. The book highlights various research methods available to administrators, faculty, and graduate students for policy development, original research, and knowledge generation. The book presents an overview that begins with asking research questions and choosing a research approach. After this overview, individual chapters highlighting various data gathering and analysis techniques are presented.
• Stage, F.K., & Manning, K. (2003). Reporting Results. In F. Stage & K. Manning (Eds.). Research in the College Context: Approaches and Methods (pp. 211 � 224). New York, NY: Brunner-Routledge.  [abstract]
  Abstract: Educational researchers who work in practice oriented fields face an obligation to widely disseminate their research findings to both practitioners and fellow researchers. The means to achieve this dissemination are varied: case studies, refereed journal articles, books, reports of empirical research, and popular press. The authors discuss the various dissemination choices and the ethical obligations connected to this activity.
• Stage, F.K., & Manning, K. (2003). What is your question? In F. Stage & K. Manning (Eds.). Research in the College Context: Approaches and Methods (pp. 1 � 16). New York, NY: Brunner-Routledge.  [abstract]
  Abstract: The term research applies to a broad range of activities on the college campus. Analysis of already available institutional data, exploration of legal implications of a campus issue, research on college student experiences, needs assessment, evaluation of programs, and monitoring of new policies all fall under the rubric of research. The book begins with a discussion of the questions driving the inquiry process in order to select the methods to be employed.
• Stevenson, C., & Bishop, P. (2005). Curriculum that is relevant, challenging, integrative, and exploratory. In T. Erb (Ed.) "This we believe" in action. Westerville, OH: National Middle School Association.
  Abstract:
• Sullivan, M. & Bishop, P. (2005). Disaffiliated boys: Perspectives on friendship and school success. Middle School Journal, 37(2), 22-30.
  Abstract:
• Suter, J. C., & Bruns, E. J. (2008). Narrative review of wraparound outcome studies. In E. Bruns & J. Walker (Eds.) The resource guide to wraparound. Portland, OR: National Wraparound Initiative, Research and Training Center on Children's Mental Health, Portland State University. Available online at http://www.rtc.pdx.edu/nwi/resourceguide.php
  Abstract:
• Suter, J.C. & Bruns, E.J. (2009). Effectiveness of the wraparound process for children with emotional and behavioral disorders: A meta-analysis. Clinical Child and Family Psychology Review. Advance online publication. doi: 10.1007/s10567-009-0059-y  [abstract]
  Abstract: Wraparound is a team-based service planning and coordination process intended to improve outcomes for children and youth with serious emotional and behavioral disorders and support them in their homes, schools, and communities. Given the substantial resources devoted to implementing wraparound, a meta-analysis of outcome studies was conducted to better understand current empirical support for this process. A literature search identified seven studies between 1986 and 2008 that documented the effects of youth receiving wraparound compared to control groups. Mean treatment effects across outcome domains ranged from medium for youth living situation (0.44) to small for mental health outcomes (0.31), overall youth functioning (0.25), school functioning (0.27), and juvenile justice related outcomes (0.21). The overall mean effect size across studies was 0.33. Interpretation of results was complicated by the lack of consistent documentation of implementation fidelity across studies and conditions, variations in target population and intended outcomes, and methodological concerns. The authors conclude that, though the published wraparound research base is expanding and findings are largely positive, it continues to be in a preliminary state of development. However, there are insufficient data to support calls for wraparound's acceptance or dismissal based on the strength of existing studies.
• Suter, J.C., & Giangreco, M.F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43(2), 81-93.
  Abstract:
• Suter, J.C., & Giangreco, M.F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43, 81-93.  [abstract]
  Abstract: This study explores key indicators of special education service delivery based on responses from 92 special educators and 36 administrators in 19 Vermont schools. Special educators reported on their work, the work of paraprofessionals they supervised, and 103 students with disabilities who were receiving one-to-one paraprofessional supports within general education classes. Findings indicate that (a) many special educators have large caseloads, (b) there are substantially more paraprofessionals than special educators, and (c) more than half of all special education paraprofessionals are assigned to students with disabilities one to one. Combined, these factors indicate that schools employed models of service delivery for students with disabilities that are primarily supported by paraprofessionals, thus raising concerns about students' access to a free, appropriate public education.
• Tinkler, B. (2006). A Community of Care in a Teacher Education Supervisory Seminar. Curriculum and Teaching Dialogue, 8, 1&2, 239-253.
  Abstract:
• Uhrmacher, B. & Tinkler, B. (2007, Summer Online). A Monumental Curriculum. Educational Leadership, 64.
  Abstract:
• Uhrmacher, B. & Tinkler, B. (2008). Engaging Learners and the Community Through the Study of Monuments. International Journal of Leadership in Education: Theory & Practice, 11, 3, 225-238.
  Abstract:
• Walden, T.A., Hurley, J.J. (2006). A developmental approach to understanding atypical development. In Charman, T., & Stone, W.L. (Eds.). Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention (pp. 267-295). New York, NY: Guilford Press.
  Abstract:
• Walls, Leon & Miller, Fayneese (2010). Women of color in sciences. In Richard Johnson & Gigi Harris (eds.). Women of color: Taking their rightful place in leadership. San Diego, CA: Birkdale Publishers.
  Abstract:
• Webb, P. T, Neumann, M. D., & Jones, L. C. Politics, school improvement, and social justice: A pluralistic view of teacher leadership and teacher power. The Educational Forum, 68, 254-262.
  Abstract:
• Wood, G. G., & Roche, S. E. (2001). An emancipatory social work approach to women and teen-aged girls surviving gender violence. Affilia: Journal of women and social work, 16, pp. 66-79.
  Abstract:
• Wood, G. G., & Roche, S. E. (2001). Representing selves, reconstructing lives: Feminist group work with women survivors of male violence. Social Work with Groups 23, pp. 5-23.
  Abstract:
• Wood, G. G., & Roche, S. E. (2001). Situations and representations: Feminist practice with survivors of male violence. Families in society, 82, pp. 583-590.
  Abstract: